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Acknowledgements

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Study Guide Acknowledgements

The extracts taken from this Study Guide are from a course
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Acknowledgements

This unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713 Fundamentals of Senior Management

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Learning outcomes

At the end of this unit you should be able to:

  • develop plans with relevant people to achieve the project's goals;

  • break work down into tasks and determine handover procedures;

  • identify links and dependencies, and schedule to achieve deliverables;

  • estimate and cost the human and physical resources required, and make plans to obtain the necessary resources;

  • allocate roles with clear lines of responsibility and accountabil
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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

The unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713: Fundamentals of
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References

Frame, J.D. (1987) Managing Projects in Organizations: How to Make the Best Use of Time, Techniques and People, San Francisco, Jossey Bass.
Buzan, T. (1982) Use Your Head, London, Ariel Books.

Learning outcomes

At the end of this unit you should be able to:

  • identify the main features of a project;

  • explain the importance of the key dimensions of budget, time and quality;

  • identify the links between a project's scope and definition and a sponsor's strategic and operational objectives;

  • agree the objectives of the project in sufficient detail to enable it to be planned effectively;

  • assess the feasibility of a project and to negotia
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Acknowledgements

‘Science in the Scottish Enlightenment’ (by Michael Bartholomew and Peter Morris) is Chapter 11 in The Rise of Scientific Europe 1500–1800 (eds David Goodman and Colin A Russell) © 1991, 2003 The Open University. This chapter has been adapted for OpenLearn.

The text The Rise of Scientific Europe 1500–1800 forms part of OU course AS208 The rise of scientific Europe.

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Learning outcomes

By the end of this section you should be able to:

  • understand developments in Scotland with regard to the Enlightenment period;

  • give Scottish examples from the community of philosophers and scientists from the Enlightenment period;

  • describe how these Scots helped influence the Industrial Revolution and the American Revolution.

Learning outcomes

On completion of this unit you should be able to:

  • understand some of the issues surrounding natural heritage;

  • understand some of the issues surrounding industrial heritage;

  • understand why tensions often arise between conservation and the demands of modern tourism.

Learning outcomes

When you have completed this unit you should:

  • be able to discuss some of the ways in which the concept of ‘religion’ has been and is used in the study of religion;

  • have gained some practical experience in the study of religion through exploring examples of religious activity in Britain and India on ‘special days’;

  • be able to identify and to evaluate critically the motives, concerns and methods that typically distinguish the academi
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:


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References

Arnett, P. et al. (1998) Flash! Associated Press Covers the World, New York, Harry N. Abrams.
Barley, N. (1983) The Innocent Anthropologist, London, Penguin.
Becker, H.S. (1985) ‘Do photographs tell the truth?’ in Cook, T.D. and Reichardt, C.S. (eds) Qualitative and Quantitative Methods in Evaluation Research, London, Sage.
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Learning outcomes

After reading this unit you should be able to:

  • recognise how images can be analysed and interpreted;

  • comprehend how images can be used to express uncertainties;

  • give examples of images that show change and of social and cultural diversity.

Acknowledgements
The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".
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Learning outcomes
The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".
Author(s): The Open University

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Learning outcomes

After studying this unit you will:

  • have developed a systematic understanding of knowledge and a critical awareness of issues in inclusive education;

  • be able to reflect critically upon and analyse your own perspective, and that of others, regarding inclusion;

  • be able to analyse and develop successful inclusive learning practices;

  • be able to identify conceptual frameworks appropriate for investigating inclusion issues, examining the inc
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References

Gould, P. and White, R. (1974) Mental Maps, Harmondsworth, Penguin.
Knox, P. and Agnew, J. (1989) The Geography of the World Economy, London, Edward Arnold.
Further reading
Smith, R. (1997) Simple Map Reading, Edinburgh, HMSO. This is a short handbook on the techniques of map reading, explained in a str
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Learning outcomes

At the end of this unit you should be able to:

  • reflect on your purposes and expectations in doing this unit;

  • record in your Learning Journal your initial and developing understandings of what the unit is about;

  • use your Learning Journal as an on-going record of your developing understandings, expectations and experiences;

  • use your Learning Journal to record your reflections;

  • begin taking responsibility for your own re
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References

Jones, T. (1999) ‘Art and Lifelong Learning’, Journal of Art and Design Education, 18 (1), p. 138.

Learning outcomes

By the end of this unit you should be familiar with:

  • the underlying values and justifications of teaching art and art history within the school curriculum;

  • developing strategies to explore and engage with some of the subject criticisms voiced;

  • enhancing and supporting pupil engagement with and exploration of these issues;

  • extending teaching approaches that incorporate some of these values and ideas.

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