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Acknowledgements

The material below is contained in chapter 3 of Economics and Economic Change Microeconomics (2006) (eds) Graham Dawson, Maureen Mackintosh and Paul Anand, which is published by Pearson Education Limited in association with The Open University. Copyright © The Open University.

The material acknowledged below is Proprietary, used under licence and not subject to Creative Commons Licence (see terms and co
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References

The Economist (2000) 'Supplement: The new economy: untangling e-conomics', 23 September.
The Economist (2001) 21 July, p. 86.
Fisher, F. and Rubinfeld, D. (2000) 'United States v. Microsoft: an economic analysis', Public Law and Legal Theory Working Paper No. 30, UC Berkeley School of Law, Calif., at http://papers.ssrn.com (accessed September 2001).
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Learning outcomes

After studying this unit you should be able to:

  • appreciate the importance of technological change, costs of production and consumer preferences to the changing organisation of production;

  • understand the relation between the quantity demanded of a good and its price as represented by the demand curve;

  • understand economic models of the relation between firms’ costs and output;

  • analyse the role of technology and costs in influencing in
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Learning outcomes

After studying this unit you should be able to:

  • have a basic understanding of the European Convention on Human Rights (ECHR);

  • have an understanding of the European Union (EU);

  • acquire a basic knowledge about the EU institutions;

  • acquire an understanding of the sources of EU law;

  • acquire a knowledge of the interaction between EU law and domestic law.

Learning outcomes

After studying this unit you should:

  • understand the historical growth of the idea of human rights;

  • be aware of the international context of human rights;

  • be aware of the position of human rights in the UK prior to 1998;

  • understand the importance of the Human Rights Act 1998;

  • have practised analysing and evaluating concepts and ideas;

  • have started to see links between the core concepts of rules, rights and
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References

Dyer, C. (2004) ‘Coe ruling keeps a limit on privacy rights’, Guardian, Monday 31 May.
Tomlinson, H. and Thomson, M. (2004) ‘New model privacy’, New Law Journal, NLJ 154. 7130(794), 28 May.

Learning outcomes

After studying this unit you should be able to:

  • explain what privacy means and what a right to privacy protects;

  • identify the conflicts between privacy and other human rights and interests;

  • understand how privacy is protected in the UK;

  • summarise the elements which must be proven to show a breach of confidence;

  • discuss the circumstances in which a confidence will not be protected;

  • evaluate whether the law
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Learning outcomes

After studying this unit you should be able to:

  • engage in debates on different views of creativity and form a view on what creativity means;

  • recognise the ways in which individuals can be creators and generators of new knowledge;

  • explore ways in which ICT creates new opportunities for creative, collaborative activity.

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 extracts acknowledged below appear Chapter 3 (‘Modernity and English as a national language’ by Dick Leith and David Gra
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Learning outcomes
James Clerk Maxwell (1831-1879) is arguably the father of electromagnetism, and unarguably one of the greatest physicists ever. Einstein called Maxwell's equations 'the most important event in physics since Newton's time, not only because of their wealth of content, but also because they form a pattern for a new type of law'. This unit will examine Maxwell's greatest triumph, the prediction that electromagnetic waves can propagate vast distances through empty space and the realisation that light
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References

Ahmed, K. (1995) ‘Glasgow reputations: powerful case for the prosecution’, Scotland on Sunday, 13 August.
Au, O. (1995) ‘Midsummer madness makes one Mean City’, The Sunday Times Scotland, 13 August.
Allardyce, J. (1995) ‘Smiling through’, The Scotsman, 8 August.
Bolitho, W. (1924)
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Learning outcomes

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

  • explore ideas about place and identity using our concept of ‘geographical imagination’ by examining the images that represent a place to reveal how those images came about;

  • explore ideas about place and identity by examining the images that represent a place to reveal two sets of relationships that are important in understanding the character of a place: power relations and local-global relations.


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Learning outcomes

After studying this unit, you should be able to:

  • understand the basic structural issues of the Forth Road Bridge;

  • give examples of how engineers are trying to alleviate the wear and tear on the bridge.

Learning outcomes

After studying this unit you should be able to:

  • consider what is law and what are the sources of law;

  • understand the legal history of Scotland;

  • explain how Acts of the Scottish Parliament originate;

  • understand the role of Scottish Parliament in making law;

  • understand the difference between primary and delegated legislation;

  • read and discuss Acts of the Scottish Parliament;

  • understand the ro
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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

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

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Acknowledgements
Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approach of a manager of a voluntary sector mental health service.
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Learning outcomes
Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approach of a manager of a voluntary sector mental health service.
Author(s): The Open University

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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.

Grateful acknowledgement is made to the following sources:

Text

Reading: Flint, C.
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Learning outcomes

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

  • discuss what ethics is and what constitutes an ethical issue;

  • identify and discuss ethical issues that arise in the media, in routine conversations and, in particular, in your own everyday professional practice;

  • discuss the role of emotions in ethical deliberations;

  • discuss how negotiation might resolve apparent ethical differences;

  • identify and discuss the ethical issues p
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Acknowledgements

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

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

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