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: Portrait of Luca
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 Carl.j: http://www.flickr.com/photos/carljervis/16202720/ All ot
Unit Image
Acknowledgements The content acknowledged below is Proprietary (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:
Author(s):
Learning outcomes After studying this session, you should be able to: describe the difference between marketing as a function and the concept of being market led; evaluate whether an organisation is market led; evaluate the relevance of marketing concepts to your own and other organisations, whether commercial (for-profit) or non-profit; identify your own customers and consumers; list the tangible and intangible elements of your own prod
Learning outcomes By the end of this unit you should have: an awareness of the processes of study in the arts and humanities an understanding of key concepts in the arts and humanities. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Learning outcomes Learning outcomes Acknowledgements This unit was written by Maria Kasmirli
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 Learning outcomes After studying this unit you should: have an awareness of what is involved in the study of philosophy, which enables you to offer arguments for and against the main positions discussed; have a rudimentary ability to use philosophical reasoning techniques. Original Copyright © 2006 The Open University. Now made available within the Creative Commons framework under the CC Attribution – Non-commercial lice Learning outcomes By the end of your study of this unit, you should have: an understanding of the common techniques underlying free verse and traditional forms of poetry; begun to identify aspects of your own experience and imagination that you can use when writing poems; learnt the basic terminology and practical elements of poetry. Except for third party materials and otherwise stated (see Author(s): Acknowledgements This unit was written by Dr Sue Asbee
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 m 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 This extract is taken from D218: Social policy: welfare, power and diversity, produced by the BBC on behalf of the Open Univer 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 taken from this Study Guide are from a course References Acknowledgements Learning outcomes Acknowledgements This unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713 Fundamentals of Senior Management Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-Sh References 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 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. The content acknowledged below is Proprietary (see Author(s):
This unit will help you to identify and use information in Arts and History, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organisin
In this unit you will be introduced to a variety of Delacroix’s work and see how his paintings relate to the cultural transition from Enlightenment to Romanticism. You will study Delacroix’s early career, his classical background, the development of Romantic ideas and their incorporation into his work. You will have the opportunity to study some of his most important paintings and compare them to works favouring a Neoclassical approach. You will also be able to see how his themes, subjects
Study Guide Acknowledgements
This unit looks at Babylonian mathematics. You will learn how a series of discoveries have enabled historians to decipher stone tablets and study the various techniques the Babylonians used for problem-solving and teaching. The Babylonian problem-solving skills have been described as remarkable and scribes of the time received a trainng far in advance of anything available in medieval Christian Europe 3000 years later.
This unit looks at Babylonian mathematics. You will learn how a series of discoveries have enabled historians to decipher stone tablets and study the various techniques the Babylonians used for problem-solving and teaching. The Babylonian problem-solving skills have been described as remarkable and scribes of the time received a trainng far in advance of anything available in medieval Christian Europe 3000 years later.
Britain was the first country to industrialise, and it acquired the largest empire ever during this same period. But its sphere of economic influence extended far beyond the boundaries of the formal British Empire. This unit focuses on the economics of empire, using a case study of one town, Dundee in eastern Scotland, to explore this huge topic.
