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References
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
Author(s): The Open University

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Learning outcomes
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
Author(s): The Open University

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Acknowledgements

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Portrait of Luca
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Acknowledgements

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Unit Image

Carl.j: http://www.flickr.com/photos/carljervis/16202720/

All ot
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Acknowledgements

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References

Brassington, F. and Pettitt, S. (2000) Principles of Marketing, 2nd edn, England, Pearson Education Limited.
Christopher, M., Payne, A. F. T. and Ballantyne, D. (1991) Relationship Marketing: Bringing quality, customer service and marketing together, Oxford, Butterworth Heinemann.
Curtis, J. (2000) ‘A clear view of CRM’, Marketing Direct, No. 50
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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
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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.

Learning outcomes
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
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Learning outcomes
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
Author(s): The Open University

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Acknowledgements

This unit was written by Maria Kasmirli

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Author(s): Creator not set

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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.

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.

Acknowledgements

This unit was written by Dr Sue Asbee

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References

Abrams, M.H. (1971) A Glossary of Literary Terms, Holt, Rinehart and Winston.
Barker, J.R.V. (ed.) (1985) The Brontes: Selected Poems, Dent.
Bush, D. (ed.) (1966) Milton: Poetical Works, Oxford University Press.
Bygrave, S. (ed.) (1998) Romantic Writings, The Open University.
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Acknowledgements

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This extract is taken from D218: Social policy: welfare, power and diversity, produced by the BBC on behalf of the Open Univer
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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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References

Adams, M. J. (1994) Beginning to Read: thinking and learning about print, Cambridge, MA, MIT Press.
Ada, F. (1988) ‘The Pajaro Valley experience: working with Spanish-speaking parents to develop children’s reading and writing skills in the home through the use of children’s literature’, in Skutnabb-Kangas, T. and Cummins, J. (eds) Minority Education: from shame to struggle, Clevedon, Multil
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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.
Author(s): The Open University

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Learning outcomes
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.
Author(s): The Open University

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