Learning outcomes

After studying this course, you should be able to:

  • understand the Enlightenment ideas that underpinned Robert Owen's social reform agenda

  • understand how Owen's background and experience at New Lanark fed through into his thinking in the essays in A New View of Society

  • understand the main proposals in the essays

  • understand New Lanark's role as a model for social reform during this period.


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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

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

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11.941 Learning by Comparison: First World/Third World Cities (MIT)
The primary purpose of this seminar is to enable students to craft approaches to so-called "First World"/ "Third World" city comparisons that are theoretically sophisticated, methodologically rigorous, contextually grounded, and significantly beneficial. Since there exists very little literature and very few projects which compare "First World" and "Third World" cities in a sophisticated and genuinely useful manner, the seminar is structured around a series of readings, case studies, and discuss
Author(s): Inam, Aseem

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

Activity 5

Adapting participatory methods

0 hours 45 minutes

This activity is an opportunity to reflect on how you might adapt and use the ideas introduced in Activity 4. Imagine you are running a summer holiday
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Lecture 4 [slides]: SQL, Continued
MySQL. SQL. MySQL types. Indexes, constraints. MySQL Functions. JOIN. Race conditions. INSERT ... ON DUPLICATE KEY UPDATE. Transactions (InnoDB). Locks (MyISAM). CSV.
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EPOCH Psychology history timeline
This free course, EPoCH Psychology history timeline, uses an interactive resource (EPoCH) to gain a better sense of how the historical and social context influences psychological inquiry. You will examine the different methods used by psychologists to investigate human behaviour and learn to identify the different perspectives that exist in psychology.
Author(s): Creator not set

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Activity 10: Critical reflections on Hofstede

Allow 60 minutes for this activity.

You have spent most of this unit working with Hofstede's ideas. He is one of the pioneers of the study of national culture and its impact on organisations, and his work has been very influential.

My aim so far has been to help you understand Hofstede's cultural dimensions and to become familiar with how they can be used to analyse one of the main environments within which organisations operate. National culture is also one of the factors
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Students Compare the Two Situations
In this video segment, the students compare the graphs of problems 1 and 2 and then briefly discuss problem 4. They begin to make conjectures about when a table of values will produce a linear relationship.
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Business Studies and astronomy!
As well as updating the existing listings in the directory, two more podcast channels have been added to the directory. The first is the Brain Storm preview channel with podcasts on a variety of business related topics. The second is a series of podcasts about Author(s): No creator set

TALAT Lecture 1402: Aluminium Matrix Composite Materials
This lecture provides understanding of the state-of-the-art of aluminium matrix composite materials; it outlines the properties of aluminium matrix composite materials as a basis for materials selection; it explains the limits of useful applications; it demonstrates the various types of aluminium matrix composites. Knowledge in metallurgy, materials science, materials engineering is assumed.
Author(s): TALAT,B Verlinden, University of Leuven,L Froyen,

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http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

1.8 Conclusion

This section has demonstrated that regulation evolves in response to a number of factors. Some of the more significant ones, such as economic development, ‘borrowed’ legislation, colonisation and imperialism and economic domination, have been discussed here. The consequence of this is that accounting regulation has evolved differently in various countries. The reasons for the diversity in accounting regulations will be considered in more detail in Author(s): The Open University

3.6.1 Saying thank you and acknowledging current contribution

Probably the single most important way of retaining people's support and goodwill is to say thank you promptly and to demonstrate that you have noted and valued whatever it is they have contributed. If you do not have the systems to guarantee that supporters are thanked appropriately, then you cannot seriously expect to move anyone anywhere – be it up a pyramid, into a kite or round a matrix.


Author(s): The Open University

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1.5.4 The 5 Ds

If you don’t use a system at all, then you could suffer from the effects of information overload:

  • losing important information

  • wasting time on trying to find things

  • ending up with piles of physical and virtual stuff everywhere

One technique you might like to apply to your files (be they paper or electronic) is the 5Ds. Try applying these and see if you can reduce your information overload.


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References

Honey, P. and Mumford, A. (1989) 'Trials and Tribulations', The Guardian, 19 December 1989.
Honey, P. and Mumford, A. (1992) The Manual of Learning Styles, 3rd Edition, Peter Honey Publications Limited, Ardingly House, 10 Linden Avenue, Maidenhead, Berkshire, SL6 6HB.

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Repeated Addition and Multiplication
Students will learn that repeated addition is the same as multiplying.  Whenever you have equal groups, you can add to find the sum or multiple to find the product.  User clicks through the slides. 

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Introduction

This unit considers the relationship of the emperor with the Roman provinces, and how this relationship was mediated and represented, as well as how the culture of empire was manifested in the identity of the emperor.

This material is from our archive and is an adapted extract from Culture, identity and power in the Roman empire (AA309) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in this <
Author(s): The Open University

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5.3 ‘A positive valorisation is assigned to one's own nation, granting it specific claims ove

Just how a nation is prioritised over other communities will have an important impact on how the terms of this second element are played out. A nation that sees itself in pluralistic or liberal terms for example – which may celebrate cultural diversity as part of its very sense of a collective identity – is, on the face of it, less likely to make particular demands or to institute extensive controls on the behaviour of its members. On the other hand, a nation that is imagined in terms of
Author(s): The Open University

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Original Copyright © 2005 The Open University. Now made available within the Creative Commons framework under the CC Attribution – Non-commercial licence (see http://creativecommons.org/licenses/by

Are You Sleeping?
This video is the English version of Frere Jacques. At the bottom of the screen, the large words appear so that the young viewer can read and sing along.
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2.2 ‘Children in need’

All local authorities in the UK have a duty to provide services that look after the welfare of children. This duty is underpinned by the Children Act 1989 (England and Wales), the Children (Scotland) Act 1995 and the Children (Northern Ireland) Order 1995. The term ‘children in need’ derives from such legislation.

‘Children in need’ are defined similarly in legislation for each nation of the UK. The Children Act 1989 (England and Wales) section 17(10), for example, defines child
Author(s): The Open University

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3.2.1 Ever-changing labels

A few years from now, there will undoubtedly be new labels for people with learning disabilities and mental health problems, and other groups who are seen to need care. This is because new labels which are intended to de-stigmatise get contaminated by some of the negative attitudes attached to the condition they are describing. Thus ‘sub-normal’, introduced to replace ‘mental defective’ in the Mental Health Act 1959, is now seen as a term of abuse. At the time, however, it was seen as
Author(s): The Open University

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