7.3 Risk and contingency planning Risk in projects may be defined as ‘an event or situation … which can endanger all or part of the project’ (Nickson and Siddons, 1997). Risk management is fundamental to project management and has an impact on estimates of time and effort required for the project. It is concerned with assessing the kinds of risk associated with trying to make something happen, for example the possibil
7.1 Consider the purpose A project that meets an important need for your organisation will contribute towards meeting wider organisational targets. Consider the purpose – what will the project contribute that will further the goals of the organisation? It is often useful to discuss this with the project sponsor and to align the project objectives with the strategic objectives of the organisation. If the ‘fit’ of the project with the organisational direction is considered at an early stage, it might be possible
4 Project inputs and outputs A project involves the transformation of inputs into an output or product. For example, people's mental and physical efforts, bricks and mortar, equipment or materials might be transformed into a new road, a municipal park or an advertising campaign. Or perhaps transformed into a stream of outputs or products, for example, attendances at a conference or exhibition, state school places or data from a new in-house costing system. The output or outputs might be used within the organisation
Learning outcomes By the end of this unit, you should be able to: identify your objectives; assess what you have to offer; balance these against a practical framework of your personal circumstances; explore a range of reference sources to select what is most relevant; prepare an action plan, including evaluation of achievements; produce ongoing strategies to develop your voluntary work; understand employersâ
1.5.4 Summary The Euro has become an important currency of denomination for government and corporate bonds. There is now emerging a two-currency world, made up of the US dollar and the EU Euro. The advantages to countries of being able to borrow internationally in their own currencies have not been lost to them, so there will be an incentive for the east-Asian countries to develop their own ‘regional’ financial markets.
1.2.2 Summary The EU-15/25 is a large and prosperous player on the world economic stage. It represents a continental-sized economy, able to compete with the USA and Japan (and China and India, somewhere down the line). The new EU members who joined in 2004, and those lining up to join later, are at a different level of development to the EU-15. This will pose considerable challenges for those managing and governing the n
6.3 Shopping with ‘vouchers’ The advice given to young asylum seekers, reproduced here as Extract 4, describes how the system of vouchers (see Author(s): 8.7 Fuel poverty in Scotland Fuel poverty is a critical issue facing people on very low incomes, particularly in countries like Scotland, with its severe winters. Winter deaths are disproportionately high when compared with other parts of Britain. This unit aims to give you an understanding of what poverty is like, and how adequate heating can become a matter of life and death. To access this material click on the unit link below. It leads to a separate OpenLearn unit and will open in a new window. 6.1 Overview These units will introduce you to the Scottish legal system. Scots law today represents centuries of development and growth. Its evolution has been influenced by many factors, social and economic, the effects of war and religious change, political and governmental changes, alliances with overseas powers such as France, and Union with England. Since 1999, the new Scottish Parliament has had its own law-making powers. The first unit in this section provides a taster for a new course on la 2.5 Finding information in education This unit will help you to identify and use information in education, 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 organising yo 4.1.4 Summary Identity is based on being the same as some people and different from others. Identities are constructed in relation to place. Difference is unequally weighted and can create categories of outsiders. Individuals and groups have to negotiate both the uncertainties of social change and the constraints of inequality. 3.3.1 Summary Claims about who is poor are rooted in shared and contested ideas about the basic necessities of life. The experience of poverty is both relative and relational. It is defined by what people have, and what they can do, relative to the opportunities of others.
Poverty carries derogatory meanings, so it does not easily provide a basis for collective identity. 3 How to reflect on your learning It is important to get into the habit of actively reflecting on your learning. This is an important skill in its own right, and will help you get the most from your study time. So, as you work though each video, we suggest that when you are writing your notes you focus your thoughts and structure your observations around three areas: 1 The process of learning from the video For example, you might ask yourself: How do I feel about le 4.4 Family meanings matter in family studies Researchers and students of family studies need to pay attention to family meanings because it is not possible to stand outside of such meanings. Thus, it is important to be able to reflect upon the ways in which these meanings shape and impinge upon research, and, in the process, come to be reconstructed and reproduced. Such reflection is relevant whether we are considering the interpretations of people's lives undertaken within qualitative research or the categories of households and relati 4.1 Family and meanings? We have considered the difficulties of pinning down family definitions and meanings. We now ask whether it is indeed important to explore and unravel these complexities. Do the varieties of family meanings – or the meaning of ‘family’ itself – matter, or do they just provide a minor intellectual diversion? You may like to pause here for a moment to consider how you would answer this question for yourself. Do you think they matter, and if so, in what ways? We consider this questi 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: 4.1 Are photographs truthful? In this unit, we've looked at several examples of the social processes of identity construction and a number of dimensions of identity. Our discussion has indicated that we cannot try to understand the role of images through one approach alone, but need to utilise both content and context analyses. It makes sense to ask whether the same sort of approaches can be applied to other types of image. How should we analyse ‘factual’ images which deal with social issues such as thos 3.1 Photographic content and context Can we analyse photographs to tell us something valid about gender, ethnicity, class and nationality? As the wedding pictures example begins to suggest, there are traces of social facts embedded in the images, as well as evidence of the social conventions and organisational practices that underpin their production and diffusion or circulation. What will be clear is that there is no simple interpretational tool or reading skill available to us that allows us to reduce the picture to a simple f
Activity 5
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