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Learning outcomes

By the end of this series of units you should:

  • have a broader understanding of contemporary Scottish society;

  • have a broader understanding of Scottish culture and identity;

  • have an understanding of the various frameworks and standards of professional recognition in Scotland;

  • be aware of the opportunities for further supported study in your chosen area.


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Introduction

This unit explores questions about New Labour's approach to welfare reconstruction. This is linked to the unsettling and remaking of the old Welfare State by the New Right. The material is primarily an audio file, originally 27 minutes in length, and recorded in 1999.

This material is from our archive and is an adapted extract from Social Policy: Welfare, Power and Diversity (D218) which is no longer taught by The Open University. If you want to study formally with us, you may wi
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1.5 Design

Database design starts with a conceptual data model and produces a specification of a logical schema; this will usually determine the specific type of database system (network, relational, object-oriented) that is required, but not the detailed implementation of that design (which will depend on the operating environment for the database such as the specific DBMS available). The relational representation is still independent of any specific DBMS; it is another conceptual data model.

Our
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5.1 Subject areas

Unless you are advised otherwise, always consult the most recent edition of these books. The dates / editions given here are as at the time of printing.


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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 unit:

Tables

Table 1: Source: Transport Statistics Great Britain, 2001, Department for Transport. Crown copyright material is reproduced under Class Licence Number C01W0000065 with the permission of the Controller if HMSO and the Que
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4.1 Introduction

Collective oeuvres* produce and sustain group solidarity. They help make a community. Works and works-in-progress create shared and negotiable ways of thinking in a group … externalising, in a word, rescues cognitive activity from implicitness, making it more public, negotiable and solidary.

(Bruner, 1996, p. 22)

*An oeuvre is normally defined as the total output of an individual writer or ar
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Introduction

The activities in this unit are designed to support an individual or group of teachers in preparing a school-based training session for colleagues on creativity and information and communications technology (ICT) in the curriculum.


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References

Birkett, D. (2001) ‘The school we'd like’, The Guardian, 5 June 2001. Available from: http://education.guardian.co.uk/schools/story/0,5500,501374,00.html [Accessed 23 November 2003].
Brown, P. (2001) ‘The erosion of geography’, The Guardian, 20 November 2001. Available from: www.education.guardian.co.uk/schools/story/0,5500,597485,00.html [Accessed 20 November 2003].
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Supporting professional development in ITT: introduction

This course is for mentors, tutors and student teachers. It also provides useful information for school co-ordinators.

The following sections will help mentors and student teachers work together effectively to develop student teachers' professional skills and understanding.


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1.3.3 Books and electronic books

Books are a good source of information. The publishing process (where a book is checked by an editor before publishing, and often reviewed by another author) means that books are reliable sources of information, although they may need to be evaluated for bias. A growing number of books can be found online.

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2.9.1 Looking at a plan

You will be looking at a plan of the museum in order to find your way around.

Key Learning Points

  • Understanding directions in a building

  • Understanding what is or is not allowed

  • Making liaisons with words beginning with ‘h’

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3.2 Care labels

Why is it important to explore the way language is used? Two reasons were suggested in Section 1. Definitions are important so that services and support can be targeted to where they are most needed. And words carry several meanings. One student included as an example in her answers to the activity about what care means:

‘In care’ means stigma for children and young people.

This did not
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8.2 Summary

Enid and Sarah mentioned relatives and friends, but the others sounded as if they were managing on their own, or within their immediate family unit. Care work can be an isolating experience. The hours are long. Sometimes they are unpredictable, and being cared for doesn't always mean that you're necessarily going to be able to have the time or energy to develop other relationships. You might like to consider whether demographic changes are likely to have an effect on who is available for care
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8.1 Feelings about care relationships

Diane couldn't imagine being paid for what she did. She thought that, if she was paid, she would, ‘have felt obligated to do it’. This way it felt like her choice. ‘I wanted to make those choices freely.’

John described the basis of his caring for Mr Asghar as, ‘a mutually beneficial friendship … always has been’.

Enid emphasised that she looked on her caring as a parental responsibility. ‘They're my children and it's my duty to look after them … they weren't ask
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5 Audio clip 4: Sarah Fletcher

Figure 3: Sarah Fletcher

At the time of the interview, Sarah Fletcher was 23 and disabled. She had just finished her degree in Social Policy at
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Learning outcomes

On completion of this unit, you should be able to:

  • understand that people who give and receive help and support depend on a mix of paid and unpaid sources.


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3.2 Clips 4 to 5

Clip 4

In this clip, we hear about the problems faced by those in the private rented sector, and find out about EAGA.

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2.1.1 Ian Traenor

Figure 1
Ian Traenor

Ian Traenor used to be a former employee of Scottish Hydroelectric. At the time of the recording, he had ‘crossed over to
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Activity 1

Introductory reading on children’s participation

6 hours 0 minutes

Read Chapter 5: ‘Children’s participation’ from Foley and Leverett (2008) Connecting with children: developing working rel
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Learning outcomes

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

  • understand the principles underlying a rights and participation approach to childhood issues and how these may be applied to a variety of situations within different contexts;

  • develop communication and engagement skills that can be applied to work with children.


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