http://openlearn.open.ac.uk This RSS feed contains a list of all the courses in LearningSpace Moodle en-gb http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Fri, 27 Jan 2012 14:22:48 GMT Fri, 27 Jan 2012 14:22:48 GMT 2012-01-27T14:22:48Z The Open University en-gb Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD101_1 Fri, 27 Jan 2012 12:28:35 GMT This unit asks questions about what states are and how they are involved in the processes of governing and ordering social life. Beginning from an awareness of just how much of everyday life involves the state, to if states have this authority to govern. They also ask about situations in which states may not be able to command such authority - where their governing role is not accepted as legitimate. http://openlearn.open.ac.uk/course/view.php?name=DD101_1 Political ordering Social Sciences decline economics economy environment family geography governing government growth identity inequalities northern ireland order politics power prosperity psychology social policy social sciences sociology states This unit asks questions about what states are and how they are involved in the processes of governing and ordering social life. Beginning from an awareness of just how much of everyday life involves the state, to if states have this authority to govern. They also ask about situations in which states may not be able to command such authority - where their governing role is not accepted as legitimate. The Open University The Open University Course text/html DD101_1 Political ordering - DD101_1 en-GB http://www3.open.ac.uk/study/undergraduate/course/dd101.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=Y177_1 Fri, 06 Jan 2012 14:58:26 GMT Here you will explore how different families have different ideas about how work in the home should be divided. You will also investigate the diversity of families. We will see how any discussion of the division of labour has to recognise that families differ in terms of shape and size. http://openlearn.open.ac.uk/course/view.php?name=Y177_1 Understanding society: Families Social Sciences division_of_labour family_life housework openings women_in_work Here you will explore how different families have different ideas about how work in the home should be divided. You will also investigate the diversity of families. We will see how any discussion of the division of labour has to recognise that families differ in terms of shape and size. The Open University The Open University Course text/html Y177_1 en-GB http://www3.open.ac.uk/study/undergraduate/social-sciences/index.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Y180_2 Fri, 06 Jan 2012 14:11:04 GMT In this unit you’ll explore art history. Look around you, it’s likely that wherever you are you’ll be able to see some images, it’s also likely that many of these image will be intended to have some sort of effect on you. Here you will be exploring the power of images via a study of contemporary art from the 1980s onwards. Taking the time to look beyond the immediate appearance of an art work to consider what the artist might be trying to say can be immensely rewarding. http://openlearn.open.ac.uk/course/view.php?name=Y180_2 Making sense of art history Arts and Humanities artistic_effects artistic_techniques interpretation openings turner_prize In this unit you’ll explore art history. Look around you, it’s likely that wherever you are you’ll be able to see some images, it’s also likely that many of these image will be intended to have some sort of effect on you. Here you will be exploring the power of images via a study of contemporary art from the 1980s onwards. Taking the time to look beyond the immediate appearance of an art work to consider what the artist might be trying to say can be immensely rewarding. The Open University The Open University Course text/html Y180_2 en-GB http://www3.open.ac.uk/study/undergraduate/course/y180.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=Y164_1 Wed, 04 Jan 2012 17:00:47 GMT We all know that the heart is very important but what exactly does the heart do? Why is the blood so important? What functions do the lungs perform? In this unit, we will try to provide at least a basic understanding so we can answer these questions and begin to understand why knowing about the heart is important for all sports people. Before that we will take a look at the human body. http://openlearn.open.ac.uk/course/view.php?name=Y164_1 Exploring sport online: Athletes and efficient hearts Health and Social Care athletes heart lungs openings sport We all know that the heart is very important but what exactly does the heart do? Why is the blood so important? What functions do the lungs perform? In this unit, we will try to provide at least a basic understanding so we can answer these questions and begin to understand why knowing about the heart is important for all sports people. Before that we will take a look at the human body. The Open University The Open University Course text/html Y164_1 Exploring Sport Online - Y164 en-GB http://www3.open.ac.uk/study/undergraduate/course/y164.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=Y157_2 Wed, 04 Jan 2012 15:03:29 GMT Here you will explore how different families have different ideas about how work in the home should be divided. You will also investigate the diversity of families. We will see how any discussion of the division of labour has to recognise that families differ in terms of shape and size. http://openlearn.open.ac.uk/course/view.php?name=Y157_2 Understanding society: Families Social Sciences division_of_labour family_life housework openings women_in_work Here you will explore how different families have different ideas about how work in the home should be divided. You will also investigate the diversity of families. We will see how any discussion of the division of labour has to recognise that families differ in terms of shape and size. The Open University The Open University Course text/html Y157_2 Understanding society - Y157 en-GB http://www3.open.ac.uk/study/undergraduate/social-sciences/index.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=Y156_2 Wed, 04 Jan 2012 15:03:08 GMT Here you will find out some of the things very young babies can do. You will also discover how babies can contribute to family life and relationships from birth. You will look at what they need from other adults and children, and what they can learn. http://openlearn.open.ac.uk/course/view.php?name=Y156_2 Understanding children: Babies being heard Education babies communication families openings Here you will find out some of the things very young babies can do. You will also discover how babies can contribute to family life and relationships from birth. You will look at what they need from other adults and children, and what they can learn. The Open University The Open University Course text/html Y156_2 Understanding children - Y156 en-GB http://www3.open.ac.uk/study/undergraduate/course/y156.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Olympics_1 Tue, 20 Dec 2011 15:41:11 GMT This unit highlights the similarities and differences between our modern Games and the Ancient Olympics and explores why today, as we prepare for London's 2012 Olympics, we still look back at the Classical world for meaning and inspiration. http://openlearn.open.ac.uk/course/view.php?name=Olympics_1 The Ancient Olympics: Bridging past and present Arts and Humanities ancient olympics This unit highlights the similarities and differences between our modern Games and the Ancient Olympics and explores why today, as we prepare for London's 2012 Olympics, we still look back at the Classical world for meaning and inspiration. The Open University The Open University Course text/html Olympics_1 The Ancient Olympics: Bridging past and present - Olympics_1 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E891_1 Thu, 15 Dec 2011 11:22:47 GMT This unit introduces you to the theoretical toolkit that is an essential part of engaging in educational enquiry. You will consider the types of theories and what their role is in the research process. Two very influential research perspectives are examined to identify differences in ways we think about and study the social world. http://openlearn.open.ac.uk/course/view.php?name=E891_1 Engaging with educational research Education epistemology interpretivism ontology paradigm positivism practice theory This unit introduces you to the theoretical toolkit that is an essential part of engaging in educational enquiry. You will consider the types of theories and what their role is in the research process. Two very influential research perspectives are examined to identify differences in ways we think about and study the social world. The Open University The Open University Course text/html E891_1 Educational enquiry - E891_1 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=2636 http://openlearn.open.ac.uk/course/view.php?id=2083 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=E207_1 Mon, 07 Nov 2011 10:48:26 GMT What is meant by ‘science’? How do political, philosophical and religious beliefs affect scientific discoveries and developments? In this unit you focus on your own experiences and knowledge of science, and you look at creative contexts to support children’s scientific learning in primary schools and early years settings. http://openlearn.open.ac.uk/course/view.php?name=E207_1 Your understanding and attitudes to science Childhood and Youth early years learning support primary school science teaching assistant technology What is meant by ‘science’? How do political, philosophical and religious beliefs affect scientific discoveries and developments? In this unit you focus on your own experiences and knowledge of science, and you look at creative contexts to support children’s scientific learning in primary schools and early years settings. The Open University The Open University Course text/html E207_1 Subject knowledge and professional practice in primary school - E207_1 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://openlearn.open.ac.uk/course/view.php?id=4326 http://openlearn.open.ac.uk/course/view.php?id=2574 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A230_1 Tue, 01 Nov 2011 12:51:48 GMT This unit concentrates on Acts 1 and 2 of John Webster’s Renaissance tragedy, The Duchess of Malfi. It focuses on the representation of marriage for love and the social conflicts to which it gives rise. The unit is designed to hone your skills of textual analysis. http://openlearn.open.ac.uk/course/view.php?name=A230_1 John Webster, The Duchess of Malfi Arts and Humanities court death love memory migration renaissance tragedy This unit concentrates on Acts 1 and 2 of John Webster’s Renaissance tragedy, The Duchess of Malfi. It focuses on the representation of marriage for love and the social conflicts to which it gives rise. The unit is designed to hone your skills of textual analysis. The Open University The Open University Course text/html A230_1 A230_1 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3016 http://openlearn.open.ac.uk/course/view.php?id=3123 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A103_1 Fri, 28 Oct 2011 10:37:08 GMT This unit is an introduction to studying the arts and humanities. It takes you through a series of exercises designed to develop your approach to study and learning at a distance and improve your confidence as an independent learner. http://openlearn.open.ac.uk/course/view.php?name=A103_1 Studying the arts and humanities Arts and Humanities arts getting_started history humanities study_skills This unit is an introduction to studying the arts and humanities. It takes you through a series of exercises designed to develop your approach to study and learning at a distance and improve your confidence as an independent learner. The Open University The Open University Course text/html A103_1 An Introduction to the Humanities - A103 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=1673 http://openlearn.open.ac.uk/course/view.php?id=1632 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K114_1 Fri, 28 Oct 2011 10:18:17 GMT The focus of this unit is to explore the role of a support worker. It helps to identify what is expected within a working environment, and the skills and qualities they need in order to perform their roles effectively. You will be encouraged to think about the skills and qualities that you consider important in your own role, in order to identify any potential for professional development. http://openlearn.open.ac.uk/course/view.php?name=K114_1 Interview with a social worker Health and Social Care care_worker professional_development social_worker The focus of this unit is to explore the role of a support worker. It helps to identify what is expected within a working environment, and the skills and qualities they need in order to perform their roles effectively. You will be encouraged to think about the skills and qualities that you consider important in your own role, in order to identify any potential for professional development. The Open University The Open University Course text/html K114_1 Introducing professional practice - K114 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K111_1 Wed, 26 Oct 2011 13:33:13 GMT This audio unit focuses on the importance of people's backgrounds and experiences in the field of social work. It identifies the diverse ways in which service users and social workers define themselves, helping you to understand how the two groups perceive each other and relate successfully to each other. An understanding of how people make sense of their experiences will help you to define yourself, and your own place within the process. http://openlearn.open.ac.uk/course/view.php?name=K111_1 Social work learning practice Health and Social Care diversity life_experience social work This audio unit focuses on the importance of people's backgrounds and experiences in the field of social work. It identifies the diverse ways in which service users and social workers define themselves, helping you to understand how the two groups perceive each other and relate successfully to each other. An understanding of how people make sense of their experiences will help you to define yourself, and your own place within the process. The Open University The Open University Course text/html K111_1 K111 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA314_3 Wed, 26 Oct 2011 12:41:59 GMT The music of Mozart has been used to examine the foreground and middleground of harmony in units AA314_1 and AA314_2. Now you will use Beethoven's Eighth Symphony to consider the largest-scale stage of voice-leading analysis. http://openlearn.open.ac.uk/course/view.php?name=AA314_3 Voice-leading analysis of music 3: the background Arts and Humanities beethoven music voice-leading_analysis The music of Mozart has been used to examine the foreground and middleground of harmony in units AA314_1 and AA314_2. Now you will use Beethoven's Eighth Symphony to consider the largest-scale stage of voice-leading analysis. The Open University The Open University Course text/html AA314_3 Studies in music 1750-2000: Interpretation and Analysis - AA314 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4508 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA314_2 Wed, 26 Oct 2011 10:47:40 GMT This unit continues our examination of ‘voice-leading’ or ‘Schenkerian’ analysis, perhaps the most widely-used and discussed method of analysing tonal music. In this unit, this method is explained through the analysis of piano sonatas by Mozart. The unit is the second in the AA314 series of three units on this form of harmonic analysis, and concentrates on the ‘middleground level’ of voice leading. As you work through this unit, you will become familiar with the deeper levels of harmony in Mozart’s piano sonatas. http://openlearn.open.ac.uk/course/view.php?name=AA314_2 Voice-leading analysis of music 2: the middleground Arts and Humanities middleground mozart music voice-leading_analysis This unit continues our examination of ‘voice-leading’ or ‘Schenkerian’ analysis, perhaps the most widely-used and discussed method of analysing tonal music. In this unit, this method is explained through the analysis of piano sonatas by Mozart. The unit is the second in the AA314 series of three units on this form of harmonic analysis, and concentrates on the ‘middleground level’ of voice leading. As you work through this unit, you will become familiar with the deeper levels of harmony in Mozart’s piano sonatas. The Open University The Open University Course text/html AA314_2 Studies in music 1750–2000: interpretation and analysis - AA314 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4507 http://openlearn.open.ac.uk/course/view.php?id=4509 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA314_1 Wed, 26 Oct 2011 10:41:20 GMT This unit introduces ‘voice-leading’ or ‘Schenkerian’ analysis, perhaps the most widely-used and discussed method of analysing tonal music. In this unit, this method is explained through the analysis of piano sonatas by Mozart. The unit is the first in the AA314 series of three units on this form of harmonic analysis, and concentrates on the ‘foreground level’ of voice leading. As you work through this unit, you will become familiar with five complete movements of Mozart’s piano sonatas, as well as shorter extracts from some of his other sonatas. http://openlearn.open.ac.uk/course/view.php?name=AA314_1 Voice-leading analysis of music 1: the foreground Arts and Humanities mozart music schenker sonata voice-leading_analysis This unit introduces ‘voice-leading’ or ‘Schenkerian’ analysis, perhaps the most widely-used and discussed method of analysing tonal music. In this unit, this method is explained through the analysis of piano sonatas by Mozart. The unit is the first in the AA314 series of three units on this form of harmonic analysis, and concentrates on the ‘foreground level’ of voice leading. As you work through this unit, you will become familiar with five complete movements of Mozart’s piano sonatas, as well as shorter extracts from some of his other sonatas. The Open University The Open University Course text/html AA314_1 Studies in music 1750–2000: Interpretation and analysis` - AA314 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4508 http://openlearn.open.ac.uk/course/view.php?id=4509 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A103_6 Wed, 26 Oct 2011 10:33:09 GMT Commemoration – remembering and marking your past – makes an important contribution to our sense of community. Written texts, memorials, letters and photographs can all serve to commemorate events, people and values we wish to remember from our past. http://openlearn.open.ac.uk/course/view.php?name=A103_6 History as commemoration Arts and Humanities arts civil religion commemoration community history humanities letters memorials photographs study_skills texts war memorial Commemoration – remembering and marking your past – makes an important contribution to our sense of community. Written texts, memorials, letters and photographs can all serve to commemorate events, people and values we wish to remember from our past. The Open University The Open University Course text/html A103_6 An Introduction to the Humanities - A103 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4504 http://openlearn.open.ac.uk/course/view.php?id=3956 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A103_5 Wed, 26 Oct 2011 10:30:11 GMT In this unit we will consider how language can be used in different ways for different purposes. To do this we will use the theme of memorial and commemoration. In the first section we briefly discuss the life of the poet Siegfried Sassoon before examining both his poetry and prose. Through this we will see how he conveys meaning in different ways for different audiences using different forms. Following this we discuss more generally how different meanings can be conveyed using prose and poetic language. http://openlearn.open.ac.uk/course/view.php?name=A103_5 Form and uses of language Arts and Humanities arts commemoration getting_started humanities language language_texts memorial poetry prose siegfried_sassoon study_skills In this unit we will consider how language can be used in different ways for different purposes. To do this we will use the theme of memorial and commemoration. In the first section we briefly discuss the life of the poet Siegfried Sassoon before examining both his poetry and prose. Through this we will see how he conveys meaning in different ways for different audiences using different forms. Following this we discuss more generally how different meanings can be conveyed using prose and poetic language. The Open University The Open University Course text/html A103_5 An Introduction to the Humanities - A103 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4505 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A296_1 Wed, 26 Oct 2011 10:18:05 GMT The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice. http://openlearn.open.ac.uk/course/view.php?name=A296_1 Getting started on Classical Greek Arts and Humanities classical_greek classical_studies humanities The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice. The Open University The Open University Course text/html A296_1 Reading Classical Greek - Supplementary material Arts: Level 2 - A296 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A397_1 Mon, 17 Oct 2011 08:27:32 GMT This unit gives you the opportunity to hear a discussion of the development of the Latin language. http://openlearn.open.ac.uk/course/view.php?name=A397_1 Continuing classical Latin Arts and Humanities a397 ancient classical classics language latin rome This unit gives you the opportunity to hear a discussion of the development of the Latin language. The Open University The Open University Course text/html A397_1 Continuing classical Latin - A397_1 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_2 Fri, 07 Oct 2011 07:17:00 GMT This unit looks at the short poems in German that were set to music by Franz Schubert (1797–1828) for a single voice with piano, a genre known as ‘Lieder’ (the German for ‘songs’). Once they became widely known, Schubert's Lieder influenced generations of songwriters up to the present day.This unit then discusses a selection of Schubert's settings of Goethe's poems, and recordings of all of them are provided. You can find the poems, in German with parallel translations into English and the music scores of four of the song settings, on the unit home page. You are not expected to be able to read the music, but even if you are not very familiar with musical notation, you may well find the scores useful in identifying what is happening in the songs. http://openlearn.open.ac.uk/course/view.php?name=A207_2 Schubert's Lieder: Settings of Goethe's Poems Arts and Humanities arts german goethe history lieder music poems poetry schubert This unit looks at the short poems in German that were set to music by Franz Schubert (1797–1828) for a single voice with piano, a genre known as ‘Lieder’ (the German for ‘songs’). Once they became widely known, Schubert's Lieder influenced generations of songwriters up to the present day.This unit then discusses a selection of Schubert's settings of Goethe's poems, and recordings of all of them are provided. You can find the poems, in German with parallel translations into English and the music scores of four of the song settings, on the unit home page. You are not expected to be able to read the music, but even if you are not very familiar with musical notation, you may well find the scores useful in identifying what is happening in the songs. The Open University The Open University Course text/html A207_2 From Enlightenment to Romanticism - A207_2 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=2090 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A103_3 Thu, 22 Sep 2011 11:32:29 GMT This unit explores the commemoration of war through treating two war memorials – the Sandham Memorial Chapel and the Royal Artillery Memorial – as 'visual texts'. By helping you to respond to visual cues the unit aims for you to develop your understanding of these memorials, not only as memorials, but as artefacts or 'made objects'. It does this through consideration of such factors as the location of the monument; its function and purpose; its symbolism or realism; use of materials and overall form. http://openlearn.open.ac.uk/course/view.php?name=A103_3 Commemoration: Visual texts Arts and Humanities arts civil religion commemoration humanities memorials study_skills symbolism visual_texts war memorial This unit explores the commemoration of war through treating two war memorials – the Sandham Memorial Chapel and the Royal Artillery Memorial – as 'visual texts'. By helping you to respond to visual cues the unit aims for you to develop your understanding of these memorials, not only as memorials, but as artefacts or 'made objects'. It does this through consideration of such factors as the location of the monument; its function and purpose; its symbolism or realism; use of materials and overall form. The Open University The Open University Course text/html A103_3 An Introduction to the Humanities - A103 en-GB http://www3.open.ac.uk/study/undergraduate/arts-and-humanities/index.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D271_1 Mon, 05 Sep 2011 22:47:02 GMT The terrorist attacks of 9/11 not only cost some 3,000 lives; they also deeply scarred the American consciousness and made a deep impact on US foreign policy and the world at large. This unit assesses the wider consequences of 9/11 on not just domestic and world politics, but also the media. http://openlearn.open.ac.uk/course/view.php?name=D271_1 Politics, media and war: 9/11 and its aftermaths Social Sciences 7/7 9/11 al qaeda bin laden international politics iraq media politics usa world trade center The terrorist attacks of 9/11 not only cost some 3,000 lives; they also deeply scarred the American consciousness and made a deep impact on US foreign policy and the world at large. This unit assesses the wider consequences of 9/11 on not just domestic and world politics, but also the media. The Open University The Open University Course text/html D271_1 en-GB http://www3.open.ac.uk/study/undergraduate/arts-and-humanities/index.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D315_4 Sun, 04 Sep 2011 14:11:03 GMT This unit focuses on giving you the skills to identify the criteria to evaluate the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995. http://openlearn.open.ac.uk/course/view.php?name=D315_4 The politics of racial violence in Britain Social Sciences This unit focuses on giving you the skills to identify the criteria to evaluate the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995. The Open University The Open University Course text/html D315_4 Crime, order and social control - D315 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D315_5 Sun, 04 Sep 2011 14:10:25 GMT This unit introduces you to the politics of racial violence in Britain from a European perspective. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995. http://openlearn.open.ac.uk/course/view.php?name=D315_5 Racial violence: European perspectives Social Sciences This unit introduces you to the politics of racial violence in Britain from a European perspective. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995. The Open University The Open University Course text/html D315_5 Crime, order and social control - D315 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Gaidhlig_1 Thu, 01 Sep 2011 10:45:54 GMT ’S e dùthaich ioma-chànanach a tha ann an Alba an-diugh. Tha a’ Ghàidhlig, Albais agus Beurla, còmhla ri cànain Eòrpach agus eile a tha nise san dùthaich, uile a’ toirt buaidh air mar a tha sluagh Alba a’ bruidhinn ri chèile agus ris a’ chòrr dhen t-saoghal. Chaidh an t-aonad seo - a tha ri fhaotainn an Gàidhlig agus am Beurla - a chruthachadh le misneachadh bho Bhòrd na Gàidhlig agus le taic bhon a’ BhBC. Tha e na ghoireas do dhuine sam bith aig a bheil ùidh phearsanta no phroifeiseanta ann a bhith a’ cur ris an eòlas agus an tuigse a tha aca air eachdraidh agus buaidh na Gàidhlig agus cultar nan Gàidheal air Alba. Is mathaid gum bi pàirt dheth na iongnadh, pàirt na dhùbhlan. Tha beachdan agus ceangalan ann a threòraicheas neach gu tuilleadh fiosrachaidh. Do chuid, ’s dòcha gum bi seo na thoiseach tòiseachaidh air cànan a tha bunaiteach a thaobh dearbh-aithne nàiseanta na h-Alba ionnsachadh. http://openlearn.open.ac.uk/course/view.php?name=Gaidhlig_1 Cànan nan Gàidheal Arts and Humanities ’S e dùthaich ioma-chànanach a tha ann an Alba an-diugh. Tha a’ Ghàidhlig, Albais agus Beurla, còmhla ri cànain Eòrpach agus eile a tha nise san dùthaich, uile a’ toirt buaidh air mar a tha sluagh Alba a’ bruidhinn ri chèile agus ris a’ chòrr dhen t-saoghal. Chaidh an t-aonad seo - a tha ri fhaotainn an Gàidhlig agus am Beurla - a chruthachadh le misneachadh bho Bhòrd na Gàidhlig agus le taic bhon a’ BhBC. Tha e na ghoireas do dhuine sam bith aig a bheil ùidh phearsanta no phroifeiseanta ann a bhith a’ cur ris an eòlas agus an tuigse a tha aca air eachdraidh agus buaidh na Gàidhlig agus cultar nan Gàidheal air Alba. Is mathaid gum bi pàirt dheth na iongnadh, pàirt na dhùbhlan. Tha beachdan agus ceangalan ann a threòraicheas neach gu tuilleadh fiosrachaidh. Do chuid, ’s dòcha gum bi seo na thoiseach tòiseachaidh air cànan a tha bunaiteach a thaobh dearbh-aithne nàiseanta na h-Alba ionnsachadh. The Open University The Open University Course text/html Gaidhlig_1 Cànan nan Gàidheal - Gaidhlig_1 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Gaelic_1 Thu, 25 Aug 2011 13:34:58 GMT Modern Scotland is a multi-lingual country. Gaelic, Scots and English, along with newer introductions from Europe and beyond, all influence the way Scotland’s people now speak to each other and to the rest of the world. Created with the positive encouragement of Bòrd na Gàidhlig and with support from BBC Alba, this unit – available in both Gaelic and English – has been designed to provide a resource for people with a personal or professional interest in increasing their knowledge and understanding of the development and impact of Scottish Gaelic and its culture. It aims to surprise and challenge where necessary; to provide links and ideas for further research; and, for some, to kick-start a journey into learning a language which is integral to Scotland’s national identity. http://openlearn.open.ac.uk/course/view.php?name=Gaelic_1 Gaelic in modern Scotland Arts and Humanities culture gaelic holiday identity language scotland Modern Scotland is a multi-lingual country. Gaelic, Scots and English, along with newer introductions from Europe and beyond, all influence the way Scotland’s people now speak to each other and to the rest of the world. Created with the positive encouragement of Bòrd na Gàidhlig and with support from BBC Alba, this unit – available in both Gaelic and English – has been designed to provide a resource for people with a personal or professional interest in increasing their knowledge and understanding of the development and impact of Scottish Gaelic and its culture. It aims to surprise and challenge where necessary; to provide links and ideas for further research; and, for some, to kick-start a journey into learning a language which is integral to Scotland’s national identity. The Open University The Open University Course text/html Gaelic_1 Gaelic in modern Scotland - Gaelic_1 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=SCOT_1 Wed, 24 Aug 2011 14:50:22 GMT This unit is intended to be of interest not only to people living in Scotland but to anyone wishing to know more about Scottish society and culture. It brings together a collection of free educational resources relevant to Scotland. The resources within this unit cover a wide range of subject areas, including education, environment, technology, history, law, literature, politics, social care and social sciences. http://openlearn.open.ac.uk/course/view.php?name=SCOT_1 OpenLearn Scotland Social Sciences devolution gaelic history holiday law literature politics scotland scottish This unit is intended to be of interest not only to people living in Scotland but to anyone wishing to know more about Scottish society and culture. It brings together a collection of free educational resources relevant to Scotland. The resources within this unit cover a wide range of subject areas, including education, environment, technology, history, law, literature, politics, social care and social sciences. The Open University The Open University Course text/html SCOT_1 SCOT_1 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=OER_1 Mon, 22 Aug 2011 08:35:03 GMT Are you interested in creating your own open educational resources? This unit will help you to write a learning unit and provide you with links to various resources for open-learning materials. You will learn about the different purposes of self-instruction and receive advice about the techniques and strategies to help the learner. http://openlearn.open.ac.uk/course/view.php?name=OER_1 Creating open educational resources Education educational_resources learning_objectives pedagogy Are you interested in creating your own open educational resources? This unit will help you to write a learning unit and provide you with links to various resources for open-learning materials. You will learn about the different purposes of self-instruction and receive advice about the techniques and strategies to help the learner. The Open University The Open University Course text/html OER_1 Creating open educational resources - OER_1 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=M338_1 Thu, 18 Aug 2011 13:06:57 GMT Surfaces are a special class of topological spaces that crop up in many places in the world of mathematics. In this unit, you will learn to classify surfaces and will be introduced to such concepts as homeomorphism, orientability, the Euler characteristic and the classification theorem of compact surfaces. http://openlearn.open.ac.uk/course/view.php?name=M338_1 Surfaces Mathematics and Statistics homeomorphism polygon surface topology Surfaces are a special class of topological spaces that crop up in many places in the world of mathematics. In this unit, you will learn to classify surfaces and will be introduced to such concepts as homeomorphism, orientability, the Euler characteristic and the classification theorem of compact surfaces. The Open University The Open University Course text/html M338_1 Topology - M338 en-GB http://www3.open.ac.uk/study/undergraduate/course/m338.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E801_3 Fri, 29 Jul 2011 13:29:41 GMT In this unit you will find a discussion of the national curricula framework in Scotland. This is discussed in terms of the literacy curricula, and compared to the framework set up in England and Wales. http://openlearn.open.ac.uk/course/view.php?name=E801_3 Curriculum framework in Scotland Education literacy_development national_curricula_frameworks special_needs_education In this unit you will find a discussion of the national curricula framework in Scotland. This is discussed in terms of the literacy curricula, and compared to the framework set up in England and Wales. The Open University The Open University Course text/html E801_3 Difficulties in literacy development - E801 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=3348 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=KE308_1 Fri, 29 Jul 2011 11:41:00 GMT What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems. http://openlearn.open.ac.uk/course/view.php?name=KE308_1 Young people’s wellbeing Childhood and Youth eating_disorders mental_health wellbeing What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems. The Open University The Open University Course text/html KE308_1 Youth: perspectives and practice - KE308 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=MST121_1 Fri, 29 Jul 2011 10:33:33 GMT In this unit you will see first how to convert vectors from geometric form, in terms of a magnitude and direction, to component form, and then how conversion in the opposite sense is accomplished. The ability to convert between these different forms of a vector is useful in certain problems involving displacement and velocity, as shown in Section 2, in which you will also work with bearings. http://openlearn.open.ac.uk/course/view.php?name=MST121_1 Modelling displacements and velocities Mathematics and Statistics mathematics maths_modelling modelling vectors In this unit you will see first how to convert vectors from geometric form, in terms of a magnitude and direction, to component form, and then how conversion in the opposite sense is accomplished. The ability to convert between these different forms of a vector is useful in certain problems involving displacement and velocity, as shown in Section 2, in which you will also work with bearings. The Open University The Open University Course text/html MST121_1 Using mathematics - MST121 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=MSXR209_5 Fri, 29 Jul 2011 10:25:41 GMT This is the fifth and final unit in the MSXR209 series on mathematical modelling. In this unit we revisit the model developed in the first unit of this series on pollution in the Great Lakes of North America. Here we evaluate and revise the original model by comparing its predictions against data from the lakes before finally reflecting on the techniques used. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2), Developing modelling skills (MSXR209_3) and Modelling heat transfer (MSXR209_4). http://openlearn.open.ac.uk/course/view.php?name=MSXR209_5 Modelling pollution in the Great Lakes: a review Mathematics and Statistics mathematical mathematics maths_modelling model modelling This is the fifth and final unit in the MSXR209 series on mathematical modelling. In this unit we revisit the model developed in the first unit of this series on pollution in the Great Lakes of North America. Here we evaluate and revise the original model by comparing its predictions against data from the lakes before finally reflecting on the techniques used. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2), Developing modelling skills (MSXR209_3) and Modelling heat transfer (MSXR209_4). The Open University The Open University Course text/html MSXR209_5 Mathematical modelling - MSXR209 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=2556 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=MU120_2 Fri, 29 Jul 2011 10:04:17 GMT This unit looks at a wide variety of ways of comparing prices and the construction of a price index. You will also look at the Retail Price Index (RPI) and the Consumer Price Index (CPI), indices used by the UK Government to calculate the percentage by which prices in general have risen over any given period. You wil also look at the important statistical and mathematical ideas that contribute to the construction of a price index. http://openlearn.open.ac.uk/course/view.php?name=MU120_2 Prices Mathematics and Statistics communicating_maths mathematical mathematics prices rpi statistical statistics This unit looks at a wide variety of ways of comparing prices and the construction of a price index. You will also look at the Retail Price Index (RPI) and the Consumer Price Index (CPI), indices used by the UK Government to calculate the percentage by which prices in general have risen over any given period. You wil also look at the important statistical and mathematical ideas that contribute to the construction of a price index. The Open University The Open University Course text/html MU120_2 Open mathematics - MU120 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=1610 http://openlearn.open.ac.uk/course/view.php?id=1544 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_MUSICT3 Thu, 28 Jul 2011 11:36:40 GMT There are many approaches to using film music in the classroom, including: a focus on pupil experience; a focus on the structure of composition; a focus on the relationship between music and image. http://openlearn.open.ac.uk/course/view.php?name=TL_MUSICT3 Using film music in the classroom Education classroom film music There are many approaches to using film music in the classroom, including: a focus on pupil experience; a focus on the structure of composition; a focus on the relationship between music and image. The Open University The Open University Course text/html TL_MUSICT3 E500 - TL_MUSICT3 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=ED209_1 Thu, 28 Jul 2011 08:47:04 GMT How does a child’s mind and behaviour change as they develop over time? In this unit four theories of child development are explored. Each theory views child development from a different perspective and all have underpinned psychological research for many years, and continue to do so today. By the end of this unit you will have a good understanding of each of the theories and will probably have begun to challenge your own assumptions about how your own children, or children you know, have developed over time. http://openlearn.open.ac.uk/course/view.php?name=ED209_1 Exploring childrens' learning Childhood and Youth How does a child’s mind and behaviour change as they develop over time? In this unit four theories of child development are explored. Each theory views child development from a different perspective and all have underpinned psychological research for many years, and continue to do so today. By the end of this unit you will have a good understanding of each of the theories and will probably have begun to challenge your own assumptions about how your own children, or children you know, have developed over time. The Open University The Open University Course text/html ED209_1 Child Development - ED209 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TG_1 Wed, 27 Jul 2011 13:48:28 GMT Teaching with a global perspective is becoming increasingly important as the world becomes a smaller place. This unit provides a resource for teachers in both primary and secondary schools to understand why the inclusion of the global dimension in the primary school curriculum is important. http://openlearn.open.ac.uk/course/view.php?name=TG_1 Teach Global Education global dimension Teaching with a global perspective is becoming increasingly important as the world becomes a smaller place. This unit provides a resource for teachers in both primary and secondary schools to understand why the inclusion of the global dimension in the primary school curriculum is important. The Open University The Open University Course text/html TG_1 Teach Global - TG_1 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=PGCE_1 Wed, 27 Jul 2011 11:52:50 GMT This unit is an early study for people wishing to become a secondary teacher using the Open University's highly flexible route for graduates – known as the flexible PGCE. This unit, which considers the general professional standards and skills of a teacher whatever their secondary subject specialism, is studied following a brief two-week placement in school and prior to a much longer series of full-time school experiences. http://openlearn.open.ac.uk/course/view.php?name=PGCE_1 An introduction to the wider professional role of the teacher in England Education cpd form_tutor professional_role school teacher teaching_technique This unit is an early study for people wishing to become a secondary teacher using the Open University's highly flexible route for graduates – known as the flexible PGCE. This unit, which considers the general professional standards and skills of a teacher whatever their secondary subject specialism, is studied following a brief two-week placement in school and prior to a much longer series of full-time school experiences. The Open University The Open University Course text/html PGCE_1 Professional roles - PGCE en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=2704 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=E112_2 Wed, 27 Jul 2011 10:25:16 GMT Aerobic fitness is integral to successful sports performance and to maintaining good health. But what sort of exercise should you be doing to develop your aerobic fitness? This unit will help you to answer this question by introducing you to principles of aerobic exercise prescription. http://openlearn.open.ac.uk/course/view.php?name=E112_2 Improving aerobic fitness Health and Social Care aerobics exercise fitness health Aerobic fitness is integral to successful sports performance and to maintaining good health. But what sort of exercise should you be doing to develop your aerobic fitness? This unit will help you to answer this question by introducing you to principles of aerobic exercise prescription. The Open University The Open University Course text/html E112_2 Introduction to sport, fitness and management - E112 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3765 http://openlearn.open.ac.uk/course/view.php?id=4424 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=M248_2 Wed, 27 Jul 2011 08:45:30 GMT This unit is concerned with two main topics. In Section 1, you will learn about another kind of graphical display, the boxplot. A boxplot is a fairly simple graphic, which displays certain summary statistics of a set of data. Boxplots are particularly useful for assessing quickly the location, dispersion, and symmetry or skewness of a set of data, and for making comparisons of these features in two or more data sets. Boxplots can also be useful for drawing attention to possible outliers in a data set. The other topic, which is covered in Sections 2 and 3, is that of dealing with data presented in tabular form. You are, no doubt, familiar with such tables: they are common in the media and in reports and other documents. Yet it is not always straightforward to see at first glance just what information a table of data is providing, and it often helps to carry out certain calculations and/or to draw appropriate graphs to make this clearer. In this unit, some other kinds of data tables and some different approaches are covered. http://openlearn.open.ac.uk/course/view.php?name=M248_2 Interpreting data: Boxplots and tables Mathematics and Statistics communicating_maths data mathematics statistics This unit is concerned with two main topics. In Section 1, you will learn about another kind of graphical display, the boxplot. A boxplot is a fairly simple graphic, which displays certain summary statistics of a set of data. Boxplots are particularly useful for assessing quickly the location, dispersion, and symmetry or skewness of a set of data, and for making comparisons of these features in two or more data sets. Boxplots can also be useful for drawing attention to possible outliers in a data set. The other topic, which is covered in Sections 2 and 3, is that of dealing with data presented in tabular form. You are, no doubt, familiar with such tables: they are common in the media and in reports and other documents. Yet it is not always straightforward to see at first glance just what information a table of data is providing, and it often helps to carry out certain calculations and/or to draw appropriate graphs to make this clearer. In this unit, some other kinds of data tables and some different approaches are covered. The Open University The Open University Course text/html M248_2 Mathematics and Computing Level 2 - M248 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=1710 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=M248_1 Wed, 27 Jul 2011 08:45:13 GMT This Unit will introduce you to a number of ways of representing data graphically and of summarising data numerically. You will learn the uses for pie charts, bar charts, histograms and scatterplots. You will also be introduced to various ways of summarising data and methods for assessing location and dispersion. http://openlearn.open.ac.uk/course/view.php?name=M248_1 Exploring data: Graphs and numerical summaries Mathematics and Statistics communicating_maths data graphs mathematics statistics This Unit will introduce you to a number of ways of representing data graphically and of summarising data numerically. You will learn the uses for pie charts, bar charts, histograms and scatterplots. You will also be introduced to various ways of summarising data and methods for assessing location and dispersion. The Open University The Open University Course text/html M248_1 Analysing data - M248 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=1712 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_8 Wed, 27 Jul 2011 08:41:46 GMT School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated. http://openlearn.open.ac.uk/course/view.php?name=E500_8 School Governors: Secondary school monitoring Education governor headteacher management monitoring review school school_staff secondary School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated. The Open University The Open University Course text/html E500_8 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1653 http://openlearn.open.ac.uk/course/view.php?id=1555 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_4 Wed, 27 Jul 2011 08:41:26 GMT School governors do not work in isolation. This unit will help you to understand how planning for school improvement must take into account the wider education system including government initiatives and the LEA education development plan. You will learn to use techniques such at SWOT and STEEPE to assist in the process of forming a plan for your school. http://openlearn.open.ac.uk/course/view.php?name=E500_4 School Governors: Planning for improvement Education governor managment monitoring planning primary pupil review school smart School governors do not work in isolation. This unit will help you to understand how planning for school improvement must take into account the wider education system including government initiatives and the LEA education development plan. You will learn to use techniques such at SWOT and STEEPE to assist in the process of forming a plan for your school. The Open University The Open University Course text/html E500_4 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1616 http://openlearn.open.ac.uk/course/view.php?id=1769 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_9 Wed, 27 Jul 2011 08:41:03 GMT School governors are responsible for establishing the performance management policy of the school and for reviewing the performance of the headteacher. This unit will guide you through these processes, including the appeals procedure should the headteacher have any concerns. You will also learn the importance of linking performance review to pay review. http://openlearn.open.ac.uk/course/view.php?name=E500_9 School Governors: Performance management Education appraisal governor headteacher management performance review school School governors are responsible for establishing the performance management policy of the school and for reviewing the performance of the headteacher. This unit will guide you through these processes, including the appeals procedure should the headteacher have any concerns. You will also learn the importance of linking performance review to pay review. The Open University The Open University Course text/html E500_9 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1630 http://openlearn.open.ac.uk/course/view.php?id=1641 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_2 Wed, 27 Jul 2011 08:40:44 GMT How does the board of governors of a school work? This unit looks at the roles of Chair of Governors, Vice-chair and Clerk to the board and examines how the workload can be shared between the members. The governing body should focus on the quality and delivery of education provided by the school, not on daily management. http://openlearn.open.ac.uk/course/view.php?name=E500_2 School Governors: Organisation and practice Education committee governor headteacher management pupil relationships school self-evaluation How does the board of governors of a school work? This unit looks at the roles of Chair of Governors, Vice-chair and Clerk to the board and examines how the workload can be shared between the members. The governing body should focus on the quality and delivery of education provided by the school, not on daily management. The Open University The Open University Course text/html E500_2 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1611 http://openlearn.open.ac.uk/course/view.php?id=1616 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_3 Wed, 27 Jul 2011 08:40:27 GMT School governors need the skills to develop working relationships with the school community. This unit will help you to understand what each stakeholder within the community needs, from headteacher to pupils and parents. Effective interaction between all parties can prevent problems from arising. http://openlearn.open.ac.uk/course/view.php?name=E500_3 School Governors: Building relationships Education governor headteacher management planning pupil relationships review school School governors need the skills to develop working relationships with the school community. This unit will help you to understand what each stakeholder within the community needs, from headteacher to pupils and parents. Effective interaction between all parties can prevent problems from arising. The Open University The Open University Course text/html E500_3 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1654 http://openlearn.open.ac.uk/course/view.php?id=1547 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_1 Wed, 27 Jul 2011 08:40:02 GMT Why are schools in the UK run by school governors? This unit will examine how the role has developed and the main tasks and responsibilities that exist today. We will also look at the need for self-evaluation and how the setting of a clear strategic direction can help governors achieve the required targets. http://openlearn.open.ac.uk/course/view.php?name=E500_1 School Governors: Being strategic Education committee governance governor mangement school statutory_responsibility strategic_leadership Why are schools in the UK run by school governors? This unit will examine how the role has developed and the main tasks and responsibilities that exist today. We will also look at the need for self-evaluation and how the setting of a clear strategic direction can help governors achieve the required targets. The Open University The Open University Course text/html E500_1 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1654 http://openlearn.open.ac.uk/course/view.php?id=1616 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_GEOGSK6 Wed, 27 Jul 2011 08:39:36 GMT This unit explores school geography, focusing upon how geography is currently being taught and understood. While studying this unit you will read about the significance of geography as a subject, looking at differing views as to exactly which disciplines make up geography. The unit also includes a lesson plan and a look at definitions of geography as a medium of education. http://openlearn.open.ac.uk/course/view.php?name=TL_GEOGSK6 School geography: Exploring a definition Education geography school school_geography teaching_techniques This unit explores school geography, focusing upon how geography is currently being taught and understood. While studying this unit you will read about the significance of geography as a subject, looking at differing views as to exactly which disciplines make up geography. The unit also includes a lesson plan and a look at definitions of geography as a medium of education. The Open University The Open University Course text/html TL_GEOGSK6 TeachandLearn.net - TL_GEOG en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_MANAGER Wed, 27 Jul 2011 08:37:02 GMT There is an ongoing ‘revolution’ in the running of state schools and this is making the position of the school business manager both significant and necessary. Government thinking, together with profound changes in society generally, will affect every institution both in terms of pedagogy and the physical environment, particularly technology and levels of security employed. This unit will look at how you – an existing or aspiring business manager – can work effectively to support school activities and stakeholders, and in particular how you can support and manage aspects of the change agenda in your school to improve teaching and learning outcomes. http://openlearn.open.ac.uk/course/view.php?name=TL_MANAGER School business manager: Developing the role Education every_child_matters manager pedagogy school school_admin school_management school_stakeholders There is an ongoing ‘revolution’ in the running of state schools and this is making the position of the school business manager both significant and necessary. Government thinking, together with profound changes in society generally, will affect every institution both in terms of pedagogy and the physical environment, particularly technology and levels of security employed. This unit will look at how you – an existing or aspiring business manager – can work effectively to support school activities and stakeholders, and in particular how you can support and manage aspects of the change agenda in your school to improve teaching and learning outcomes. The Open University The Open University Course text/html TL_MANAGER TeachandLearn.net - TL_MANAGER en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_5 Wed, 27 Jul 2011 08:36:37 GMT Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of primary schools ensure that appropriate targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions. http://openlearn.open.ac.uk/course/view.php?name=E500_5 Governors' target setting: Primary schools Education attainment governor management monitoring primary pupil review school Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of primary schools ensure that appropriate targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions. The Open University The Open University Course text/html E500_5 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1547 http://openlearn.open.ac.uk/course/view.php?id=1528 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_6 Wed, 27 Jul 2011 08:36:11 GMT Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of secondary schools ensure that appropriate targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions. http://openlearn.open.ac.uk/course/view.php?name=E500_6 Governors' target setting: Secondary schools Education attainment governor management monitoring primary pupil review school Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of secondary schools ensure that appropriate targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions. The Open University The Open University Course text/html E500_6 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1769 http://openlearn.open.ac.uk/course/view.php?id=1653 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_MFLT5 Wed, 27 Jul 2011 08:30:27 GMT This unit explores phonic and historical connections between languages and suggests how such knowledge might be used when teaching MFL. http://openlearn.open.ac.uk/course/view.php?name=TL_MFLT5 Teaching languages: Language awareness Education entymology language teaching_language teaching_techniques This unit explores phonic and historical connections between languages and suggests how such knowledge might be used when teaching MFL. The Open University The Open University Course text/html TL_MFLT5 TeachandLearn.net - TL_MFLT5 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_CIT5 Wed, 27 Jul 2011 08:29:58 GMT The issue of ‘citizenship, work and the economy’ is often neglected in everyday discussions of citizenship. But a moment's reflection should demonstrate how important it is. The vast majority of us will spend the bulk of our adult lives working in some context or another, and our engagement with economic activity more generally is obvious (and not just as consumers). Many young people are also intimately tied up with work. School children often have part-time evening, weekend or holiday jobs of their own. They are all likely to spend some time on work-experience programmes. Their parents will normally have to engage with work to support their families. But do they know much about their rights and responsibilities at work? This unit explores aspects of work, including child labour and its relationship to citizenship for those teaching this subject in secondary schools. http://openlearn.open.ac.uk/course/view.php?name=TL_CIT5 Teaching citizenship: Work and the economy Education children citizenship school teaching_citizenship teaching_techniques The issue of ‘citizenship, work and the economy’ is often neglected in everyday discussions of citizenship. But a moment's reflection should demonstrate how important it is. The vast majority of us will spend the bulk of our adult lives working in some context or another, and our engagement with economic activity more generally is obvious (and not just as consumers). Many young people are also intimately tied up with work. School children often have part-time evening, weekend or holiday jobs of their own. They are all likely to spend some time on work-experience programmes. Their parents will normally have to engage with work to support their families. But do they know much about their rights and responsibilities at work? This unit explores aspects of work, including child labour and its relationship to citizenship for those teaching this subject in secondary schools. The Open University The Open University Course text/html TL_CIT5 TeachandLearn.net - TL_CIT en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=E131_1 Wed, 27 Jul 2011 08:28:59 GMT In this unit, we look at the roles that are taken when working with young people. We focus on what those working with young people actually do, starting with some analysis of roles. We show that, in the context of work with young people, the term is more than simply a statement about who does what: it also says something about the kinds of relationships we form with young people and the values we bring to our work. We then move on to discuss roles in relation to the ‘bigger picture’ of organisations and projects that are concerned with young people. http://openlearn.open.ac.uk/course/view.php?name=E131_1 Working with young people: Roles and responsibilities Childhood and Youth mentor young_people In this unit, we look at the roles that are taken when working with young people. We focus on what those working with young people actually do, starting with some analysis of roles. We show that, in the context of work with young people, the term is more than simply a statement about who does what: it also says something about the kinds of relationships we form with young people and the values we bring to our work. We then move on to discuss roles in relation to the ‘bigger picture’ of organisations and projects that are concerned with young people. The Open University The Open University Course text/html E131_1 Working with young people - E131 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=ED840_1 Wed, 27 Jul 2011 08:28:37 GMT How do young children learn? This unit looks at the way toddlers interact with their carers in the home environment. You will learn how adults use different methods of teaching to encourage a small child to expand their boundaries and develop new ways of thinking. http://openlearn.open.ac.uk/course/view.php?name=ED840_1 Parents and toddlers: Teaching and learning at home Childhood and Youth How do young children learn? This unit looks at the way toddlers interact with their carers in the home environment. You will learn how adults use different methods of teaching to encourage a small child to expand their boundaries and develop new ways of thinking. The Open University The Open University Course text/html ED840_1 Child development in families, schools and society - ED840 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=U212_1 Wed, 27 Jul 2011 08:27:54 GMT Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experiences of children both locally and globally. For this reason, violence against children should not be considered a phenomenon that is remote. Sadly, children may experience violence in their families and among their peers, and may also become involved in armed conflict. The unit considers in detail the daily experiences of violence which can have negative impacts on the physical or emotional health of children and moves from ideas about children and violence in very localized contexts – within families and with peers at school – through to the broader community and on to the international perspective. It also analyses the different roles that children take on in relation to violence, such as victim, perpetrator, witness, colluder and peacemaker. http://openlearn.open.ac.uk/course/view.php?name=U212_1 Children and violence: An introductory, international and interdisciplinary approach Childhood and Youth bullying children child_soldier families globally locally school violence Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experiences of children both locally and globally. For this reason, violence against children should not be considered a phenomenon that is remote. Sadly, children may experience violence in their families and among their peers, and may also become involved in armed conflict. The unit considers in detail the daily experiences of violence which can have negative impacts on the physical or emotional health of children and moves from ideas about children and violence in very localized contexts – within families and with peers at school – through to the broader community and on to the international perspective. It also analyses the different roles that children take on in relation to violence, such as victim, perpetrator, witness, colluder and peacemaker. The Open University The Open University Course text/html U212_1 Children and violence: an introductory, international and interdisciplinary approach - U212 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A218_2 Wed, 27 Jul 2011 08:26:35 GMT In the eighteenth and nineteenth centuries, the approach to medicine was vastly different from today. Health is now recognised, at least in most European countries, as a universal right, but what was it like in the past? How did social and political boundaries affect access to treatment, and what were the treatments of the day? This unit examines how Scottish healthcare institutions were influenced by these underlying social, economic, political and cultural contexts. http://openlearn.open.ac.uk/course/view.php?name=A218_2 The history of medicine: A Scottish perspective Arts and Humanities disease medicine scotland In the eighteenth and nineteenth centuries, the approach to medicine was vastly different from today. Health is now recognised, at least in most European countries, as a universal right, but what was it like in the past? How did social and political boundaries affect access to treatment, and what were the treatments of the day? This unit examines how Scottish healthcare institutions were influenced by these underlying social, economic, political and cultural contexts. The Open University The Open University Course text/html A218_2 Medicine and society in Europe, 1500–1930 - A218 en-GB http://www3.open.ac.uk/study/undergraduate/course/a218.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A210_4 Wed, 27 Jul 2011 08:24:12 GMT This unit considers some of the different ways of reading Great Expectations, based on the type of genre the book belongs to. This is one of the most familiar and fundamental ways of approaching literary texts. The novel broadens the scope of study of a realist novel, in both literary and historical terms. The unit includes extracts from critical writings, which are discussed in detail. http://openlearn.open.ac.uk/course/view.php?name=A210_4 Approaching literature: Reading Great Expectations Arts and Humanities This unit considers some of the different ways of reading Great Expectations, based on the type of genre the book belongs to. This is one of the most familiar and fundamental ways of approaching literary texts. The novel broadens the scope of study of a realist novel, in both literary and historical terms. The unit includes extracts from critical writings, which are discussed in detail. The Open University The Open University Course text/html A210_4 Approaching literature: Reading Great Expectations - A210 en-GB http://www3.open.ac.uk/study/undergraduate/course/a210.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K221_1 Mon, 25 Jul 2011 16:38:26 GMT Why are so many people now turning to complementary and alternative medicine and why do approaches to complementary and alternative medicine (CAM) raise such controversy? This unit explores the following three key areas: ‘Why people use complementary and alternative medicine’, ‘Critical issues in the therapeutic relationship’ and ‘Ethics in complementary and alternative medicine’. http://openlearn.open.ac.uk/course/view.php?name=K221_1 Issues in complementary and alternative medicine Health and Social Care alternative_medicine complementary_medicine ethical_practice health_care Why are so many people now turning to complementary and alternative medicine and why do approaches to complementary and alternative medicine (CAM) raise such controversy? This unit explores the following three key areas: ‘Why people use complementary and alternative medicine’, ‘Critical issues in the therapeutic relationship’ and ‘Ethics in complementary and alternative medicine’. The Open University The Open University Course text/html K221_1 Perspectives on complementary and alternative medicine - K221 en-GB http://www3.open.ac.uk/study/undergraduate/course/k221.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K203_5 Mon, 25 Jul 2011 16:37:37 GMT This unit considers two ideas: that health is an ever-present factor in our lives, and that health is something difficult to define. But how can we say that health is everywhere if it is so mysterious? How do we recognise health if it so difficult to define? There are no easy answers to these questions! In this unit we explore this paradox, not just because it is a fascinating dilemma but because understanding health in all its multifaceted complexity is a prerequisite to working for health in imaginative, creative and useful ways, in both our private and our public lives. http://openlearn.open.ac.uk/course/view.php?name=K203_5 Health is everywhere: Unravelling the mystery of health Health and Social Care accounts_of_health health quality_of_life This unit considers two ideas: that health is an ever-present factor in our lives, and that health is something difficult to define. But how can we say that health is everywhere if it is so mysterious? How do we recognise health if it so difficult to define? There are no easy answers to these questions! In this unit we explore this paradox, not just because it is a fascinating dilemma but because understanding health in all its multifaceted complexity is a prerequisite to working for health in imaginative, creative and useful ways, in both our private and our public lives. The Open University The Open University Course text/html K203_5 Working for health - K203 en-GB http://www3.open.ac.uk/study/undergraduate/course/k203.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K222_1 Mon, 25 Jul 2011 16:35:15 GMT What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful. http://openlearn.open.ac.uk/course/view.php?name=K222_1 What's in a title: Understanding meanings in community care Health and Social Care care community social_work welfare What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful. The Open University The Open University Course text/html K222_1 Care, Welfare & Community for Social Workers - K222 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_4 Mon, 25 Jul 2011 14:56:43 GMT Arrangements for care and support which people manage for themselves or have organised for them privately or informally tell us something about the shifting borders between funded and non-funded care, between health and social care, and between paid and unpaid care work. They also demonstrate how the reality of the mixed economy of care is played out in the arrangements which people make for care and support in their own households. http://openlearn.open.ac.uk/course/view.php?name=K202_4 Care transactions Health and Social Care allowances benefits cost_of_care Arrangements for care and support which people manage for themselves or have organised for them privately or informally tell us something about the shifting borders between funded and non-funded care, between health and social care, and between paid and unpaid care work. They also demonstrate how the reality of the mixed economy of care is played out in the arrangements which people make for care and support in their own households. The Open University The Open University Course text/html K202_4 Care and welfare in the community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3884 http://openlearn.open.ac.uk/course/view.php?id=3902 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_1 Mon, 25 Jul 2011 14:52:14 GMT This unit will help you to understand how people feel about being carers, and what their main concerns are. http://openlearn.open.ac.uk/course/view.php?name=K202_1 The Adur Carers Project Health and Social Care carer_concerns carers caring_relationship This unit will help you to understand how people feel about being carers, and what their main concerns are. The Open University The Open University Course text/html K202_1 Care and welfare in the community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3877 http://openlearn.open.ac.uk/course/view.php?id=3884 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_5 Mon, 25 Jul 2011 13:43:40 GMT In this unit, you will be hearing and reading about the issues faced by people living in poverty in Britain in 2000. This is intended to give you an understanding of what poverty is like from the perspective of the people themselves, both in terms of the experience of living on a very low income, and some of the effects this has had on their lives. One of the biggest problems facing people living on a very low income is how to afford adequate heating. http://openlearn.open.ac.uk/course/view.php?name=K202_5 Fuel poverty in Scotland Health and Social Care debt fuel_poverty holiday low_income In this unit, you will be hearing and reading about the issues faced by people living in poverty in Britain in 2000. This is intended to give you an understanding of what poverty is like from the perspective of the people themselves, both in terms of the experience of living on a very low income, and some of the effects this has had on their lives. One of the biggest problems facing people living on a very low income is how to afford adequate heating. The Open University The Open University Course text/html K202_5 Care, welfare and community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3886 http://openlearn.open.ac.uk/course/view.php?id=3904 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_3 Mon, 25 Jul 2011 13:42:36 GMT The majority of people who sleep on the streets, and in hostels and night shelters are men. However, the number of women, particularly younger women, in these circumstances has increased (Anderson et al., 1993). They are often people with complex care and support needs, which go way beyond the provision of accommodation. But, as you will learn in this unit, complex needs are both a cause and a product of homelessness. http://openlearn.open.ac.uk/course/view.php?name=K202_3 Homelessness and need Health and Social Care homelessness rough_sleepers voluntary_support The majority of people who sleep on the streets, and in hostels and night shelters are men. However, the number of women, particularly younger women, in these circumstances has increased (Anderson et al., 1993). They are often people with complex care and support needs, which go way beyond the provision of accommodation. But, as you will learn in this unit, complex needs are both a cause and a product of homelessness. The Open University The Open University Course text/html K202_3 Care and welfare in the community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3877 http://openlearn.open.ac.uk/course/view.php?id=3886 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_2 Mon, 25 Jul 2011 13:40:43 GMT This unit will help you understand how it is possible to meet the needs of a particular minority community: the Chinese who live in Northern Ireland. The audio file outlines some of the problems that this community are facing as well as describing the differences experienced by older Chinese inhabitants who require care and support. http://openlearn.open.ac.uk/course/view.php?name=K202_2 Meeting minority needs Health and Social Care chinese_community minority_groups support_services This unit will help you understand how it is possible to meet the needs of a particular minority community: the Chinese who live in Northern Ireland. The audio file outlines some of the problems that this community are facing as well as describing the differences experienced by older Chinese inhabitants who require care and support. The Open University The Open University Course text/html K202_2 Care and welfare in the community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3857 http://openlearn.open.ac.uk/course/view.php?id=3884 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=MU120_4M7 Fri, 22 Jul 2011 11:12:24 GMT Geometry is concerned with the various aspects of size, shape and space. In this unit, you will explore the concepts of angles, shapes, symmetry, area and volume through interactive activities. http://openlearn.open.ac.uk/course/view.php?name=MU120_4M7 Geometry Mathematics and Statistics angles area geometry symmetry volume Geometry is concerned with the various aspects of size, shape and space. In this unit, you will explore the concepts of angles, shapes, symmetry, area and volume through interactive activities. The Open University The Open University Course text/html MU120_4M7 Open Mathematics - MU120 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=1544 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=ENACT_1 Fri, 22 Jul 2011 10:58:37 GMT The term European citizenship triggers an immediate association with the European Union, its member states, and people who are citizens of those states. This unit develops another way of thinking about European citizenship whereby European citizenship need not be granted by the state, limited to the territory within the EU borders or acted out by people who are already citizens. http://openlearn.open.ac.uk/course/view.php?name=ENACT_1 Enacting European Citizenship (ENACT) Social Sciences borders citizens courts europe european citizenship european union sex workers stereotypes turkey The term European citizenship triggers an immediate association with the European Union, its member states, and people who are citizens of those states. This unit develops another way of thinking about European citizenship whereby European citizenship need not be granted by the state, limited to the territory within the EU borders or acted out by people who are already citizens. The Open University The Open University Course text/html ENACT_1 Enacting European Citizenship (ENACT) - ENACT_1 en-GB http://www3.open.ac.uk/study/undergraduate/social-sciences/index.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=MU120_1 Fri, 22 Jul 2011 10:52:09 GMT This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas Instruments TI-83 calculator and the book Tapping into Mathematics With the TI-83 Graphics Calculator (ISBN 0201175479). http://openlearn.open.ac.uk/course/view.php?name=MU120_1 Maths everywhere Mathematics and Statistics algera calculator mathematics maths maths_modelling teaching_techniques This unit explores reasons for studying mathematics, practical applications of mathematical ideas and aims to help you to recognise mathematics when you come across it. It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas Instruments TI-83 calculator and the book Tapping into Mathematics With the TI-83 Graphics Calculator (ISBN 0201175479). The Open University The Open University Course text/html MU120_1 Open mathematics - MU120 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=1680 http://openlearn.open.ac.uk/course/view.php?id=1544 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=MST209_1 Fri, 22 Jul 2011 10:41:37 GMT This unit introduces the topic of differential equations. The subject is developed without assuming that you have come across it before, but it is taken for granted that you have a basic grounding in calculus. In particular, you will need to have a good grasp of the basic rules for differentiation and integration. http://openlearn.open.ac.uk/course/view.php?name=MST209_1 First-order differential equations Mathematics and Statistics calculus differential equations mathematics maths_modelling This unit introduces the topic of differential equations. The subject is developed without assuming that you have come across it before, but it is taken for granted that you have a basic grounding in calculus. In particular, you will need to have a good grasp of the basic rules for differentiation and integration. The Open University The Open University Course text/html MST209_1 Mathematical methods and models - MST209 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=2561 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_RE_T4 Fri, 22 Jul 2011 10:08:03 GMT We know that the brain has a hugely important role to play in the students' learning that goes on in our classrooms. However, surprisingly, scientists still know relatively little about the workings of the brain, and most of what we do know has been discovered only in the last 15 years. Our challenge is to ensure that what we do know about the brain is translated into classroom practice and used to maximise student learning – this is the idea at the heart of Accelerated Learning. This unit introduces some of the principles of accelerated learning and explores techniques for you to try out with your pupils. http://openlearn.open.ac.uk/course/view.php?name=TL_RE_T4 Introduction to accelerated learning Education accelerated_learning classroom learning pupils students teaching_techniques We know that the brain has a hugely important role to play in the students' learning that goes on in our classrooms. However, surprisingly, scientists still know relatively little about the workings of the brain, and most of what we do know has been discovered only in the last 15 years. Our challenge is to ensure that what we do know about the brain is translated into classroom practice and used to maximise student learning – this is the idea at the heart of Accelerated Learning. This unit introduces some of the principles of accelerated learning and explores techniques for you to try out with your pupils. The Open University The Open University Course text/html TL_RE_T4 TeachandLearn.net - TL_RE_T4 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_MATHT9 Fri, 22 Jul 2011 08:43:35 GMT This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom. http://openlearn.open.ac.uk/course/view.php?name=TL_MATHT9 Using visualisation in maths teaching Education classroom learning mathematics teaching_techniques visualisation This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom. The Open University The Open University Course text/html TL_MATHT9 TeachandLearn.net - TL_MATHT9 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_LIBRARY Thu, 21 Jul 2011 15:35:35 GMT As adults we sometimes struggle to justify our feelings about particular books, but children are quite clear about what they like and don't like. It is possible to get children to discuss why they liked or did not like particular books and to encourage them to think more deeply about the books they read. This unit offers ideas and activities to engage pupils in discussing books. It is aimed at librarians, teaching assistants and other adults working with pupils in school libraries. http://openlearn.open.ac.uk/course/view.php?name=TL_LIBRARY Encouraging book talk in the school library Education books children pupils school teaching_reading teaching_techniques As adults we sometimes struggle to justify our feelings about particular books, but children are quite clear about what they like and don't like. It is possible to get children to discuss why they liked or did not like particular books and to encourage them to think more deeply about the books they read. This unit offers ideas and activities to engage pupils in discussing books. It is aimed at librarians, teaching assistants and other adults working with pupils in school libraries. The Open University The Open University Course text/html TL_LIBRARY TeachandLearn.net - TL_LIBRARY en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_ICT_1 Thu, 21 Jul 2011 15:16:10 GMT What do you think being creative means? This unit engages with the debates surrounding the term ‘creativity’ and explores ways in which ICT creates new opportunities for creativity and collaborative working. The unit would be of interest to teachers, parents and carers, and can be studied on an individual basis or as part of a school-based training session. http://openlearn.open.ac.uk/course/view.php?name=TL_ICT_1 Creativity, community and ICT Education creativity knowledge new_technology teaching What do you think being creative means? This unit engages with the debates surrounding the term ‘creativity’ and explores ways in which ICT creates new opportunities for creativity and collaborative working. The unit would be of interest to teachers, parents and carers, and can be studied on an individual basis or as part of a school-based training session. The Open University The Open University Course text/html TL_ICT_1 Creativity, community and ICT - TL_ICT en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_GEOGT1 Thu, 21 Jul 2011 15:04:07 GMT This unit is aimed at geography teachers, or those with an interest in studying or teaching geography. This unit looks at the contribution that geography can make in the education of young people and the characteristics and purpose of geography as a subject. http://openlearn.open.ac.uk/course/view.php?name=TL_GEOGT1 Geography in education: exploring a definition Education geography school_georaphy teachers teaching This unit is aimed at geography teachers, or those with an interest in studying or teaching geography. This unit looks at the contribution that geography can make in the education of young people and the characteristics and purpose of geography as a subject. The Open University The Open University Course text/html TL_GEOGT1 TeachandLearn.net - TL_GEOGT1 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_DANCE1 Thu, 21 Jul 2011 14:27:04 GMT Dance communicates ideas through movement and is an expressive art form. Students need to learn how to use their body in a safe and healthy way, whilst developing a wide-ranging movement vocabulary. The use of different dance techniques can be an effective way of building vocabulary and developing different kinds of skills and abilities. Technical dance skills can form the foundation on which to develop and enhance each individual's performance. As dance teachers, we may have a range of skills, but it isn't always possible to possess expertise in every type of dance style and technique. Having the knowledge and experience to teach African Dance forms, Jazz Dance or Hip Hop to students is a great way of introducing them to a variety of styles and can be a rich and rewarding process. However, many teachers in schools and colleges work within a Contemporary Dance style because it will have been the basis of their education and training; it is also the point of reference for this unit. http://openlearn.open.ac.uk/course/view.php?name=TL_DANCE1 Dance skills Education dance students teachers teaching_dance teaching_techniques Dance communicates ideas through movement and is an expressive art form. Students need to learn how to use their body in a safe and healthy way, whilst developing a wide-ranging movement vocabulary. The use of different dance techniques can be an effective way of building vocabulary and developing different kinds of skills and abilities. Technical dance skills can form the foundation on which to develop and enhance each individual's performance. As dance teachers, we may have a range of skills, but it isn't always possible to possess expertise in every type of dance style and technique. Having the knowledge and experience to teach African Dance forms, Jazz Dance or Hip Hop to students is a great way of introducing them to a variety of styles and can be a rich and rewarding process. However, many teachers in schools and colleges work within a Contemporary Dance style because it will have been the basis of their education and training; it is also the point of reference for this unit. The Open University The Open University Course text/html TL_DANCE1 TeachandLearn.net - TL_DANCE en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A200_2 Thu, 21 Jul 2011 14:23:12 GMT From Catholic rebellion to Civil War, what happened during the latter years of the reign of Charles I that caused people to take up arms against their fellow citizens? This unit looks at the background of the wars between England, Scotland and Ireland and how the king’s actions led to the rift between royalists and parliamentarians. http://openlearn.open.ac.uk/course/view.php?name=A200_2 The origins of the wars of the three kingdoms Arts and Humanities civil_war holiday parliament scotland From Catholic rebellion to Civil War, what happened during the latter years of the reign of Charles I that caused people to take up arms against their fellow citizens? This unit looks at the background of the wars between England, Scotland and Ireland and how the king’s actions led to the rift between royalists and parliamentarians. The Open University The Open University Course text/html A200_2 Exploring history: medieval to modern 1400–1900 - A200_2 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4447 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A200_1 Thu, 21 Jul 2011 14:22:49 GMT 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. http://openlearn.open.ac.uk/course/view.php?name=A200_1 Dundee, jute and empire Arts and Humanities dundee holiday jute 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. The Open University The Open University Course text/html A200_1 Exploring History: Medieval to Modern 1400–1900 - A200_1 en-GB http://www3.open.ac.uk/study/undergraduate/course/a200.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_CIT4 Thu, 21 Jul 2011 13:39:02 GMT Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in consideration of these issues within the citizenship curriculum. http://openlearn.open.ac.uk/course/view.php?name=TL_CIT4 Democracy? You think you know? Education citizenship curriculum democracy pupils teaching_citizenship teaching_techniques Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in consideration of these issues within the citizenship curriculum. The Open University The Open University Course text/html TL_CIT4 TeachandLearn.net - TL_CIT4 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_7 Thu, 21 Jul 2011 12:14:46 GMT School governors need to be involved in the monitoring and evaluation of primary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated. http://openlearn.open.ac.uk/course/view.php?name=E500_7 School Governors: primary school monitoring Education governor headteacher management monitoring primary review school school_staff School governors need to be involved in the monitoring and evaluation of primary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated. The Open University The Open University Course text/html E500_7 TeachandLearn - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1528 http://openlearn.open.ac.uk/course/view.php?id=1630 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_14 Thu, 21 Jul 2011 10:33:36 GMT The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons". http://openlearn.open.ac.uk/course/view.php?name=E500_14 Teaching for good behaviour Education behaviour_management classroom students teaching teaching_techniques The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons". The Open University The Open University Course text/html E500_14 TeachandLearn.net - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1529 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_13 Thu, 21 Jul 2011 10:13:16 GMT In this unit, aimed at teachers of Physical Education, we begin by looking at some of the common misconceptions relating to fitness and activity levels together with accepted definitions of these concepts. We consider how active young people should actually be, and discuss how PE teachers can ensure they are making an effective contribution to this area of public health. http://openlearn.open.ac.uk/course/view.php?name=E500_13 Active, healthy lifestyles Education child_obesity health p.e physical_education teachers In this unit, aimed at teachers of Physical Education, we begin by looking at some of the common misconceptions relating to fitness and activity levels together with accepted definitions of these concepts. We consider how active young people should actually be, and discuss how PE teachers can ensure they are making an effective contribution to this area of public health. The Open University The Open University Course text/html E500_13 TeachandLearn.net - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1543 http://openlearn.open.ac.uk/course/view.php?id=1593 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E500_12 Thu, 21 Jul 2011 10:07:24 GMT This unit explores the role of digital media as a teaching tool, focussing on video in particular. we will examine the process of how you can start to use digital video in the classroom, and how to manage your project from objective setting, through story boards and filming, to assesing the success of your project. http://openlearn.open.ac.uk/course/view.php?name=E500_12 Teaching using digital video in secondary schools Education classroom digital_media teaching teaching_techniques video This unit explores the role of digital media as a teaching tool, focussing on video in particular. we will examine the process of how you can start to use digital video in the classroom, and how to manage your project from objective setting, through story boards and filming, to assesing the success of your project. The Open University The Open University Course text/html E500_12 TeachandLearn.net - E500 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=1526 http://openlearn.open.ac.uk/course/view.php?id=1529 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=Vol_1 Thu, 21 Jul 2011 09:46:28 GMT This unit explores how engaging in voluntary work can enhance your employment opportunities http://openlearn.open.ac.uk/course/view.php?name=Vol_1 Using Voluntary work to get ahead in the job market Social Sciences achievements benefits career change employability employers impress improve job hunt job prospects job seeking practical strategies recession relevant skills volunteers This unit explores how engaging in voluntary work can enhance your employment opportunities The Open University The Open University Course text/html Vol_1 Volunteering - Vol_1 en-GB http://www3.open.ac.uk/study/undergraduate/social-sciences/index.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA315_1 Wed, 20 Jul 2011 14:12:36 GMT This unit considers the art of Renaissance Venice and how such art was determined in many ways by the city's geographical location and ethnically diverse population. Studying Venice and its art offers a challenge to the conventional notion of Renaissance art as an entirely Italian phenomenon. http://openlearn.open.ac.uk/course/view.php?name=AA315_1 Art in Renaissance Venice Arts and Humanities byzantium cultural diversity gothic mamluks ottomans renaissance venice This unit considers the art of Renaissance Venice and how such art was determined in many ways by the city's geographical location and ethnically diverse population. Studying Venice and its art offers a challenge to the conventional notion of Renaissance art as an entirely Italian phenomenon. The Open University The Open University Course text/html AA315_1 Art in Renaissance Venice - AA315_1 en-GB 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_MUSEUMS Tue, 19 Jul 2011 14:34:25 GMT Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordinarily dynamic and diverse museums and galleries; it gives you pathways into museum resources, and shares examples of teachers and museum educators making the most of museum artefacts. http://openlearn.open.ac.uk/course/view.php?name=TL_MUSEUMS Enhancing pupil learning on museum visits Education classroom learning museums pupils school_visits teaching teaching_techniques Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordinarily dynamic and diverse museums and galleries; it gives you pathways into museum resources, and shares examples of teachers and museum educators making the most of museum artefacts. The Open University The Open University Course text/html TL_MUSEUMS TeachandLearn.net - TL_MUSEUMS en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_CAREERS Tue, 19 Jul 2011 14:04:47 GMT Successful transitions – whether from lower secondary to upper secondary; at age 16; into work-based training or university; or into work at any age – are life-enhancing for individuals and crucial to our future social and economic well-being. They are also an indicator of a good school. Careers education and guidance (CEG) is therefore at the heart of a school's personal development programme and all teachers have a role in securing successful transitions for their students. http://openlearn.open.ac.uk/course/view.php?name=TL_CAREERS Careers education and guidance Education careers_guidance school students teachers teaching_techniques Successful transitions – whether from lower secondary to upper secondary; at age 16; into work-based training or university; or into work at any age – are life-enhancing for individuals and crucial to our future social and economic well-being. They are also an indicator of a good school. Careers education and guidance (CEG) is therefore at the heart of a school's personal development programme and all teachers have a role in securing successful transitions for their students. The Open University The Open University Course text/html TL_CAREERS TeachandLearn.net - TL_CAREERS en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=TL_ARTT1 Tue, 19 Jul 2011 13:47:51 GMT What value does art have in the school curriculum? This unit, primarily aimed at colleagues teaching art in schools, explores the justification for including art in the school curriculum together with some of the current criticisms commonly heard. http://openlearn.open.ac.uk/course/view.php?name=TL_ARTT1 Why teach art? Education art art_teaching curriculum school teaching What value does art have in the school curriculum? This unit, primarily aimed at colleagues teaching art in schools, explores the justification for including art in the school curriculum together with some of the current criticisms commonly heard. The Open University The Open University Course text/html TL_ARTT1 TeachandLearn.net - TL_ARTT1 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=EE851_1 Tue, 19 Jul 2011 12:52:55 GMT Teachers often have little spare time to reflect on the day's lessons and challenges. However, this evaluation of teaching and learning experiences is vital to their professional development. This unit is an extract from the OU's Chartered Teacher Programme for Scotland and will help teachers to evaluate their practice and development opportunities. http://openlearn.open.ac.uk/course/view.php?name=EE851_1 Chartered teachers in Scotland Education chartered_teacher scotland teacher Teachers often have little spare time to reflect on the day's lessons and challenges. However, this evaluation of teaching and learning experiences is vital to their professional development. This unit is an extract from the OU's Chartered Teacher Programme for Scotland and will help teachers to evaluate their practice and development opportunities. The Open University The Open University Course text/html EE851_1 Self-evaluation - EE851 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E848_1 Tue, 19 Jul 2011 12:35:09 GMT This unit introduces you to the contested area of educational inclusion. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped current thinking. You will also think about barriers to inclusion and the difference between integration and inclusion. In addition, you will consider some of the key documents, such as the Salamanca Statement, that underpin current thinking in this area. http://openlearn.open.ac.uk/course/view.php?name=E848_1 Inclusive education: Knowing what we mean Education inclusion inclusive_education school_inclusion This unit introduces you to the contested area of educational inclusion. You will look at differing perspectives on inclusion, in particular the way that medical and social models have influenced and shaped current thinking. You will also think about barriers to inclusion and the difference between integration and inclusion. In addition, you will consider some of the key documents, such as the Salamanca Statement, that underpin current thinking in this area. The Open University The Open University Course text/html E848_1 Researching inclusive education: values into practice - E848 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E844_1 Tue, 19 Jul 2011 12:19:43 GMT It is important to learn from classroom discussions, both for pupils and teachers. This unit will help you, as a teacher, to evaluate such discussions in order to help students develop their understanding and use of spoken language. The ability to use language as a tool for constructing and sharing knowledge is applicable across the whole curriculum. http://openlearn.open.ac.uk/course/view.php?name=E844_1 Evaluating school classroom discussion Education classroom curriculum education_research evaluating_talk language pupils teachers It is important to learn from classroom discussions, both for pupils and teachers. This unit will help you, as a teacher, to evaluate such discussions in order to help students develop their understanding and use of spoken language. The ability to use language as a tool for constructing and sharing knowledge is applicable across the whole curriculum. The Open University The Open University Course text/html E844_1 Language and literacy in a changing world - E844 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E230_1 Tue, 19 Jul 2011 11:03:20 GMT This unit is designed to help those working with children between the ages of 3 and 8. You will be encouraged to explore your knowledge, feelings and attitudes in language, mathematics and science in order to understand the place that these subjects have in the life of both individuals and society as a whole. http://openlearn.open.ac.uk/course/view.php?name=E230_1 Knowledge in everyday life Education children early_years family language mathematics science teaching_teaching This unit is designed to help those working with children between the ages of 3 and 8. You will be encouraged to explore your knowledge, feelings and attitudes in language, mathematics and science in order to understand the place that these subjects have in the life of both individuals and society as a whole. The Open University The Open University Course text/html E230_1 Knowing in context - E230_1 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E115_1 Tue, 19 Jul 2011 10:47:25 GMT This work-based unit encourages early years practitioners to think about the values and principles underpinning how they work with other professionals. It explores beliefs about teamwork, examines frameworks for professional communication and concludes with identifying possible changes in practice. http://openlearn.open.ac.uk/course/view.php?name=E115_1 Thinking about how I work with other professionals Education cpd early_years mentoring_teachers This work-based unit encourages early years practitioners to think about the values and principles underpinning how they work with other professionals. It explores beliefs about teamwork, examines frameworks for professional communication and concludes with identifying possible changes in practice. The Open University The Open University Course text/html E115_1 Personal Professional Practice – Early Years Settings - E115 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E111_1 Tue, 19 Jul 2011 10:29:44 GMT Teaching assistants are an important resource in education. This unit looks at how this role has developed over time. You will also explore why this workforce is predominately female and why there is a marked under-representation of minority ethnic assistants. Finally you will explore what the future hold for this paraprofessional role. http://openlearn.open.ac.uk/course/view.php?name=E111_1 Teaching assistants: Support in action Education classroom_support cpd teaching Teaching assistants are an important resource in education. This unit looks at how this role has developed over time. You will also explore why this workforce is predominately female and why there is a marked under-representation of minority ethnic assistants. Finally you will explore what the future hold for this paraprofessional role. The Open University The Open University Course text/html E111_1 Teaching assistants today - E111 en-GB http://www.open.ac.uk/openlearn/education http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K303_1 Thu, 14 Jul 2011 13:20:12 GMT Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approach of a manager of a voluntary sector mental health service. http://openlearn.open.ac.uk/course/view.php?name=K303_1 Managing to meet service users' needs Health and Social Care mental_health partnerships service_users social_care Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approach of a manager of a voluntary sector mental health service. The Open University The Open University Course text/html K303_1 Managing care - K303 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=E801_2 Thu, 14 Jul 2011 13:19:44 GMT Teaching children to read is one area where collaboration between teachers and parents/carers is of vital importance. You will examine how families and schools work together to establish the links that underpin childhood literacy development and the ways in which educational institutions respond to the diversity of needs amongst students. http://openlearn.open.ac.uk/course/view.php?name=E801_2 Involving the family in supporting pupils' literacy learning Childhood and Youth family literacy parents Teaching children to read is one area where collaboration between teachers and parents/carers is of vital importance. You will examine how families and schools work together to establish the links that underpin childhood literacy development and the ways in which educational institutions respond to the diversity of needs amongst students. The Open University The Open University Course text/html E801_2 Difficulties in literacy development - E801 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://openlearn.open.ac.uk/course/view.php?id=3863 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D170_1 Thu, 14 Jul 2011 13:14:20 GMT The media play a huge part in sport; we find out what’s happening, how our team is doing and it creates great sporting moments and sports celebrities and stars. This unit looks at the role played by the media in sport and how this has changed with the development of internet and satellite TV. Who calls the shots – athletes, teams or the media moguls? How do social scientists explain this relationship between sport and the media? http://openlearn.open.ac.uk/course/view.php?name=D170_1 Sport media and culture: Who's calling the shots? Social Sciences celebrity culture media sport The media play a huge part in sport; we find out what’s happening, how our team is doing and it creates great sporting moments and sports celebrities and stars. This unit looks at the role played by the media in sport and how this has changed with the development of internet and satellite TV. Who calls the shots – athletes, teams or the media moguls? How do social scientists explain this relationship between sport and the media? The Open University The Open University Course text/html D170_1 This sporting planet - D170 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D218_1 Thu, 14 Jul 2011 12:48:26 GMT Anti-social behaviour, homelessness, drugs, mental illness: all problems in today’s society. But what makes a problem social? This unit will help you to discover how these issues are identified, defined, given meaning and acted upon. You will also look at the conflicts within social science in this area. http://openlearn.open.ac.uk/course/view.php?name=D218_1 Social Problems: Who makes them? Social Sciences antisocial_behaviour ideology inequalities poverty social_problems social_science Anti-social behaviour, homelessness, drugs, mental illness: all problems in today’s society. But what makes a problem social? This unit will help you to discover how these issues are identified, defined, given meaning and acted upon. You will also look at the conflicts within social science in this area. The Open University The Open University Course text/html D218_1 Social Policy: Welfare, Power and Diversity - D218 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3084 http://openlearn.open.ac.uk/course/view.php?id=3087 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D218_2 Thu, 14 Jul 2011 12:37:17 GMT Do you find it difficult to know what is important when taking notes? This unit will enable you to decide the value of taking notes and improve your understanding of the methods that can be used. http://openlearn.open.ac.uk/course/view.php?name=D218_2 Note taking in relation to the Social Sciences Social Sciences audio notes note_taking note_taking_techniques social_science studying Do you find it difficult to know what is important when taking notes? This unit will enable you to decide the value of taking notes and improve your understanding of the methods that can be used. The Open University The Open University Course text/html D218_2 Social policy: welfare, power and diversity - D218 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=2509 http://openlearn.open.ac.uk/course/view.php?id=3087 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D218_3 Thu, 14 Jul 2011 11:52:25 GMT Within the field of social sciences the terms social construction and social constructionism are frequently used, particularly in relation to social policy. This unit will enable you to achieve a greater definition and understanding of these terms. http://openlearn.open.ac.uk/course/view.php?name=D218_3 Social construction and social constructionism Social Sciences audio social_construction social_constructionalism social_policy social_science social_welfare Within the field of social sciences the terms social construction and social constructionism are frequently used, particularly in relation to social policy. This unit will enable you to achieve a greater definition and understanding of these terms. The Open University The Open University Course text/html D218_3 Social policy: welfare, power and diversity - D218 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3084 http://openlearn.open.ac.uk/course/view.php?id=3091 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D218_4 Thu, 14 Jul 2011 11:41:14 GMT This unit will enable you to understand how arguments are constructed and used in the Social Sciences. Using extracts from a Radio 4 broadcast you will look at the different viewpoints that are taken by the participants and analyse how the different arguments are being put together. http://openlearn.open.ac.uk/course/view.php?name=D218_4 How arguments are constructed and used in the Social Sciences Social Sciences argument audio social_sciences welfare_provision welfare_state This unit will enable you to understand how arguments are constructed and used in the Social Sciences. Using extracts from a Radio 4 broadcast you will look at the different viewpoints that are taken by the participants and analyse how the different arguments are being put together. The Open University The Open University Course text/html D218_4 Social policy: welfare, power and diversity - D218 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3087 http://openlearn.open.ac.uk/course/view.php?id=3095 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D218_6 Thu, 14 Jul 2011 11:25:18 GMT How do you create citizenship? How do you feel you belong? This unit examines social citizenship. With particular reference to women and disabled people, you will look at the rights and obligations that develop within society to link people together. http://openlearn.open.ac.uk/course/view.php?name=D218_6 Engendering citizenship Social Sciences audio citizen citizenship disability women How do you create citizenship? How do you feel you belong? This unit examines social citizenship. With particular reference to women and disabled people, you will look at the rights and obligations that develop within society to link people together. The Open University The Open University Course text/html D218_6 Social policy: welfare, power and diversity - D218 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3095 http://openlearn.open.ac.uk/course/view.php?id=3097 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=KE312_1 Thu, 14 Jul 2011 11:02:52 GMT The care of children, especially those with disabilities, is surrounded by complex issues. Learning to navigate these difficulties while helping children to lead a happy and fulfilling life is the focus of this unit. Video footage from the Plus organisation in Stirling, Scotland, will help you develop a skilled, dynamic and ethical approach to working with children. http://openlearn.open.ac.uk/course/view.php?name=KE312_1 Working together for children: Stirling Childhood and Youth children disability healthcare scotland The care of children, especially those with disabilities, is surrounded by complex issues. Learning to navigate these difficulties while helping children to lead a happy and fulfilling life is the focus of this unit. Video footage from the Plus organisation in Stirling, Scotland, will help you develop a skilled, dynamic and ethical approach to working with children. The Open University The Open University Course text/html KE312_1 Working together for children - KE312 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://openlearn.open.ac.uk/course/view.php?id=3861 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D270_1 Thu, 14 Jul 2011 10:56:17 GMT The idea of ‘family’ is very powerful in contemporary UK culture and policy. Family lives have been the subject of many anxieties both at the personal and policy levels. How do public debates relate to people’s everyday experiences of families? In this unit, you can explore the many attempts at defining ‘family’ and why these complex and contradictory meanings are important to us. We begin to unpick questions of power and inequality, to test our everyday assumptions about families, and to reflect on the values underpinning them. http://openlearn.open.ac.uk/course/view.php?name=D270_1 What do we mean by "family"? Social Sciences family family_life relationships traditional_family The idea of ‘family’ is very powerful in contemporary UK culture and policy. Family lives have been the subject of many anxieties both at the personal and policy levels. How do public debates relate to people’s everyday experiences of families? In this unit, you can explore the many attempts at defining ‘family’ and why these complex and contradictory meanings are important to us. We begin to unpick questions of power and inequality, to test our everyday assumptions about families, and to reflect on the values underpinning them. The Open University The Open University Course text/html D270_1 Family meanings - D270 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D315_1 Thu, 14 Jul 2011 10:38:01 GMT This unit looks at the issues of order and disorder. Can the way these issues are represented change your view of a city? Taking Glasgow as an example, you will look at the problem of crime and how misrepresentation can easily occur. http://openlearn.open.ac.uk/course/view.php?name=D315_1 The problem with crime Social Sciences audio cities crime glasgow scotland This unit looks at the issues of order and disorder. Can the way these issues are represented change your view of a city? Taking Glasgow as an example, you will look at the problem of crime and how misrepresentation can easily occur. The Open University The Open University Course text/html D315_1 Crime, order and social control - D315 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3121 http://openlearn.open.ac.uk/course/view.php?id=3142 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=K204_1 Thu, 14 Jul 2011 10:18:52 GMT Most children live with a parent or parents, with siblings and relatives and with family pets in the family home, but many children do not live with their parents or even with their families. They may live elsewhere through choice or necessity, but whatever the event that causes them to move away from their parents or families, the significance of moving in a child’s life can be considerable. This material will be of interest to anyone who supports children who live away from their families in any capacity. http://openlearn.open.ac.uk/course/view.php?name=K204_1 Children living in different settings Childhood and Youth children foster_care placement_types seperation Most children live with a parent or parents, with siblings and relatives and with family pets in the family home, but many children do not live with their parents or even with their families. They may live elsewhere through choice or necessity, but whatever the event that causes them to move away from their parents or families, the significance of moving in a child’s life can be considerable. This material will be of interest to anyone who supports children who live away from their families in any capacity. The Open University The Open University Course text/html K204_1 Working with children and families - K204 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://openlearn.open.ac.uk/course/view.php?id=3962 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D315_2 Thu, 14 Jul 2011 10:14:33 GMT How big an impact does CCTV have on your life? This unit provides the opportunity to listen to an argument surrounding the purpose, efficacy and regulation of CCTV. Is it there for crime control or is Big Brother really watching? http://openlearn.open.ac.uk/course/view.php?name=D315_2 The technology of crime control Social Sciences audio big_brother cctv cctv_cameras closed_circuit_television crime_control surveillence How big an impact does CCTV have on your life? This unit provides the opportunity to listen to an argument surrounding the purpose, efficacy and regulation of CCTV. Is it there for crime control or is Big Brother really watching? The Open University The Open University Course text/html D315_2 Crime, order and social control - D315 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3089 http://openlearn.open.ac.uk/course/view.php?id=3142 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D315_3 Thu, 14 Jul 2011 10:02:32 GMT Does prison work and what purpose does it serve? This unit allows you to listen to a discussion surrounding the purpose efficacy and regulation of prisons. Does prison benefit those serving the sentence or simply satisfy a public demand? http://openlearn.open.ac.uk/course/view.php?name=D315_3 Does prison work? Social Sciences audio criminal_justice criminology magistrate prison psychology Does prison work and what purpose does it serve? This unit allows you to listen to a discussion surrounding the purpose efficacy and regulation of prisons. Does prison benefit those serving the sentence or simply satisfy a public demand? The Open University The Open University Course text/html D315_3 Crime, order and social control - D315 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3121 http://openlearn.open.ac.uk/course/view.php?id=3191 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD200_2 Thu, 14 Jul 2011 08:55:02 GMT What is Europe and what defines a European? This unit looks at the development of identities within Europe and the European Union. You will assess the mechanisms through which a new identity commitment is being formed and the limitations of and oppositions to this process. Can a genuine European identity ever be created in an expanding multi-cultural European Union? http://openlearn.open.ac.uk/course/view.php?name=DD200_2 Who are Europeans? Social Sciences europe european What is Europe and what defines a European? This unit looks at the development of identities within Europe and the European Union. You will assess the mechanisms through which a new identity commitment is being formed and the limitations of and oppositions to this process. Can a genuine European identity ever be created in an expanding multi-cultural European Union? The Open University The Open University Course text/html DD200_2 Governing Europe - DD200 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=2667 http://openlearn.open.ac.uk/course/view.php?id=2630 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D319_1 Thu, 14 Jul 2011 08:30:12 GMT Discrimination in the labour market exists in many forms: the ‘glass ceiling’ ageism, racism, etc. This unit will help you look at this problem with a new perspective: through economics. You will learn how economists have tried to understand what drives this distortion of the labour market and why women and the ethnic minorities seem to suffer the most. http://openlearn.open.ac.uk/course/view.php?name=D319_1 Economics explains discrimination in the labour market Social Sciences disadvantage discrimination economics economic_theory economists labour_market microeconomics segmentation Discrimination in the labour market exists in many forms: the ‘glass ceiling’ ageism, racism, etc. This unit will help you look at this problem with a new perspective: through economics. You will learn how economists have tried to understand what drives this distortion of the labour market and why women and the ethnic minorities seem to suffer the most. The Open University The Open University Course text/html D319_1 Understanding economic behaviour: households, firms and markets - D319 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D820_1 Thu, 14 Jul 2011 08:15:16 GMT In a complex and rapidly changing world, social scientific study examines how we produce things, communicate, govern ourselves, understand our environments, and how to solve the problems we face in the organisation of social relations and processes. This unit provides a basic overview of how social science contains deeply embedded cultural assumptions and outlines the important relationship between philosophical thinking and practical research methods in social sciences. http://openlearn.open.ac.uk/course/view.php?name=D820_1 The social in social science Social Sciences research social_science In a complex and rapidly changing world, social scientific study examines how we produce things, communicate, govern ourselves, understand our environments, and how to solve the problems we face in the organisation of social relations and processes. This unit provides a basic overview of how social science contains deeply embedded cultural assumptions and outlines the important relationship between philosophical thinking and practical research methods in social sciences. The Open University The Open University Course text/html D820_1 The Challenge of the Social Sciences - D820 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=D843_1 Wed, 13 Jul 2011 15:37:53 GMT This unit introduces some of the main themes and issues in discourse research using Martin Bashir's famous interview with Diana, Princess of Wales as a case study. Through this it examines the role of discourse in shaping social interaction and its psychological implications for the study of minds, selves and sense-making. The unit aims to demonstrate that in studying discourse we cannot help but study social life. http://openlearn.open.ac.uk/course/view.php?name=D843_1 Themes in discourse research: The case of Diana Social Sciences This unit introduces some of the main themes and issues in discourse research using Martin Bashir's famous interview with Diana, Princess of Wales as a case study. Through this it examines the role of discourse in shaping social interaction and its psychological implications for the study of minds, selves and sense-making. The unit aims to demonstrate that in studying discourse we cannot help but study social life. The Open University The Open University Course text/html D843_1 Discourse analysis - D843 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DB123_1 Wed, 13 Jul 2011 15:23:16 GMT Debt has now become a part of everyday life, with personal debt in the UK topping £1.1 trillion in 2005. In this unit, you will explore the different types of debt and loans and some of the associated concepts, arming yourself with more information to plan your financial future. http://openlearn.open.ac.uk/course/view.php?name=DB123_1 Personal finance: Debt and borrowing in its wider context Social Sciences debt loan mortgage personal_finance Debt has now become a part of everyday life, with personal debt in the UK topping £1.1 trillion in 2005. In this unit, you will explore the different types of debt and loans and some of the associated concepts, arming yourself with more information to plan your financial future. The Open University The Open University Course text/html DB123_1 You and your money: personal finance in context - DB123_1 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD200_4 Wed, 13 Jul 2011 15:01:37 GMT The Euro was first adopted as a currency in 1999, but what impact has it had on the European economy? This unit looks at the key developments in the economy since that date and examines the challenges of economic policy formation and governance of the EU's expanding economy. http://openlearn.open.ac.uk/course/view.php?name=DD200_4 Managing the European economy after the introduction of the Euro Social Sciences economy eu The Euro was first adopted as a currency in 1999, but what impact has it had on the European economy? This unit looks at the key developments in the economy since that date and examines the challenges of economic policy formation and governance of the EU's expanding economy. The Open University The Open University Course text/html DD200_4 Governing Europe - DD200 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=2630 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD202_2 Wed, 13 Jul 2011 14:40:54 GMT Do the advances in information technology equate to a new industrial revolution? The advances by IBM, Dell and many other manufacturers have resulted in massive changes to our working lives. This unit looks at whether it is possible to predict the future of this industry by comparing it to the development of the automobile industry in the USA. http://openlearn.open.ac.uk/course/view.php?name=DD202_2 Information technology: A new era? Social Sciences industrial revolution information technology pcs Do the advances in information technology equate to a new industrial revolution? The advances by IBM, Dell and many other manufacturers have resulted in massive changes to our working lives. This unit looks at whether it is possible to predict the future of this industry by comparing it to the development of the automobile industry in the USA. The Open University The Open University Course text/html DD202_2 Economics and economic change - DD202 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3316 http://openlearn.open.ac.uk/course/view.php?id=3459 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD202_3 Wed, 13 Jul 2011 14:33:17 GMT How does a firm emerge as ‘leader of the pack’? Why do most of the small firms so common in the early years of new industries disappear? This unit looks at how and why change occurs through the industry life cycle, at the role of innnovation and at how production costs, demand and technology interact to shape industrial structure. http://openlearn.open.ac.uk/course/view.php?name=DD202_3 Innovation, markets and industrial change Social Sciences industrial change industry innovation markets How does a firm emerge as ‘leader of the pack’? Why do most of the small firms so common in the early years of new industries disappear? This unit looks at how and why change occurs through the industry life cycle, at the role of innnovation and at how production costs, demand and technology interact to shape industrial structure. The Open University The Open University Course text/html DD202_3 Economics and economic change - DD202 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3357 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD203_1 Wed, 13 Jul 2011 14:25:45 GMT This unit, which contains material from the current Open University second level Politics course DD203 Power, Equality and Dissent, is pitched at the intermediate level. It should take you about 8 hours to study if you attempt the recommended exercises and make summary notes of its key points. Doing so will allow you to practise the crucial academic skill of summary and précis – extracting the gist of an argument – which will be of particular help if you go on to study in related areas: perhaps the related politics units on the openlearn website or in the Open University courses from which they come. http://openlearn.open.ac.uk/course/view.php?name=DD203_1 The politics of devolution Social Sciences devolution politics scotland This unit, which contains material from the current Open University second level Politics course DD203 Power, Equality and Dissent, is pitched at the intermediate level. It should take you about 8 hours to study if you attempt the recommended exercises and make summary notes of its key points. Doing so will allow you to practise the crucial academic skill of summary and précis – extracting the gist of an argument – which will be of particular help if you go on to study in related areas: perhaps the related politics units on the openlearn website or in the Open University courses from which they come. The Open University The Open University Course text/html DD203_1 Power, dissent, equality: understanding contemporary politics - DD203 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=2675 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD203_2 Wed, 13 Jul 2011 14:18:37 GMT What makes a ‘nation’ and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own. http://openlearn.open.ac.uk/course/view.php?name=DD203_2 Nationalism, self-determination and secession Social Sciences holiday nationhoood scotland What makes a ‘nation’ and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own. The Open University The Open University Course text/html DD203_2 Power, dissent, equality: understanding contemporary politics - DD203 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=2545 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=E500_10 Wed, 13 Jul 2011 14:15:20 GMT This unit examines the area of the brain based learning with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of play (particularly outdoor play) in children's learning and the development of their brains. http://openlearn.open.ac.uk/course/view.php?name=E500_10 Play, learning and the brain Childhood and Youth brain children early_years family play teaching_techniques This unit examines the area of the brain based learning with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of play (particularly outdoor play) in children's learning and the development of their brains. The Open University The Open University Course text/html E500_10 TeachandLearn.net - E500 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://openlearn.open.ac.uk/course/view.php?id=1555 http://openlearn.open.ac.uk/course/view.php?id=1526 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD205_4 Wed, 13 Jul 2011 13:50:08 GMT The oil industry is perhaps the archetypal globalised industry, and it is this global scale that poses the challenge. How can the full dimensions of the oil industry be adequately represented in a photograph? This unit looks at a series of photographs made with the intention of affecting the way a globalised industry is seen and understood. http://openlearn.open.ac.uk/course/view.php?name=DD205_4 Oil industry in Scotland: Making photographs, making demands Social Sciences industry oil photography scotland The oil industry is perhaps the archetypal globalised industry, and it is this global scale that poses the challenge. How can the full dimensions of the oil industry be adequately represented in a photograph? This unit looks at a series of photographs made with the intention of affecting the way a globalised industry is seen and understood. The Open University The Open University Course text/html DD205_4 The shape of the world – explorations in human geography - DD205 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3122 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=E100_1 Wed, 13 Jul 2011 13:37:10 GMT In this unit we look at the notion of parents as partners. We identify a cluster of reasons why partnership is considered important - for children, parents and practitioners - and give examples of ways in which it can be interpreted in practice. We also outline a conceptual framework to accommodate the possible range of parental involvement and partnership practice. http://openlearn.open.ac.uk/course/view.php?name=E100_1 Parents as partners Childhood and Youth children early_years family parenting parents In this unit we look at the notion of parents as partners. We identify a cluster of reasons why partnership is considered important - for children, parents and practitioners - and give examples of ways in which it can be interpreted in practice. We also outline a conceptual framework to accommodate the possible range of parental involvement and partnership practice. The Open University The Open University Course text/html E100_1 Working with children in the early years - E100 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD208_2 Wed, 13 Jul 2011 13:36:51 GMT This unit focuses provides you with a further opportunity to practise the learning from audio visual material skills you learned in DD208_1. You should have completed DD208_1 before commencing with this unit. http://openlearn.open.ac.uk/course/view.php?name=DD208_2 Learning from audio visual material: Migrants and borders Social Sciences border_control exclusion gating migrants This unit focuses provides you with a further opportunity to practise the learning from audio visual material skills you learned in DD208_1. You should have completed DD208_1 before commencing with this unit. The Open University The Open University Course text/html DD208_2 Welfare, crime and society - DD208 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=4014 http://openlearn.open.ac.uk/course/view.php?id=4015 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=D218_5 Wed, 13 Jul 2011 13:15:20 GMT How do children fit in to our society? This unit will help you to understand the issues surrounding children's rights as well as examining the implications of seeing children as citizens. You will also explore the meaning of childhood and analyse children's needs. http://openlearn.open.ac.uk/course/view.php?name=D218_5 Children’s rights Childhood and Youth audio childrens_rights citizen citizenship How do children fit in to our society? This unit will help you to understand the issues surrounding children's rights as well as examining the implications of seeing children as citizens. You will also explore the meaning of childhood and analyse children's needs. The Open University The Open University Course text/html D218_5 Social policy: welfare, power and diversity - D218 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://openlearn.open.ac.uk/course/view.php?id=3091 http://openlearn.open.ac.uk/course/view.php?id=3099 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD208_1 Wed, 13 Jul 2011 13:10:14 GMT Looking at the theme of surveillance as a multifaceted everyday practice, this unit will show you the value of using audio visual material in your learning. It will show you how to develop the skills you need to make the most of learning from DVDs. http://openlearn.open.ac.uk/course/view.php?name=DD208_1 Learning from audio-visual material: Introducing surveillance Social Sciences evidence note-taking study_skills Looking at the theme of surveillance as a multifaceted everyday practice, this unit will show you the value of using audio visual material in your learning. It will show you how to develop the skills you need to make the most of learning from DVDs. The Open University The Open University Course text/html DD208_1 Welfare, crime and society - DD208 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3958 http://openlearn.open.ac.uk/course/view.php?id=4015 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD305_1 Wed, 13 Jul 2011 12:55:31 GMT Sexuality and parenthood encompass some of the most ordinary and yet most profound experiences that life has to offer. In this unit, we look at how attitudes to parenthood and sexuality and the links between the two have changed, with specific reference to the fertility decline that began in the mid-nineteenth century. http://openlearn.open.ac.uk/course/view.php?name=DD305_1 Sexuality, parenthood and population Social Sciences parenthood population sexuality Sexuality and parenthood encompass some of the most ordinary and yet most profound experiences that life has to offer. In this unit, we look at how attitudes to parenthood and sexuality and the links between the two have changed, with specific reference to the fertility decline that began in the mid-nineteenth century. The Open University The Open University Course text/html DD305_1 Society - DD305 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3490 http://openlearn.open.ac.uk/course/view.php?id=3491 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD305_2 Wed, 13 Jul 2011 12:45:17 GMT The words ‘refugee’ and ‘asylum seeker’ have a wide variety of connotations in Britain, many of them negative. This unit explores how changing social policy and terminology help to shape, and are shaped by, the experiences of people seeking asylum in the UK. http://openlearn.open.ac.uk/course/view.php?name=DD305_2 Who counts as a refugee? Social Sciences asylum_seeker immigration refugee The words ‘refugee’ and ‘asylum seeker’ have a wide variety of connotations in Britain, many of them negative. This unit explores how changing social policy and terminology help to shape, and are shaped by, the experiences of people seeking asylum in the UK. The Open University The Open University Course text/html DD305_2 Personal lives and social policy - DD305 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3477 http://openlearn.open.ac.uk/course/view.php?id=3491 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD305_3 Wed, 13 Jul 2011 12:33:39 GMT Retirement, pensions, care homes – old age may not be as rosy as we think. This unit looks at old age taking us from the Workhouse to the basic state pension. Why are people expected to stop work at a certain age and what impact does this have on their lives? http://openlearn.open.ac.uk/course/view.php?name=DD305_3 Retiring lives? Old age, work and welfare Social Sciences basic_state_pension old_age retirement welfare Retirement, pensions, care homes – old age may not be as rosy as we think. This unit looks at old age taking us from the Workhouse to the basic state pension. Why are people expected to stop work at a certain age and what impact does this have on their lives? The Open University The Open University Course text/html DD305_3 Personal Lives and Social Policy - DD305_3 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3490 http://openlearn.open.ac.uk/course/view.php?id=3529 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=DD305_4 Wed, 13 Jul 2011 11:30:54 GMT How do ‘welfare to work’ programmes such as the New Deal take into account and shape people's personal lives? This unit looks at how participation in, and drop-out from, ‘workfare’ programmes are interpreted within different theoretical perspectives, and uses two case studies to connect the theory with the reality of people's lives. http://openlearn.open.ac.uk/course/view.php?name=DD305_4 Remaking the relations of work and welfare Social Sciences single_parent welfare work How do ‘welfare to work’ programmes such as the New Deal take into account and shape people's personal lives? This unit looks at how participation in, and drop-out from, ‘workfare’ programmes are interpreted within different theoretical perspectives, and uses two case studies to connect the theory with the reality of people's lives. The Open University The Open University Course text/html DD305_4 Personal lives and social policy - DD305 en-GB http://www.open.ac.uk/openlearn/society http://openlearn.open.ac.uk/course/view.php?id=3491 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=LIB_1 Wed, 13 Jul 2011 11:16:31 GMT 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 organising your own information, and learn how to reference it properly in your work. Finally, discover how to keep up to date with the latest developments in your area of interest by using tools such as RSS and mailing lists. http://openlearn.open.ac.uk/course/view.php?name=LIB_1 Finding information in Arts and History Arts and Humanities arts finding_information history humanities icts information information_literacy 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 organising your own information, and learn how to reference it properly in your work. Finally, discover how to keep up to date with the latest developments in your area of interest by using tools such as RSS and mailing lists. The Open University The Open University Course text/html LIB_1 Finding information - LIB en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=2503 http://openlearn.open.ac.uk/course/view.php?id=2508 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Social Sciences http://openlearn.open.ac.uk/course/view.php?name=POV_1 Wed, 13 Jul 2011 11:03:18 GMT The facts and figures on poverty often don’t provide a meaningful picture of the situation. This unit demonstrates the true impact of poverty on the people and places in Scotland through a series of essays that combine the statistics with stories of people who work in the field and those who live in poverty. http://openlearn.open.ac.uk/course/view.php?name=POV_1 Poverty in Scotland Social Sciences money poverty scotland The facts and figures on poverty often don’t provide a meaningful picture of the situation. This unit demonstrates the true impact of poverty on the people and places in Scotland through a series of essays that combine the statistics with stories of people who work in the field and those who live in poverty. The Open University The Open University Course text/html POV_1 POV_1 en-GB http://www.open.ac.uk/openlearn/society http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=SDK125_2 Wed, 13 Jul 2011 08:43:59 GMT What impact does alcohol have on the body? From a ‘hangover’ to cirrhosis this unit looks at the harmful effects of alcohol both in the short and long term. http://openlearn.open.ac.uk/course/view.php?name=SDK125_2 Alcohol and human health Health and Social Care alcohol alcoholism cirrhosis dementia ethanol fatty_liver fetal_alcohol_syndrome hangover health hepatitis liver_disease nervous_system_damage physiology What impact does alcohol have on the body? From a ‘hangover’ to cirrhosis this unit looks at the harmful effects of alcohol both in the short and long term. The Open University The Open University Course text/html SDK125_2 Introducing health sciences: a case study approach - SDK125 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3557 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=E243_1 Tue, 12 Jul 2011 14:10:56 GMT The underlying premise of this unit is that we are all experts in different ways, and that our different experiences and understandings are of value. Inclusive education is presented and discussed as under construction, both in educational settings and as a concept. The materials to be found in this unit are largely rooted in the social model of disability and human/disability rights frameworks. http://openlearn.open.ac.uk/course/view.php?name=E243_1 What children's perspectives tell us about inclusion Childhood and Youth inclusion inclusive_education school_inclusion The underlying premise of this unit is that we are all experts in different ways, and that our different experiences and understandings are of value. Inclusive education is presented and discussed as under construction, both in educational settings and as a concept. The materials to be found in this unit are largely rooted in the social model of disability and human/disability rights frameworks. The Open University The Open University Course text/html E243_1 Inclusive education: learning from each other - E243 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Childhood and Youth http://openlearn.open.ac.uk/course/view.php?name=E215_1 Tue, 12 Jul 2011 13:46:45 GMT Has the emphasis on raising educational standards in the UK led to adult-led learning replacing play? This unit will help teachers assess the importance of spontaneous play and socialising in the playground as well as looking at the value of play and the varying attitudes that adults have towards the activity. http://openlearn.open.ac.uk/course/view.php?name=E215_1 The role of play in children's learning Childhood and Youth early_years family learning play playground teachers teaching_techniques Has the emphasis on raising educational standards in the UK led to adult-led learning replacing play? This unit will help teachers assess the importance of spontaneous play and socialising in the playground as well as looking at the value of play and the varying attitudes that adults have towards the activity. The Open University The Open University Course text/html E215_1 Coordinating and evaluating the curriculum for children's care, learning and development - E215 en-GB http://www.open.ac.uk/openlearn/body-mind/childhood-youth http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=E112_3 Tue, 12 Jul 2011 10:28:24 GMT This unit examines the importance of nutrition in physical activity, sport weight management. The role that physical activity has alongside nutrition in controlling body weight will be discussed, as will considerations for pre-and post-exercise nutrition and hydration. http://openlearn.open.ac.uk/course/view.php?name=E112_3 Eating to win: Activity, diet and weight control Education fitness nutrition physical activity sport This unit examines the importance of nutrition in physical activity, sport weight management. The role that physical activity has alongside nutrition in controlling body weight will be discussed, as will considerations for pre-and post-exercise nutrition and hydration. The Open University The Open University Course text/html E112_3 Eating to win: Activity, diet and weight control - E112_3 en-GB 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Red_4 Fri, 08 Jul 2011 11:03:06 GMT This unit consists of a series of essays, drawn from material contained in the Reading Experience Database, that illustrate different aspects of reading in Britain during the period from 1450 to 1945. These essays are designed for you as the reader to dip in and dip out, allowing you to pick which essays best suits your purpose. http://openlearn.open.ac.uk/course/view.php?name=Red_4 History of reading: An introduction to reading in the past Arts and Humanities charles dickens history jane austen molly hughes reading reading spaces samuel pepys the bible travelling victorian popular culture world war one This unit consists of a series of essays, drawn from material contained in the Reading Experience Database, that illustrate different aspects of reading in Britain during the period from 1450 to 1945. These essays are designed for you as the reader to dip in and dip out, allowing you to pick which essays best suits your purpose. The Open University The Open University Course text/html Red_4 History of reading: An introduction to reading in the past - Red_4 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=MA290_3 Fri, 08 Jul 2011 10:26:14 GMT Scotsman John Napier is best known to for his treatise on Protestant religion. However, it was his interest in a completely different subject that radically altered the course of mathematics. After forty years of dabbling in maths, he revealed his table of logarithms in the early 17th century. http://openlearn.open.ac.uk/course/view.php?name=MA290_3 John Napier Arts and Humanities john_napier logarithms maths scotland Scotsman John Napier is best known to for his treatise on Protestant religion. However, it was his interest in a completely different subject that radically altered the course of mathematics. After forty years of dabbling in maths, he revealed his table of logarithms in the early 17th century. The Open University The Open University Course text/html MA290_3 Topics in the history of mathematics - MA290 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3349 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=MA290_2 Fri, 08 Jul 2011 09:56:06 GMT 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. http://openlearn.open.ac.uk/course/view.php?name=MA290_2 Babylonian mathematics Arts and Humanities babylonian_maths history humanities maths problem_solving 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. The Open University The Open University Course text/html MA290_2 Topics in the History of Mathematics - MA290 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=2484 http://openlearn.open.ac.uk/course/view.php?id=3735 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Red_3 Thu, 07 Jul 2011 15:33:46 GMT Have you ever wondered about the reading tastes and habits of famous writers in the past? This tutorial, the third in a series designed to help users of the UK Reading Experience Database (UK RED) search, browse and use this resource, explores the connections between the evidence of a writer’s reading and their literary output. The previous tutorials focus on methods of uncovering evidence of reading, and the use of evidence to understand the reception of a literary text. UK RED is a resource built and maintained at the Open University. http://openlearn.open.ac.uk/course/view.php?name=Red_3 History of reading tutorial 3: Famous writers and their reading - Elizabeth Barrett Browning and Vernon Lee Arts and Humanities author archives childhood reading commonplace books correspondence elizabeth barrett browning florence marginalia nineteenth-century novel poetry reading vernon lee women writers Have you ever wondered about the reading tastes and habits of famous writers in the past? This tutorial, the third in a series designed to help users of the UK Reading Experience Database (UK RED) search, browse and use this resource, explores the connections between the evidence of a writer’s reading and their literary output. The previous tutorials focus on methods of uncovering evidence of reading, and the use of evidence to understand the reception of a literary text. UK RED is a resource built and maintained at the Open University. The Open University The Open University Course text/html Red_3 History of reading tutorial 3: Famous writers and their reading - Elizabeth Barrett Browning and Vernon Lee - Red_3 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Red_2 Thu, 07 Jul 2011 14:38:25 GMT How have famous books been read and received by audiences in the past? This tutorial, the second in a series designed to help users of the UK Reading Experience Database (UK RED) search, browse and use this resource, explores the use of historical evidence to understand the reading and reception of a literary text, in this case Daniel Defoe’s Robinson Crusoe. The first tutorial in this series (Red_1) shows how historians have uncovered evidence of reading in the past, while the next tutorial (Red_3) demonstrates how evidence of a writer’s reading can add to our understanding of their literary output. UK RED is a resource built and maintained at the Open University. http://openlearn.open.ac.uk/course/view.php?name=Red_2 History of reading tutorial 2: The reading and reception of literary texts – a case study of Robinson Crusoe Arts and Humanities children’s reading daniel defoe evidence history reading robinson crusoe How have famous books been read and received by audiences in the past? This tutorial, the second in a series designed to help users of the UK Reading Experience Database (UK RED) search, browse and use this resource, explores the use of historical evidence to understand the reading and reception of a literary text, in this case Daniel Defoe’s Robinson Crusoe. The first tutorial in this series (Red_1) shows how historians have uncovered evidence of reading in the past, while the next tutorial (Red_3) demonstrates how evidence of a writer’s reading can add to our understanding of their literary output. UK RED is a resource built and maintained at the Open University. The Open University The Open University Course text/html Red_2 History of reading tutorial 2: The reading and reception of literary texts – a case study of Robinson Crusoe - Red_2 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4384 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=Red_1 Thu, 07 Jul 2011 14:10:20 GMT How do we know what people read in the past, and how they read it? This tutorial, the first in a series designed to help users of the UK Reading Experience Database (UK RED) search, browse and use the resource, explores the types of evidence historians have uncovered about the history of reading. Tutorial 2 (Red_2) and Tutorial 3 (Red_3) look at how this evidence can be used to tell us about the reception of a literary text and to demonstrate the impact of a writer’s reading on their literary output. UK RED is a resource built and maintained at the Open University. http://openlearn.open.ac.uk/course/view.php?name=Red_1 History of reading tutorial 1: Finding evidence of reading in the past Arts and Humanities evidence history reading How do we know what people read in the past, and how they read it? This tutorial, the first in a series designed to help users of the UK Reading Experience Database (UK RED) search, browse and use the resource, explores the types of evidence historians have uncovered about the history of reading. Tutorial 2 (Red_2) and Tutorial 3 (Red_3) look at how this evidence can be used to tell us about the reception of a literary text and to demonstrate the impact of a writer’s reading on their literary output. UK RED is a resource built and maintained at the Open University. The Open University The Open University Course text/html Red_1 History of reading tutorial 1: Finding evidence of reading in the past - Red_1 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=4385 http://openlearn.open.ac.uk/course/view.php?id=4386 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K100_1 Thu, 07 Jul 2011 10:03:25 GMT Care is needed at all stages of life. This unit makes care in the family its focus because the overwhelming majority of care, including health care, is supplied in families, much of it in private, much of it unnoticed and unremarked upon. The meaning of the term (informal carer) and the word (care) itself are explored. http://openlearn.open.ac.uk/course/view.php?name=K100_1 Caring: A Family Affair Health and Social Care care care_labels family health informal_carer young_carers Care is needed at all stages of life. This unit makes care in the family its focus because the overwhelming majority of care, including health care, is supplied in families, much of it in private, much of it unnoticed and unremarked upon. The meaning of the term (informal carer) and the word (care) itself are explored. The Open University The Open University Course text/html K100_1 Understanding Health and Social Care - K100_1 en-GB http://www3.open.ac.uk/study/undergraduate/health-and-social-care/index.htm http://www3.open.ac.uk/study/ http://www.open.ac.uk/openlearn/body-mind 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A150_1 Tue, 05 Jul 2011 08:26:26 GMT This unit explores an aspect of language use where 'voices' and 'texts' converge: the art of speech-making. http://openlearn.open.ac.uk/course/view.php?name=A150_1 Speeches and speech-making Arts and Humanities audience rhetoric speeches This unit explores an aspect of language use where 'voices' and 'texts' converge: the art of speech-making. The Open University The Open University Course text/html A150_1 Voices and texts - A150 en-GB http://openlearn.open.ac.uk/course/view.php?id=3183 http://www3.open.ac.uk/study http://www.open.ac.uk/openlearn/history-the-arts 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=H807_1 Mon, 04 Jul 2011 14:31:51 GMT It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evaluation. http://openlearn.open.ac.uk/course/view.php?name=H807_1 Accessibility of eLearning Education accessibility disability elearning students teaching It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evaluation. The Open University The Open University Course text/html H807_1 Innovations in elearning - H807 en-GB http://www3.open.ac.uk/study/postgraduate/course/h807.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=Div_1 Wed, 29 Jun 2011 09:06:34 GMT Do you want to improve your ability to divide one number from another, especially if decimals are involved, without having to rely on a calculator? This unit will help you get to grips with division and give you some practice in doing it. http://openlearn.open.ac.uk/course/view.php?name=Div_1 Numbers: Getting to grips with division Mathematics and Statistics arithmetic dividing long division maths sums Do you want to improve your ability to divide one number from another, especially if decimals are involved, without having to rely on a calculator? This unit will help you get to grips with division and give you some practice in doing it. The Open University The Open University Course text/html Div_1 Numbers: Getting to grips with division - Div_1 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=4158 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=M208_2 Wed, 29 Jun 2011 08:27:18 GMT This unit will help you understand more about real numbers and their properties. It will explain the relationship between real numbers and recurring decimals, explain irrational numbers and discuss inequalities. The unit will help you to use the Triangle Inequality, the Binomial Theorem and the Least Upper Bound Property. http://openlearn.open.ac.uk/course/view.php?name=M208_2 Numbers Mathematics and Statistics binomial_theorem inequalities irrational_number rational_number triangle_inequality This unit will help you understand more about real numbers and their properties. It will explain the relationship between real numbers and recurring decimals, explain irrational numbers and discuss inequalities. The unit will help you to use the Triangle Inequality, the Binomial Theorem and the Least Upper Bound Property. The Open University The Open University Course text/html M208_2 Pure mathematics - M208 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=3653 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=M208_4 Tue, 28 Jun 2011 15:28:44 GMT Sometimes the best way to understand a set of data is to sketch a simple graph. This exercise can reveal hidden trends and meanings not clear from just looking at the numbers. In this unit you will review the various approaches to sketching graphs and learn some more advanced techniques. http://openlearn.open.ac.uk/course/view.php?name=M208_4 Real functions and graphs Mathematics and Statistics calculus functions graphs mathematics Sometimes the best way to understand a set of data is to sketch a simple graph. This exercise can reveal hidden trends and meanings not clear from just looking at the numbers. In this unit you will review the various approaches to sketching graphs and learn some more advanced techniques. The Open University The Open University Course text/html M208_4 Pure mathematics - M208 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=3725 http://openlearn.open.ac.uk/course/view.php?id=3776 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=M208_5 Tue, 28 Jun 2011 15:10:45 GMT In our everyday lives we use we use language to develop ideas and to communicate them to other people. In this unit we examine ways in which language is adapted to express mathematical ideas. http://openlearn.open.ac.uk/course/view.php?name=M208_5 Mathematical language Mathematics and Statistics functions mathematics maths sets In our everyday lives we use we use language to develop ideas and to communicate them to other people. In this unit we examine ways in which language is adapted to express mathematical ideas. The Open University The Open University Course text/html M208_5 Pure mathematics - M208 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://openlearn.open.ac.uk/course/view.php?id=3674 http://openlearn.open.ac.uk/course/view.php?id=3487 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Education http://openlearn.open.ac.uk/course/view.php?name=PGCE_2 Tue, 28 Jun 2011 15:06:02 GMT Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding. http://openlearn.open.ac.uk/course/view.php?name=PGCE_2 Supporting professional development in Initial Teacher Training Education cpd mentoring_technique student teachers Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding. The Open University The Open University Course text/html PGCE_2 Supporting professional development in ITT - PGCE_2 en-GB http://www.open.ac.uk/openlearn/education http://openlearn.open.ac.uk/course/view.php?id=2807 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Mathematics and Statistics http://openlearn.open.ac.uk/course/view.php?name=M332_1 Tue, 28 Jun 2011 14:52:16 GMT You may have met complex numbers before, but not had experience in manipulating them. This unit gives an accessible introduction to complex numbers, which are very important in science and technology, as well as mathematics. The unit includes definitions, concepts and techniques which will be very helpful and interesting to a wide variety of people with a reasonable background in algebra and trigonometry. http://openlearn.open.ac.uk/course/view.php?name=M332_1 Complex numbers Mathematics and Statistics complex_numbers imaginary_numbers real_numbers You may have met complex numbers before, but not had experience in manipulating them. This unit gives an accessible introduction to complex numbers, which are very important in science and technology, as well as mathematics. The unit includes definitions, concepts and techniques which will be very helpful and interesting to a wide variety of people with a reasonable background in algebra and trigonometry. The Open University The Open University Course text/html M332_1 M332_1 en-GB http://www.open.ac.uk/openlearn/science-maths-technology/mathematics-and-statistics http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A840_1 Mon, 27 Jun 2011 23:02:24 GMT Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing. http://openlearn.open.ac.uk/course/view.php?name=A840_1 Helen Langdon's ‘Caravaggio’ Arts and Humanities artist biography caravaggio renaissance Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing. The Open University The Open University Course text/html A840_1 Postgraduate Foundation Module in Art History - A840 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K100_2 Mon, 27 Jun 2011 09:41:32 GMT This unit considers the type of care offered in hospitals, using Leeds General Hospital as a case study. The unit looks at the people who have roles within the hospital, how they interact with each other and patients and what they consider to be 'care'. The different approaches and contributions to care by doctors and nurses are explored and patients give their perspective on the care they receive. http://openlearn.open.ac.uk/course/view.php?name=K100_2 Caring in hospitals Health and Social Care care doctors hospital_setting nurses qualified_nurses This unit considers the type of care offered in hospitals, using Leeds General Hospital as a case study. The unit looks at the people who have roles within the hospital, how they interact with each other and patients and what they consider to be 'care'. The different approaches and contributions to care by doctors and nurses are explored and patients give their perspective on the care they receive. The Open University The Open University Course text/html K100_2 Understanding Health and Social Care - K100 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3350 http://openlearn.open.ac.uk/course/view.php?id=1625 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K100_3 Fri, 24 Jun 2011 15:21:32 GMT To set up a care relationship that works well is a delicate matter, whether you are at the giving or the receiving end. In this unit we explore the very varied meanings of care relationships and how these meanings arise. Millions of care relationships are going on as you read this, and each carries its own particular meanings for those involved. But where have all those people picked up their ideas of how to relate to each other? How does any of us know where to begin? http://openlearn.open.ac.uk/course/view.php?name=K100_3 Care relationships Health and Social Care ambiguous_situations assessing_risk care teamwork To set up a care relationship that works well is a delicate matter, whether you are at the giving or the receiving end. In this unit we explore the very varied meanings of care relationships and how these meanings arise. Millions of care relationships are going on as you read this, and each carries its own particular meanings for those involved. But where have all those people picked up their ideas of how to relate to each other? How does any of us know where to begin? The Open University The Open University Course text/html K100_3 Understanding health and social care - K100 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=1494 http://openlearn.open.ac.uk/course/view.php?id=3351 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K100_6 Fri, 24 Jun 2011 14:07:18 GMT This unit examines life stories. It looks at the way in which objects, trends, cultures or disabilities may contribute to a person's identity. This unit also considers the contribution that our own life stories make to who we are, and how remembering and revisiting our past may help us to move forward with our lives. http://openlearn.open.ac.uk/course/view.php?name=K100_6 Life stories Health and Social Care emotions identity life_storybooks memories person stories This unit examines life stories. It looks at the way in which objects, trends, cultures or disabilities may contribute to a person's identity. This unit also considers the contribution that our own life stories make to who we are, and how remembering and revisiting our past may help us to move forward with our lives. The Open University The Open University Course text/html K100_6 Understanding Health and Social Care - K100 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=1527 http://openlearn.open.ac.uk/course/view.php?id=1581 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K100_8 Fri, 24 Jun 2011 13:44:51 GMT In this unit, we are going to look at a number of situations which put a strain on the idea that caring is just 'being ordinary', including times when people are giving intimate care. In these special circumstances, since the normal rules do not apply, we have to develop a set of special rules to guide practice. http://openlearn.open.ac.uk/course/view.php?name=K100_8 The boundaries of care Health and Social Care care interpersonal_relationships intimate_care social_care work_cultures In this unit, we are going to look at a number of situations which put a strain on the idea that caring is just 'being ordinary', including times when people are giving intimate care. In these special circumstances, since the normal rules do not apply, we have to develop a set of special rules to guide practice. The Open University The Open University Course text/html K100_8 The boundaries of care - K100_8 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=1581 http://openlearn.open.ac.uk/course/view.php?id=1591 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AS208_2 Fri, 24 Jun 2011 10:50:49 GMT How is it that a small, poor country in northern Europe became one of the most dynamic centres of Enlightenment thinking? This unit examines the cultural, intellectual and religious characteristics of Scotland in the eighteenth century that led to the emergence of such intellectual pioneers as James Hutton, Joseph Black and William Cullen, and briefly describes their key ideas and findings. http://openlearn.open.ac.uk/course/view.php?name=AS208_2 Science in the Scottish Enlightenment Arts and Humanities enlightenment james_hutton joseph_black scotland seventeenth_century How is it that a small, poor country in northern Europe became one of the most dynamic centres of Enlightenment thinking? This unit examines the cultural, intellectual and religious characteristics of Scotland in the eighteenth century that led to the emergence of such intellectual pioneers as James Hutton, Joseph Black and William Cullen, and briefly describes their key ideas and findings. The Open University The Open University Course text/html AS208_2 Science in the Scottish Enlightenment - AS208 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=2365 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA303_1 Fri, 24 Jun 2011 10:33:54 GMT In this unit we shall look more closely at the evidence available to assess the truth of this argument. Were the working people, as opposed to the political leaders, interested in the issue of expansion? Was such interest evident only among certain sections of the community? Was it predominantly an enthusiasm for empire or not? We shall also try to identify some of the reasons underlying the nature of the response. And we shall be interested in how far politicians found it worth their while to ‘play to the gallery’ and to manipulate popular opinion. Through it all, we shall be facing some acute problems of evidence: is it possible to discover what ‘ordinary’ people thought about expansionism? http://openlearn.open.ac.uk/course/view.php?name=AA303_1 Late nineteenth-century Britain and America: The people and the empire Arts and Humanities america britain british_empire empire expansionism history humanities imperialism nineteenth_century politicians In this unit we shall look more closely at the evidence available to assess the truth of this argument. Were the working people, as opposed to the political leaders, interested in the issue of expansion? Was such interest evident only among certain sections of the community? Was it predominantly an enthusiasm for empire or not? We shall also try to identify some of the reasons underlying the nature of the response. And we shall be interested in how far politicians found it worth their while to ‘play to the gallery’ and to manipulate popular opinion. Through it all, we shall be facing some acute problems of evidence: is it possible to discover what ‘ordinary’ people thought about expansionism? The Open University The Open University Course text/html AA303_1 Late nineteenth-century Britain and America: The People and the Empire - AA303 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA302_2 Fri, 24 Jun 2011 10:28:35 GMT Music is created to be performed, in most cases for an audience, whether in a concert hall, at a street fair or through a radio. But how those listeners receive a piece or style of music influences future music production. This unit explores how audience reception, changing social situations and technology impact musical performance. http://openlearn.open.ac.uk/course/view.php?name=AA302_2 Reception of music in cross-cultural perspective Arts and Humanities asian_music culture ethnomusicology Music is created to be performed, in most cases for an audience, whether in a concert hall, at a street fair or through a radio. But how those listeners receive a piece or style of music influences future music production. This unit explores how audience reception, changing social situations and technology impact musical performance. The Open University The Open University Course text/html AA302_2 From composition to performance: musicians at work - AA302 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3555 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A319_1 Fri, 24 Jun 2011 10:15:22 GMT Sorley Maclean (1911-1996) is regarded as one of the greatest Scottish poets of the twentieth century. This unit will introduce you to his poetry and give you an insight into the cultural, historical and political contexts that inform his work. MacLean wrote in Gaelic and the importance of the language to his work is also examined. http://openlearn.open.ac.uk/course/view.php?name=A319_1 The poetry of Sorley MacLean Arts and Humanities gaelic poetry scotland scottish_poetry sorley_maclean Sorley Maclean (1911-1996) is regarded as one of the greatest Scottish poets of the twentieth century. This unit will introduce you to his poetry and give you an insight into the cultural, historical and political contexts that inform his work. MacLean wrote in Gaelic and the importance of the language to his work is also examined. The Open University The Open University Course text/html A319_1 Literature in the modern world - A319 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A216_1 Fri, 24 Jun 2011 09:30:16 GMT The Musée du Louvre houses 35,000 works of art, including the Mona Lisa and the Venus de Milo, but how were they brought together as a collection? This unit examines the importance of art through history and the impact of personality and conflict. http://openlearn.open.ac.uk/course/view.php?name=A216_1 Musée du Louvre Arts and Humanities louvre mona_lisa royal_patronage venus_de_milo The Musée du Louvre houses 35,000 works of art, including the Mona Lisa and the Venus de Milo, but how were they brought together as a collection? This unit examines the importance of art through history and the impact of personality and conflict. The Open University The Open University Course text/html A216_1 Art and its histories - A216 en-GB http://www3.open.ac.uk/study/undergraduate/course/a216.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A215_1 Fri, 24 Jun 2011 09:19:05 GMT Do you want to improve your descriptive writing? This unit will help you to develop your perception of the world about you and enable you to see the familiar things in everyday life in a new light. You will also learn how authors use their own personal histories to form the basis of their work. http://openlearn.open.ac.uk/course/view.php?name=A215_1 Writing what you know Arts and Humanities authors creative_writing humanities literature Do you want to improve your descriptive writing? This unit will help you to develop your perception of the world about you and enable you to see the familiar things in everyday life in a new light. You will also learn how authors use their own personal histories to form the basis of their work. The Open University The Open University Course text/html A215_1 Creative writing - A215 en-GB 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A211_2 Fri, 24 Jun 2011 09:13:29 GMT What defines individual freedom in a civilised society? Philosophers have argued over such questions for centuries. This unit looks at various concepts of freedom, asking you to think carefully about how freedom is restricted by our place in society and how it can vary from state to state. http://openlearn.open.ac.uk/course/view.php?name=A211_2 Two concepts of freedom Arts and Humanities freedom humanities philosophy What defines individual freedom in a civilised society? Philosophers have argued over such questions for centuries. This unit looks at various concepts of freedom, asking you to think carefully about how freedom is restricted by our place in society and how it can vary from state to state. The Open University The Open University Course text/html A211_2 Arguments for Freedom - A211 en-GB http://www3.open.ac.uk/study/undergraduate/course/a211.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A211_1 Fri, 24 Jun 2011 09:07:59 GMT Ever wondered what it would be like to study philosophy? This unit will introduce you to the teaching methods employed and the types of activities and assignments you would be asked to undertake should you wish to study the OU course A211 Philosophy and the human situation. http://openlearn.open.ac.uk/course/view.php?name=A211_1 Introducing philosophy Arts and Humanities civilised_society freedom humanities philosophers philosophy study_skills Ever wondered what it would be like to study philosophy? This unit will introduce you to the teaching methods employed and the types of activities and assignments you would be asked to undertake should you wish to study the OU course A211 Philosophy and the human situation. The Open University The Open University Course text/html A211_1 Philosophy and the human situation - A211 en-GB http://www3.open.ac.uk/study/undergraduate/course/a211.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A210_3 Fri, 24 Jun 2011 08:53:11 GMT Do you want to get more out of your reading of poetry? This unit is designed to develop the analytical skills you need for a more in-depth study of literary texts. You will learn about rhythm, alliteration, rhyme, poetic inversion, voice and line lengths and endings. You will examine poems that do not rhyme and learn how to compare and contrast poetry. http://openlearn.open.ac.uk/course/view.php?name=A210_3 Approaching poetry Arts and Humanities analytical_skills art literature poems poetry reading_poetry rhyme rhythm Do you want to get more out of your reading of poetry? This unit is designed to develop the analytical skills you need for a more in-depth study of literary texts. You will learn about rhythm, alliteration, rhyme, poetic inversion, voice and line lengths and endings. You will examine poems that do not rhyme and learn how to compare and contrast poetry. The Open University The Open University Course text/html A210_3 Approaching literature - A210 en-GB http://www3.open.ac.uk/study/undergraduate/course/a210.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A210_2 Fri, 24 Jun 2011 08:46:34 GMT Do you want to get more out of your reading? This unit is designed to develop the analytical skills you need for a more in-depth study of literary texts. You will learn about narrative events and perspectives, the setting of novels, types of characterisation and genre. http://openlearn.open.ac.uk/course/view.php?name=A210_2 Approaching prose fiction Arts and Humanities analytical_skills art fiction genre literary_texts literature narrative novels Do you want to get more out of your reading? This unit is designed to develop the analytical skills you need for a more in-depth study of literary texts. You will learn about narrative events and perspectives, the setting of novels, types of characterisation and genre. The Open University The Open University Course text/html A210_2 Approaching literature - A210 en-GB http://www3.open.ac.uk/study/undergraduate/course/a210.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A210_1 Fri, 24 Jun 2011 08:40:11 GMT Do you want to get more out of drama? This unit is designed to develop the analytical skills you need for a more in-depth study of literary plays. You will learn about dialogue, stage directions, blank verse, dramatic structure and conventions and aspects of performance. http://openlearn.open.ac.uk/course/view.php?name=A210_1 Approaching plays Arts and Humanities blank_verse dialogue drama dramatic_structure humanities literary literature performance plays stage_directions Do you want to get more out of drama? This unit is designed to develop the analytical skills you need for a more in-depth study of literary plays. You will learn about dialogue, stage directions, blank verse, dramatic structure and conventions and aspects of performance. The Open University The Open University Course text/html A210_1 Approaching Literature - A210 en-GB http://www3.open.ac.uk/study/undergraduate/course/a210.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_6 Fri, 24 Jun 2011 08:37:55 GMT This unit is about assessing need. It is important to understand and hear about people's experiences of being assessed by health or social welfare professionals so that more sensitive responses to those with care and support needs can be developed. We interviewed three people about their experiences of assessment. Having done that, we then asked a social worker and an occupational therapist to listen to the interviews and to comment on them. http://openlearn.open.ac.uk/course/view.php?name=K202_6 Experiences of assessment Health and Social Care balancing_needs care_assessment social_services This unit is about assessing need. It is important to understand and hear about people's experiences of being assessed by health or social welfare professionals so that more sensitive responses to those with care and support needs can be developed. We interviewed three people about their experiences of assessment. Having done that, we then asked a social worker and an occupational therapist to listen to the interviews and to comment on them. The Open University The Open University Course text/html K202_6 Care, welfare and community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3902 http://openlearn.open.ac.uk/course/view.php?id=3905 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_12 Fri, 24 Jun 2011 08:31:51 GMT Childcare, education, working conditions, healthcare, crime … these issues are hotly debated in today's society. They are also issues that Robert Owen, seen by some as a visionary and by others as a knave and a charlatan, sought to address in the early 1800s. This unit uses a series of essays written by Owen to explore the ideas of this important and controversial figure. http://openlearn.open.ac.uk/course/view.php?name=A207_12 Robert Owen and New Lanark Arts and Humanities enlightenment holiday new_lanark robert_owen scotland Childcare, education, working conditions, healthcare, crime … these issues are hotly debated in today's society. They are also issues that Robert Owen, seen by some as a visionary and by others as a knave and a charlatan, sought to address in the early 1800s. This unit uses a series of essays written by Owen to explore the ideas of this important and controversial figure. The Open University The Open University Course text/html A207_12 From Enlightenment to Romanticism c. 1780–1830 - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=2411 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_7 Fri, 24 Jun 2011 08:17:56 GMT This unit enables you to hear some of the founding members of the Bedfordshire Mencap organisation talk about how the organisation was established and the wide range of support services it offers. The work that individuals exerted to promote change is a source of pressure towards the ideal that parents should be supported in their task of bringing up children with learning difficulties. http://openlearn.open.ac.uk/course/view.php?name=K202_7 Bedfordshire Mencap Health and Social Care mencap parental_support promoting_change This unit enables you to hear some of the founding members of the Bedfordshire Mencap organisation talk about how the organisation was established and the wide range of support services it offers. The work that individuals exerted to promote change is a source of pressure towards the ideal that parents should be supported in their task of bringing up children with learning difficulties. The Open University The Open University Course text/html K202_7 Care, welfare and community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3904 http://openlearn.open.ac.uk/course/view.php?id=3906 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_9 Thu, 23 Jun 2011 16:01:36 GMT William Wilberforce, the politician and religious writer, was instrumental in the abolition of slavery in Britain in 1807. This unit explores Wilberforce’s career and writings and assesses their historical significance. In particular it examines the contribution that Evangelicalism, the religious tradition to which Wilberforce belonged, made in the transitions between the Enlightenment and Romanticism. Throughout it relates Wilberforce’s career and writings to wider social and cultural developments in Britain, with special regard for British reaction to the French Revolution. http://openlearn.open.ac.uk/course/view.php?name=A207_9 Wilberforce Arts and Humanities enlightenment french_revolution history humanities politician religious romanticism slavery wilberforce William Wilberforce, the politician and religious writer, was instrumental in the abolition of slavery in Britain in 1807. This unit explores Wilberforce’s career and writings and assesses their historical significance. In particular it examines the contribution that Evangelicalism, the religious tradition to which Wilberforce belonged, made in the transitions between the Enlightenment and Romanticism. Throughout it relates Wilberforce’s career and writings to wider social and cultural developments in Britain, with special regard for British reaction to the French Revolution. The Open University The Open University Course text/html A207_9 From Enlightenment to Romanticism, c.1780–1830 - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_7 Thu, 23 Jun 2011 15:54:07 GMT In this unit we examine the Royal Pavilion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavilion was built. With the help of video and still images we take a tour of the Pavilion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at contemporary aesthetic, cultural and political reactions to the building, its contents and its social millieu. http://openlearn.open.ac.uk/course/view.php?name=A207_7 Brighton Pavilion Arts and Humanities aesthetics architecture arts brighton_pavilion culture history humanities nineteenth_century politics romanticism In this unit we examine the Royal Pavilion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavilion was built. With the help of video and still images we take a tour of the Pavilion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at contemporary aesthetic, cultural and political reactions to the building, its contents and its social millieu. The Open University The Open University Course text/html A207_7 From Enlightenment to Romanticism c.1780-1830 - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=2454 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K202_8 Thu, 23 Jun 2011 15:38:41 GMT This unit enables you to hear about some of the participants in the Local Exchange and Trading Schemes (LETS). These are associations of people who make offers of goods and services to and from each other. What is on offer and the requests people make are listed in local directories. http://openlearn.open.ac.uk/course/view.php?name=K202_8 LETS: A community development Health and Social Care barter lets skills_exchange This unit enables you to hear about some of the participants in the Local Exchange and Trading Schemes (LETS). These are associations of people who make offers of goods and services to and from each other. What is on offer and the requests people make are listed in local directories. The Open University The Open University Course text/html K202_8 Care, welfare and community - K202 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3905 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A180_1 Thu, 23 Jun 2011 15:34:24 GMT The heritage traditions of Scotland are unique in comparison to the rest of Britain. This unit uses two case studies to demonstrate how heritage sites have helped to forge the Scottish national identity and history. http://openlearn.open.ac.uk/course/view.php?name=A180_1 Heritage case studies: Scotland Arts and Humanities bannockburn culloden heritage holiday scotland The heritage traditions of Scotland are unique in comparison to the rest of Britain. This unit uses two case studies to demonstrate how heritage sites have helped to forge the Scottish national identity and history. The Open University The Open University Course text/html A180_1 Heritage, whose heritage? - A180 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3936 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A175_1 Thu, 23 Jun 2011 15:27:36 GMT Have you always wanted to try to write poetry but never quite managed to start? This unit is designed to illustrate the techniques behind both the traditional forms of poetry and free verse. You will learn how you can use your own experiences to develop ideas and how to harness your imagination. http://openlearn.open.ac.uk/course/view.php?name=A175_1 What is poetry? Arts and Humanities literature poetry scotland study_skills verse Have you always wanted to try to write poetry but never quite managed to start? This unit is designed to illustrate the techniques behind both the traditional forms of poetry and free verse. You will learn how you can use your own experiences to develop ideas and how to harness your imagination. The Open University The Open University Course text/html A175_1 Start Writing Poetry - A175 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A173_1 Thu, 23 Jun 2011 15:17:02 GMT Besides being simple mementos family photographs can offer insights into the past. This unit looks at some of the ways photographs can reveal, and sometimes conceal, important information about the past. It teaches the skills and provides some of the knowledge needed to interpret such pictorial sources. http://openlearn.open.ac.uk/course/view.php?name=A173_1 Picturing the family Arts and Humanities arts family_history genealogy history photographs photography Besides being simple mementos family photographs can offer insights into the past. This unit looks at some of the ways photographs can reveal, and sometimes conceal, important information about the past. It teaches the skills and provides some of the knowledge needed to interpret such pictorial sources. The Open University The Open University Course text/html A173_1 Picturing the family - A173 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_1 Thu, 23 Jun 2011 14:18:14 GMT The unit will examine the Enlightenment. To help understand the nature and scale of the cultural changes of the time, we offer a 'map' of the conceptual territory and the intellectual and cultural climate. We will examine the impact of Enlightenment on a variety of areas including science, religion, the classics, art and nature. Finally, we will examine the forces of change which led from Enlightenment to Romanticism. http://openlearn.open.ac.uk/course/view.php?name=A207_1 The Enlightenment Arts and Humanities art classics enlightenment history humanities nature religion romanticism science The unit will examine the Enlightenment. To help understand the nature and scale of the cultural changes of the time, we offer a 'map' of the conceptual territory and the intellectual and cultural climate. We will examine the impact of Enlightenment on a variety of areas including science, religion, the classics, art and nature. Finally, we will examine the forces of change which led from Enlightenment to Romanticism. The Open University The Open University Course text/html A207_1 From Enlightenment to Romanticism c.1780-1830 - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=1502 http://openlearn.open.ac.uk/course/view.php?id=1513 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AD317_1 Thu, 23 Jun 2011 13:24:12 GMT There is a widespread perception in the West that we live in a secular age, an age in which religion is at best an optional extra, if not a false delusion completely out of place. However, religion still arouses passion and causes controversy; it controls and transforms lives. An informed understanding of the contemporary world thus requires an appreciation of the role of religion in shaping ideas, world-views and actions that have an impact on the social as well as on the personal life of the individual. This unit gives you a glimpse into this fascinating area. http://openlearn.open.ac.uk/course/view.php?name=AD317_1 Religion today: Themes and issues Arts and Humanities african art anorexia belief buddhism christianity christ of st john of the cross by salvador dali community fasting girls hinduism humanities iconography identity insider/outsider islam islamic art judaism language museum paganism prejudice religion religious art religious artefacts religious studies representation roman catholicism rose of lima shiva shrine sources of authority spirituality st mungo museum of religious life and art the victoria and albert museum There is a widespread perception in the West that we live in a secular age, an age in which religion is at best an optional extra, if not a false delusion completely out of place. However, religion still arouses passion and causes controversy; it controls and transforms lives. An informed understanding of the contemporary world thus requires an appreciation of the role of religion in shaping ideas, world-views and actions that have an impact on the social as well as on the personal life of the individual. This unit gives you a glimpse into this fascinating area. The Open University The Open University Course text/html AD317_1 Religion: themes and issues - AD317 en-GB 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA312_1 Thu, 23 Jun 2011 12:44:05 GMT This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilisation during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development. http://openlearn.open.ac.uk/course/view.php?name=AA312_1 The Holocaust Arts and Humanities history holocaust humanities twentieth_century This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilisation during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development. The Open University The Open University Course text/html AA312_1 Total War and Social Change - AA312 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA309_3 Thu, 23 Jun 2011 12:20:34 GMT The Roman emperor had key relationships with several differing groups within the Roman empire, including the senate, the populace of Rome, the army and the provinces. This unit will focus on exploring the emperor’s relationship with the provinces and will show you how this relationship was represented and mediated, manifesting the culture of the empire in the figure of the emperor. http://openlearn.open.ac.uk/course/view.php?name=AA309_3 The repute and reality of being a Roman emperor Arts and Humanities roman_empire The Roman emperor had key relationships with several differing groups within the Roman empire, including the senate, the populace of Rome, the army and the provinces. This unit will focus on exploring the emperor’s relationship with the provinces and will show you how this relationship was represented and mediated, manifesting the culture of the empire in the figure of the emperor. The Open University The Open University Course text/html AA309_3 Culture, Identity and Power in the Roman Empire - AA309 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3322 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA309_2 Thu, 23 Jun 2011 12:00:06 GMT From Rome to Pompeii and Ephesus the excavation of Roman remains is well known, but what of Roman remains in Africa? This unit looks at the Roman city of Thugga and examines the influence that Roman architecture and art had on Africa and its people. http://openlearn.open.ac.uk/course/view.php?name=AA309_2 Exploring a Romano-African city: Thugga Arts and Humanities africa ephesus pompeii thugga From Rome to Pompeii and Ephesus the excavation of Roman remains is well known, but what of Roman remains in Africa? This unit looks at the Roman city of Thugga and examines the influence that Roman architecture and art had on Africa and its people. The Open University The Open University Course text/html AA309_2 Culture, Identity and Power in the Roman Empire - AA309 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3305 http://openlearn.open.ac.uk/course/view.php?id=3315 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA309_1 Thu, 23 Jun 2011 11:11:52 GMT This unit will define basic concepts and terms that are essential for an understanding of the culture and identity of the Roman empire. Terms such as ‘Roman empire’ and ‘imperium’ will be introduced in the context of the formation and expansion of the empire, and the unit will provide you with the background for further study of the Roman empire. http://openlearn.open.ac.uk/course/view.php?name=AA309_1 The Roman Empire: Introducing some key terms Arts and Humanities roman_empire This unit will define basic concepts and terms that are essential for an understanding of the culture and identity of the Roman empire. Terms such as ‘Roman empire’ and ‘imperium’ will be introduced in the context of the formation and expansion of the empire, and the unit will provide you with the background for further study of the Roman empire. The Open University The Open University Course text/html AA309_1 Culture, Identity and Power in the Roman Empire - AA309 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3322 http://openlearn.open.ac.uk/course/view.php?id=3315 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Health and Social Care http://openlearn.open.ac.uk/course/view.php?name=K204_2 Thu, 23 Jun 2011 11:01:11 GMT “I blame the parents!” How often is that phrase used to explain the ills of society and is it valid? This material will consider how important is quality parenting, who judges it, and is its provision the sole responsibility of parents – should parents just be left to get on with it? It explores what parenting actually means, what is meant by quality parenting and, how it can be enhanced and promoted. It is of interest to anyone who is, might become or works with parents. http://openlearn.open.ac.uk/course/view.php?name=K204_2 Parenting Health and Social Care parental_compentance parenthood parenting “I blame the parents!” How often is that phrase used to explain the ills of society and is it valid? This material will consider how important is quality parenting, who judges it, and is its provision the sole responsibility of parents – should parents just be left to get on with it? It explores what parenting actually means, what is meant by quality parenting and, how it can be enhanced and promoted. It is of interest to anyone who is, might become or works with parents. The Open University The Open University Course text/html K204_2 Working with children and families - K204 en-GB http://www.open.ac.uk/openlearn/body-mind/social-care http://openlearn.open.ac.uk/course/view.php?id=3959 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA308_5 Thu, 23 Jun 2011 10:46:24 GMT What is consciousness? How does the brain generate consciousness and how can a science of the mind describe and explain it adequately? This unit will introduce you to the slippery phenomenon that is consciousness, as well as some of the difficulties consciousness presents to science and philosophy. http://openlearn.open.ac.uk/course/view.php?name=AA308_5 Introducing consciousness Arts and Humanities What is consciousness? How does the brain generate consciousness and how can a science of the mind describe and explain it adequately? This unit will introduce you to the slippery phenomenon that is consciousness, as well as some of the difficulties consciousness presents to science and philosophy. The Open University The Open University Course text/html AA308_5 Thought and Experience: Themes in the Philosophy of Mind - AA308 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3187 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA308_4 Thu, 23 Jun 2011 10:34:19 GMT What is imagination and can philosophy define it in any meaningful way? This unit will introduce you to some of the possible answers to these questions and will examine why philosophy has sometimes found it difficult to approach imagination. It will then go on to examine the relationship that imagination has to imagery and supposition, charting where these concepts overlap with imagination and where they diverge. http://openlearn.open.ac.uk/course/view.php?name=AA308_4 Imagination: The missing mystery of philosophy Arts and Humanities What is imagination and can philosophy define it in any meaningful way? This unit will introduce you to some of the possible answers to these questions and will examine why philosophy has sometimes found it difficult to approach imagination. It will then go on to examine the relationship that imagination has to imagery and supposition, charting where these concepts overlap with imagination and where they diverge. The Open University The Open University Course text/html AA308_4 Thought and experience: themes in the philosophy of mind - AA308 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3183 http://openlearn.open.ac.uk/course/view.php?id=3190 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA308_3 Thu, 23 Jun 2011 10:18:02 GMT How does what you say come to mean something? Does what you say inherently represent what you, the speaker, think it means, whatever that might be, or does what you say carry its own meaning, separate from your intentions in saying it? This unit introduces you to the key questions about how meaning is conveyed in language. http://openlearn.open.ac.uk/course/view.php?name=AA308_3 Language and thought: Introducing representation Arts and Humanities How does what you say come to mean something? Does what you say inherently represent what you, the speaker, think it means, whatever that might be, or does what you say carry its own meaning, separate from your intentions in saying it? This unit introduces you to the key questions about how meaning is conveyed in language. The Open University The Open University Course text/html AA308_3 Thought and experience: themes in the philosophy of mind - AA308 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3180 http://openlearn.open.ac.uk/course/view.php?id=3187 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA308_2 Thu, 23 Jun 2011 10:09:04 GMT What is emotion? This unit takes a philosophical approach to this question in an attempt to understand why people respond to events in a certain way. Is there a difference between an emotion and a bodily feeling or is one a consequence of the other? http://openlearn.open.ac.uk/course/view.php?name=AA308_2 Emotion: An introductory picture Arts and Humanities humanities philosophy What is emotion? This unit takes a philosophical approach to this question in an attempt to understand why people respond to events in a certain way. Is there a difference between an emotion and a bodily feeling or is one a consequence of the other? The Open University The Open University Course text/html AA308_2 Thought and experience: themes in the philosophy of mind - AA308 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3181 http://openlearn.open.ac.uk/course/view.php?id=3183 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA308_1 Thu, 23 Jun 2011 09:58:35 GMT This unit examines the philosophical questions surrounding the mind. You will examine how beliefs have changed over the centuries and be able to contrast the views of Descartes with more modern ideas. http://openlearn.open.ac.uk/course/view.php?name=AA308_1 Minds and mental phenomena: An introduction Arts and Humanities beliefs descartes humanities imagination mental_phenomena mind philosophy This unit examines the philosophical questions surrounding the mind. You will examine how beliefs have changed over the centuries and be able to contrast the views of Descartes with more modern ideas. The Open University The Open University Course text/html AA308_1 Thought and experience: themes in the philosophy of mind - AA308 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3180 http://openlearn.open.ac.uk/course/view.php?id=3183 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA302_1 Wed, 22 Jun 2011 15:24:15 GMT Improvisation and composition are words frequently used in the western world to describe the creation of music. But are they really two distinct processes, or are they aspects of the same phenomenon? In this unit we will explore the relationships between the two using examples of Asian music to help us clarify the concepts. http://openlearn.open.ac.uk/course/view.php?name=AA302_1 Composition and improvisation in cross-cultural perspective Arts and Humanities ethnomusicology india music Improvisation and composition are words frequently used in the western world to describe the creation of music. But are they really two distinct processes, or are they aspects of the same phenomenon? In this unit we will explore the relationships between the two using examples of Asian music to help us clarify the concepts. The Open University The Open University Course text/html AA302_1 From composition to performance: musicians at work - AA302 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3546 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=AA100_1 Wed, 22 Jun 2011 14:31:36 GMT What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning. http://openlearn.open.ac.uk/course/view.php?name=AA100_1 Christopher Marlowe, Doctor Faustus Arts and Humanities art doctor_faustus drama history humanities literature marlowe What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning. The Open University The Open University Course text/html AA100_1 AA100 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A850_1 Wed, 22 Jun 2011 14:12:30 GMT What is a person? This unit examines this philosophical question concerning the nature of personhood. You will examine whether a ‘person’ is the same as a ‘human being’, and look at whether it is our free will that in the end defines us as a ‘person’. http://openlearn.open.ac.uk/course/view.php?name=A850_1 Philosophy: The nature of persons Arts and Humanities human_being humanities person personhood philosophy What is a person? This unit examines this philosophical question concerning the nature of personhood. You will examine whether a ‘person’ is the same as a ‘human being’, and look at whether it is our free will that in the end defines us as a ‘person’. The Open University The Open University Course text/html A850_1 Postgraduate Foundation Module in Philosophy - A850 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A297_1 Wed, 22 Jun 2011 13:12:35 GMT Latin is the basis for many languages in the world. This unit will provide you with a general introduction to learning Latin allowing you to assess whether you would like to learn more. You will look at the links that exist between Latin and English, examine the structure of sentences and gain an awareness of the fundamentals of pronunciation in Latin. http://openlearn.open.ac.uk/course/view.php?name=A297_1 Getting started on Classical Latin Arts and Humanities classical_latin classical_studies english humanities latin science Latin is the basis for many languages in the world. This unit will provide you with a general introduction to learning Latin allowing you to assess whether you would like to learn more. You will look at the links that exist between Latin and English, examine the structure of sentences and gain an awareness of the fundamentals of pronunciation in Latin. The Open University The Open University Course text/html A297_1 Reading Classical Latin - A297 en-GB http://www3.open.ac.uk/study/undergraduate/course/a297.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A219_1 Wed, 22 Jun 2011 12:53:33 GMT How do we learn about the world of the ancient Romans and Greeks? This unit will provide you with an insight into the Classical world by introducing you to the various sources of information used by scholars to draw together an image of this fascinating period of history. http://openlearn.open.ac.uk/course/view.php?name=A219_1 Introducing the Classical world Arts and Humanities classical classical_greece classical_studies history humanities rome How do we learn about the world of the ancient Romans and Greeks? This unit will provide you with an insight into the Classical world by introducing you to the various sources of information used by scholars to draw together an image of this fascinating period of history. The Open University The Open University Course text/html A219_1 Exploring the Classical World - A219 en-GB http://www3.open.ac.uk/study/undergraduate/course/a219.htm 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A218_3 Wed, 22 Jun 2011 12:37:58 GMT This unit examines the role that Scots played in contributing to the developments in healthcare during the nineteenth century. The radical transformation of medicine in Europe included the admission of women as doctors and the increased numbers of specialised institutions such as asylums. Such developments were also influenced by wider social, economic, political and cultural backgrounds – these are also examined. http://openlearn.open.ac.uk/course/view.php?name=A218_3 Health, disease and society: Scottish influence in the 19th century Arts and Humanities asylum doctors holiday medicine scotland This unit examines the role that Scots played in contributing to the developments in healthcare during the nineteenth century. The radical transformation of medicine in Europe included the admission of women as doctors and the increased numbers of specialised institutions such as asylums. Such developments were also influenced by wider social, economic, political and cultural backgrounds – these are also examined. The Open University The Open University Course text/html A218_3 The history of medicine - A218 en-GB http://www3.open.ac.uk/study/undergraduate/course/a218.htm http://www3.open.ac.uk/study/ 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A218_1 Wed, 22 Jun 2011 11:28:28 GMT Access to healthcare is important to all of us. Did the arrival of state medicine in the twentieth century mean that everyone had access to good medical services? If you fell sick in 1930 where could you get treatment – from a GP, a hospital, a nurse? This unit shows that in the early twentieth century, access to care was unequally divided. The rich could afford care; working men, women and children were helped by the state; others had to rely on their own resources. http://openlearn.open.ac.uk/course/view.php?name=A218_1 Medicine transformed: On access to health care Arts and Humanities health_care history humanities medicine Access to healthcare is important to all of us. Did the arrival of state medicine in the twentieth century mean that everyone had access to good medical services? If you fell sick in 1930 where could you get treatment – from a GP, a hospital, a nurse? This unit shows that in the early twentieth century, access to care was unequally divided. The rich could afford care; working men, women and children were helped by the state; others had to rely on their own resources. The Open University The Open University Course text/html A218_1 Medicine and Society in Europe, 1500–1930. - A218 en-GB 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_11 Tue, 21 Jun 2011 14:23:07 GMT In this unit we will examine a range of Napoleonic imagery by David, Gros and a number of other artists, beginning with comparatively simple single-figure portraits and moving on to elaborate narrative compositions such as Jaffa and Eylau. In so doing, we will have three main aims: to develop your skills of visual analysis, to examine the relationship between art and politics and to introduce you to some of the complex issues involved in interpreting works of art. http://openlearn.open.ac.uk/course/view.php?name=A207_11 Napoleonic paintings Arts and Humanities art arts history interpreting_art napoleonic_imagery painting In this unit we will examine a range of Napoleonic imagery by David, Gros and a number of other artists, beginning with comparatively simple single-figure portraits and moving on to elaborate narrative compositions such as Jaffa and Eylau. In so doing, we will have three main aims: to develop your skills of visual analysis, to examine the relationship between art and politics and to introduce you to some of the complex issues involved in interpreting works of art. The Open University The Open University Course text/html A207_11 From Enlightenment to Romanticism - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=3775 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_6 Tue, 21 Jun 2011 13:23:32 GMT 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 and style were influenced by Romantic ideas, the exotic and the Oriental. Through this you will develop an understanding of the classic-Romantic balance that how his work was influenced by cultural change of that period and to some extent contributed to the progression from Enlightenment to Romanticism. http://openlearn.open.ac.uk/course/view.php?name=A207_6 Delacroix Arts and Humanities arts classical delacroix enlightment history humanities neo_classicism paintings romanticism 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 and style were influenced by Romantic ideas, the exotic and the Oriental. Through this you will develop an understanding of the classic-Romantic balance that how his work was influenced by cultural change of that period and to some extent contributed to the progression from Enlightenment to Romanticism. The Open University The Open University Course text/html A207_6 From enlightenment to romanticism - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=1515 http://openlearn.open.ac.uk/course/view.php?id=2339 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_5 Tue, 21 Jun 2011 13:10:39 GMT This unit provides basic historical background to the French Revolution. It will show that the Revolution accelerated intellectual, cultural and psychological change, and opened up new horizons and possibilities. In fact, while much controversy and scepticism remain as to the real extent of underlying change in the social and economic structure of France, it is generally agreed by scholars that the Revolution stimulated a widening of expectations and imaginative awareness: a belief, inherited from the Enlightenment, in the possibility of progress, as well as a conviction that state and society could be reconstituted with a view to realizing social and individual aspirations and human happiness generally. As it degenerated into violence and bloodshed, however, the Revolution also provoked scepticism and pessimism about progress and human nature. The two basic types of modern political outlook, progressive and conservative, date from this experience. Which, if any, of these sets of beliefs was true is not at issue here. What matters is that the Revolution gave rise to them and gave them lasting life http://openlearn.open.ac.uk/course/view.php?name=A207_5 French Revolution Arts and Humanities arts french_revolution history humanities This unit provides basic historical background to the French Revolution. It will show that the Revolution accelerated intellectual, cultural and psychological change, and opened up new horizons and possibilities. In fact, while much controversy and scepticism remain as to the real extent of underlying change in the social and economic structure of France, it is generally agreed by scholars that the Revolution stimulated a widening of expectations and imaginative awareness: a belief, inherited from the Enlightenment, in the possibility of progress, as well as a conviction that state and society could be reconstituted with a view to realizing social and individual aspirations and human happiness generally. As it degenerated into violence and bloodshed, however, the Revolution also provoked scepticism and pessimism about progress and human nature. The two basic types of modern political outlook, progressive and conservative, date from this experience. Which, if any, of these sets of beliefs was true is not at issue here. What matters is that the Revolution gave rise to them and gave them lasting life The Open University The Open University Course text/html A207_5 From Enlightenment to Romanticism - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=2412 http://openlearn.open.ac.uk/course/view.php?id=2454 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_4 Tue, 21 Jun 2011 12:58:18 GMT What influenced Goya? Did Napoleon's invasion of Spain alter the course of Goya's career? This unit will guide you through the works of Goya and the influences of the times in which he lived. Anyone with a desire to look for the influences behind the work of art will benefit from studying this unit. http://openlearn.open.ac.uk/course/view.php?name=A207_4 Goya Arts and Humanities arts goya history painting What influenced Goya? Did Napoleon's invasion of Spain alter the course of Goya's career? This unit will guide you through the works of Goya and the influences of the times in which he lived. Anyone with a desire to look for the influences behind the work of art will benefit from studying this unit. The Open University The Open University Course text/html A207_4 From Enlightenment to Romanticism c.1780-1830 - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=1513 http://openlearn.open.ac.uk/course/view.php?id=1515 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University Arts and Humanities http://openlearn.open.ac.uk/course/view.php?name=A207_3 Tue, 21 Jun 2011 12:42:28 GMT This unit examines Hume's reasons for being complacent in the face of death, as these are laid out in his suppressed essay of 1755, ‘Of the immortality of the soul’. More generally, they examine some of the shifts in attitude concerning death and religious belief that were taking place in Europe at the end of the eighteenth century, through examination of this and other short essays. http://openlearn.open.ac.uk/course/view.php?name=A207_3 David Hume Arts and Humanities death history humanities hume philosophy religious_belief scotland soul This unit examines Hume's reasons for being complacent in the face of death, as these are laid out in his suppressed essay of 1755, ‘Of the immortality of the soul’. More generally, they examine some of the shifts in attitude concerning death and religious belief that were taking place in Europe at the end of the eighteenth century, through examination of this and other short essays. The Open University The Open University Course text/html A207_3 From Enlightenment to Romanticism - A207 en-GB http://www.open.ac.uk/openlearn/history-the-arts http://openlearn.open.ac.uk/course/view.php?id=1502 http://openlearn.open.ac.uk/course/view.php?id=2412 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/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Origi