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Latest Social Sciences OpenLearn units

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URL: http://www.open.edu/openlearn/rss/content/963
Updated: 35 min 49 sec ago
  • Icy bodies: Europa and elsewhere
    35 min 49 sec ago
    The new discipline of astrobiology – that is, the science of searching for extraterrestrial life – is not only rapdly growing, but has also captured the public imagination. This unit examines the emergence of icy satellites of distant planets as potential sites of extraterrestrial life. Focussing on the case study of Jupiter's moon Europa, the unit looks at the potential for life there, and speculates on the ethics of searching for life elsewhere in the solar system. First published on Fri, 13 May 2011 as Icy bodies: Europa and elsewhere. To find out more visit The Open University's Openlearn website. Creative-Commons 1970
  • Engendering citizenship
    Tue, 09/07/2013 - 10:06
    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. First published on Thu, 14 Jul 2011 as Engendering citizenship. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Themes in discourse research: The case of Diana
    Tue, 09/07/2013 - 10:06
    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. First published on Mon, 23 Jul 2012 as Themes in discourse research: The case of Diana. To find out more visit The Open University's Openlearn website. Creative-Commons 2012
  • Starting with law: An overview of the law
    Tue, 09/07/2013 - 10:06
    The law is an interesting and lively subject that touches upon all aspects of everyday life. But how are laws in the UK made and who makes them? This unit will introduce you to the key players in law making in the UK and provide some helpful tips on study techniques. First published on Mon, 18 Jun 2012 as Starting with law: An overview of the law. To find out more visit The Open University's Openlearn website. Creative-Commons 2012
  • Starting with law
    Tue, 09/07/2013 - 10:06
    Starting with law explores key legal concepts such as legal capacity and the rights and responsibilities of the individual. You will examine how laws are made, and how they affect us at different points in our lives. This unit is ideal if you are a beginner or returning to study. First published on Fri, 15 Jun 2012 as Starting with law. To find out more visit The Open University's Openlearn website. Creative-Commons 2012
  • Reading evidence
    Tue, 09/07/2013 - 10:06
    What is active reading? It is reading with the aim of understanding and grasping something. While studying this unit, you will be focusing on the variety of methods for presenting and organising qualitative and quantitative evidence in the form of numbers and text, and learn how to understand the ways in which evidence is presented and to read it actively and with purpose. First published on Thu, 22 Mar 2012 as Reading evidence. To find out more visit The Open University's Openlearn website. Creative-Commons 2012
  • Why maps are made
    Tue, 09/07/2013 - 10:06
    Cars have sat nav systems, mobile phones use GPS: maps are important in everyday life whether captured by aerial photography, satellite imagery or simply drawn. This unit looks at how we read and evaluate the information in maps and assesses the values embedded within them. From mental maps to public transport and street maps: how do they affect your life? First published on Tue, 20 Mar 2012 as Why maps are made. To find out more visit The Open University's Openlearn website. Creative-Commons 2012
  • Political ordering
    Tue, 09/07/2013 - 10:06
    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. First published on Fri, 27 Jan 2012 as Political ordering. To find out more visit The Open University's Openlearn website. Creative-Commons 2012
  • Politics, media and war: 9/11 and its aftermaths
    Tue, 09/07/2013 - 10:06
    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. First published on Mon, 05 Sep 2011 as Politics, media and war: 9/11 and its aftermaths. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • The politics of racial violence in Britain
    Tue, 09/07/2013 - 10:06
    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. First published on Sun, 04 Sep 2011 as The politics of racial violence in Britain. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Racial violence: European perspectives
    Tue, 09/07/2013 - 10:06
    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. First published on Sun, 04 Sep 2011 as Racial violence: European perspectives. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • OpenLearn Scotland
    Tue, 09/07/2013 - 10:06
    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. First published on Wed, 24 Aug 2011 as OpenLearn Scotland. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Nuclear power: Friend or foe?
    Tue, 09/07/2013 - 10:06
    Are you for or against nuclear energy? The necessity to respond to climate change has put nuclear energy back on the politial agenda as an alternative energy source. This is part of approaches to 'decarbonise' energy through a shift from coal to natural gas, nuclear energy and renewables. Yet, the recourse to nuclear energy is hotly debated. Opponents are rife, as you are supporter. Can you adopt each position in turn? This unit challenges you to do so. First published on Wed, 10 Aug 2011 as Nuclear power: Friend or foe?. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Young people’s wellbeing
    Tue, 09/07/2013 - 10:06
    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. First published on Fri, 29 Jul 2011 as Young people’s wellbeing. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Children and violence: An introductory, international and interdisciplinary approach
    Tue, 09/07/2013 - 10:06
    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. First published on Wed, 27 Jul 2011 as Children and violence: An introductory, international and interdisciplinary approach. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Claiming connections: A distant world of sweatshops?
    Tue, 09/07/2013 - 10:06
    Sweatshops and the exploitation of workers are often linked to the globalised production of ‘big brand’ labels. This unit examines how campaigners have successfully closed the distance between the brands and the sweatshops, while others argue that such production ‘kick starts’ economies into growth benefiting whole communities. First published on Wed, 27 Jul 2011 as Claiming connections: A distant world of sweatshops?. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Rights and justice in international relations
    Tue, 09/07/2013 - 10:06
    Can the concept of human rights be applied across borders or are rights culturally specific? Is it realistic, or even desirable, to aim at an international system based on universal principles of justice? This unit takes a critical view of the assumption that ‘rights are a good thing’ and looks at the problems that arise when they are applied in the international arena. First published on Mon, 25 Jul 2011 as Rights and justice in international relations. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Living in a globalised world
    Tue, 09/07/2013 - 10:06
    Using the US and Mexico as the main example, this unit examines how inequalities in access to material wealth can lead to border tensions. You will also learn how many developed economies are now reliant on immigrant labour to perform jobs that their own citizens do not want to consider. How equal is the globalised world? First published on Mon, 25 Jul 2011 as Living in a globalised world. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Making and using rules
    Tue, 09/07/2013 - 10:06
    Rules affect us all, and the way they are made and interpreted could affect how we live. This unit explores how we could interpret and apply rules, and provides you with a basic understanding of rules and rule making within the English legal system. First published on Mon, 25 Jul 2011 as Making and using rules. To find out more visit The Open University's Openlearn website. Creative-Commons 2011
  • Developing countries in the world trade regime
    Tue, 09/07/2013 - 10:06
    Free trade or fair trade? This unit will help you to analyse the relationship that exists between developed and developing countries under the World Trade Organization regime of Development Round negotiations. The current world trade regime has a very mixed record in promoting growth and reducing poverty. First published on Mon, 25 Jul 2011 as Developing countries in the world trade regime. To find out more visit The Open University's Openlearn website. Creative-Commons 2011

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