7.2 Negotiation skills Negotiation skills are essential for the project manager to get individuals and groups to agree on a common approach to a project, despite their potentially conflicting interests and priorities. The project manager needs to be able to negotiate with suppliers and customers and individuals to adopt a particular course of action. It is also important that negotiation is conducted in a way that will build long-term relationships, rather than simply secure short-term gains. Effective negoti
4.4 Robert Owen and New Lanark Robert Owen (1771–1858) was one of the most important and controversial figures of his generation. He lived through the ages of Enlightenment and Romanticism and was personally touched by the ideas and dramatic changes that characterised that era. Profitting enormously during the first half of his life from the progress of industry and having the financial means, he later devoted himself to publicising and practising his social and economic ideas. Most of these derived from Enlightenment no
3.2 Urban unrest: the case of the French urban periphery ‘France had a rebellion of its underclass’, argued American social scientist Immanuel Wallerstein (2005). He was referring to the ‘unrest’ or ‘riots’ which began on Thursday 28 October 2005 in Clichy-sous-Bois, a large public housing estate, or banlieue, on the outskirts of Paris, and then spread to a number of other areas across urban France. The riots were sparked by the accidental deaths of two young boys fleeing the police. The boys were subsequently referred to by the
3.1 The idea of problematic places Katrina offers us a rich case study through which we have begun to explore some of the concerns surroundng problem places or populations. In reflecting on the controversies that emerged in the aftermath of Katrina, we can see that for some commentators it was a ‘problem place’ long before the hurricane struck in 2005. The idea that different places can be seen as problematic is a recurring theme that emerges in the context of ongoing debates around poverty and inequality, and the relation
1 Aims of the unit The aims of this unit are to: Explore some of the many complex and different ways in which questions of social justice and of inequality come to be seen in terms of the deficient behaviour of different problem populations. In particular, it explores how particular groups of people and particular places come to be identified as ‘problem populations’ and how social welfare and crime concerns intersect in the management of these populations.
Learning outcomes By the end of this unit you should have been able to: develop knowledge and understanding of the complex and different ways in which questions of social justice and inequality come to be seen in terms of the deficient behaviour of different populations. In particular, how certain groups of people and places come to be identified as ‘problematic’ and how social welfare and crime concerns intersect in the management of these populations; develop knowledge and un
Introduction This unit is the first in the DD208 series of three units that will help you to develop your skills for learning from audio visual material.It is adapted from the course Welfare, crime and society
.You will be looking at the theme of surveillance as a multifacted, everyday practice. It is really important to bear in mind that the video clips are less concerned with surveillance in its
2.1 Background and historical overview As we saw in Section 1, everyday talk, public discourse and political debates sometimes treat the concepts of ‘welfare’ and ‘work’ as separate spheres of activity, or even binary opposites: welfare or work. This can occur in different ways, for example: an explicit connection
4.2 Moving towards greater equality in older age? Old Labour, pension reform and the continuity of a The mid 1970s heralded a period in which the Labour Government introduced a series of reforms in the pension arena that potentially promised a more secure retirement for older, working-class people. Stripping away some of the patriarchal assumptions that had informed the Beveridgean settlement, the 1975 Social Security Pensions Act promised particular benefits for women and other low-paid workers. For example, the dual aspects of many women's lives – involving both unpaid and paid work –
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions).This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence This extract is taken from D315: Crime, order and social control, produced by the BBC on behalf of the Open University. © 2007
Summary We discussed forms of data and processes relevant to an electronic till in a supermarket. In particular, we introduced the idea of a sequence of data items. A number of fundamental forms of data were introduced. We distinguished two types of number: integers (positive or negative whole numbers, or 0), and real numbers (thought of as decimal numbers and approximated in computers as floating point numbers). Characters may be thought of as sym
Learning outcomes After studying this unit you should be able to: evaluate technical descriptions of communication protocols and demonstrate your understanding of their operation; describe the characteristics of circuit-switched and packet-switched networks, and of connectionless and connection-oriented modes in packet-switched networks; describe the role played by primitives in the OSI reference model; explain how ‘vertical’ and ‘horizontal’
7.3.1 Finding the 2's complement In Section 2.4 you saw how to find the 2's complement representation of any given positive or negative denary integer, but it is also useful to be able to find the additive inverse of a 2's complement integer without going into and out of denary. For instance, 1111 1100 (−4) is the additive inverse, or 2's complement, of 0000 0100 (+4), but how does one find the additive inverse without converting both binary integers to their denary equivalents? The answer is that the additive inve
4.2 Representing text
Study note: You will need to refer to the Reference Manual while you are working through this section. Please click on the 'View document' link below to read the Reference Manual. 2.1 Introduction
Study note: You may like to click on the link below to the Numeracy Resource as you study Section 2. It offers additional explanations and extra practice on some of the topics, and you may find this useful. Click on the 'View document' link below to open the Numeracy Resource. 17.4 The database server The computer block on the right represents the database server, which is dedicated to managing a database and making the data available to other computers in the network. The database server receives data via the network. It stores, retrieves and manipulates data, for example by retrieving your previous points total and adding to it the number of points you have ‘earned’ on this visit. This data is also sent back via the network to the checkout computer to show you the total number of poi 16.9 Identity in an ICT system In a supermarket we might see the following data on an item: 5018190009067. On their own, the digits do not mean very much, but these numbers are typical of the type of data input to a computer system. In this instance, they are numbers from a bar code on a jar of coffee. I have described the numbers here as ‘data’ because in themselves they do not really tell us anything. When the bar code is moved past a bar code reader at a checkout counter, the checkout terminal will display det 16.2.1 Receiving data In a supermarket ICT system, there needs to be some way for the computer to receive information about the items a customer is buying. Think back to a recent visit to your local supermarket and how you ma 14.1 Introduction Now that I have introduced you to the processes carried out by a stand-alone computer, I will move on to discuss what happens when computers are linked. 11.6 Operating systems A computer requires software just to look after itself and to manage all its components; this is called the operating system. The operating system handles communication with the other software on the computer and with the hardware resources of the machine, such as the processor and memory. The operating system provides a means of running the computer's application programs. It also provides a standard user interface with windows, buttons and menus so that users can interact with the co
Activity 13 (exploratory)
