3.3 The Tay Bridge disaster

This unit will analyse a particular historical event, the Tay Bridge disaster of 1879. The disaster came towards the end of a period of intense development of the railway system in the UK. The bridge had materials that were well known: cast iron was used for the columns and wrought iron for the trussed girders. The construction of the bridge was, at the time, the largest single engineering project in Britain, the Tay estuary being about two miles wide near Dundee, and the bridge was the longe
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3.4 Audio activity

Using audio is a very idiosyncratic practice amongst Open University students. Some listen to them in the car, others on a personal stereo on the train, some while washing up, others at their desk. Flexibility of use is certainly one of their virtues. However you use them, some of the following may be useful guidelines.

  • Read the notes for the activity before you listen. At the very least try and fix in your head or note down the main purpose of the a
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1.2.1 Summary

  • The passport example illustrates the tension between how I see myself and how I am seen by others, between the personal and the social.

  • Institutions such as the state play an important role in constructing identities.

  • Difference is very clearly marked in relation to national identity.

  • Such official categories contain omissions and cannot fully accommodate the personal investment we have in our identities, n
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Learning outcomes

As with DD208_1, this unit provides a further opportunity to develop your ability to

  • understand what we mean by the entanglements of social welfare and crime control, by exploring the tensions and relations between ‘watching over’ and watching out for’;

  • understand policy responses and their relevance to the course;

  • identify different kinds of evidence – in particular, visual evidence and interview evidence;

  • develop your ICT sk
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Introduction

This unit provides a further opportunity for you to take notes using audio visual material. Before continuing to watch the clips, please ensure that you have already worked through DD208_1.

Use the advice and guidance that you learnt in DD208_1 to take notes on the video clip presented in this unit. Use the note taking techniques you learnt, and remember that your notes need to reflect what each video is showing. You need to identify the nature of the debates and the arguments and ident
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References

Balibar, E. (2007) ‘Uprisings in the Banlieues’, Constellations, vol. 14, no. 1, pp. 47–71.
Bradshaw, L. and Slonsky, L.B. (2005) ‘The real heroes and sheroes of New Orleans’, Socialist Worker (US, 9 September; also available online at http://www.socialistworker.org  (Accessed 5 Ju
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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.

  • <
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4.1 Learning from video clips

This video clip is a short feature that provides you with guidance on how to learn from video materials.

Download this video clip.