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Introduction

This unit is about rights and rights claims, and the idea of implementing justice in the international sphere based on the concept of rights. It is agreed by most people that ‘rights are a good thing’ and in many respects they are. However, this unit deliberately takes a critical view. It seeks to examine closely why rights are a good thing and highlights some of the problems associated with rights. In this way, we hope that the sense in which rights are still, ultimately, ‘a
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Chavez announces cancer surgery
July 1 - Venezuela President Hugo Chavez confirms he underwent surgery in Cuba to remove cancerous cells. Julie Noce reports.
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Mexico arrests Zetas cartel leader
July 1 - Mexico's army arrests the alleged second-in-command of the notorious Zetas drug cartel in connection with the massacre of over 70 migrants. Travis Brecher reports.
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1.1.2 A balancing act: conservation and sustainable development

All around this coast are examples of efortsf to protect or enhance the environment. There are nature reserves, country parks and protected habitats, and the whole coastal fringe is designated as an area of scientific interest requiring special protection. There is also evidence of the need to manage the environment to ensure, so far as possible, compatibility between competing interests. Built development is prevented along the shoreline and restricted to existing settlements; caravan parks
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Oefeningen bij Contact 1, 2, 3 en 4
testvocabgrammaireadjectifsverbes.jpg

Verschillende soorten oefeningen bij contacten 1 tem 4 van de methode Beaufort. Kan gebruikt worden om de geleerde woordenschat nog eens extra in te oefenen.


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9 Conclusion

In this unit we have explored the mutual constitution of personal lives and social policy through an analysis of the implications of different aspects of citizenship on the lives of refugees and asylum seekers. We have seen that legislation, social policy and practice concerned with asylum have profound effects on personal lives. Crucially, we saw that the very words used to describe people, their access to welfare, rights to work, legal status and the procedures for becoming a British citize
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8.1.1 What kind of evidence has been used in this unit?

We have used personal stories as evidence to support arguments about the mutual constitution of personal lives and social policy. The people in our stories all came to, or stayed in, the UK primarily because they saw it as a place of safety, not because of the welfare benefits or services they hoped to receive, and we have contrasted this with dominant discourses about (bogus) asylum seekers for whom welfare in the UK is said to act as a magnet. These dominant or official discourses, echoed b
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6.2 ‘No-choice’ dispersal

Dispersal as a strategy aimed at resolving tensions, avoiding ‘concentrations of aliens’ and preserving ‘ethnic balance’ and ‘cultural homogeneity’ is not a new idea, but one proposed for the settlement of successive groups of refugees, and indeed immigrants, since the 1930s, and also used in the 1960s and 1970s in relation to housing and education (Lewis, 1998). The government's asylum dispersal policy of 1999, intended to ‘ease the burden’ of the south-ea
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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 I
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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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3 Do all organisations need to be market oriented?

As you have seen, many marketing writers maintain that to be successful all organisations (commercial and non-profit) must be market oriented and must focus their attention on adding value to their products and services to satisfy their customers’ needs.

Leaving aside the word profit from the CIM's definition of marketing, at a conceptual level the process of becoming market orientated is concerned with identifying, anticipating and satisfying customers’ needs. Kotler (Drucker, 1992
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6 Summary
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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5.5.2 Reaching a final decision
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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Learning outcomes

This unit will help you 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;

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

  • develop your ICT skills, including how to make the mo
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5.3 The selection interview
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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4.12 Candidates make decisions too
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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4.7 Attracting applicants
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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4.4 Job description
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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Learning outcomes

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

  • outline the ways in which the relations between work and welfare are made and remade in different places and at different times;

  • explain how these changing relations contribute to constituting welfare subjects;

  • describe how welfare provision that is connected to work affects the lives of different welfare subjects in different and unequal ways;

  • assess the relative influences and effects of
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Disassemble a Click Pen
In this activity students will disassemble and analyze a click pen.
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