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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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Who Robbed the Bank?
Students use DNA profiling to determine who robbed a bank. After they learn how the FBI's Combined DNA Index System (CODIS) is used to match crime scene DNA with tissue sample DNA, students use CODIS principles and sample DNA fragments to determine which of three suspects matches evidence obtain at a crime location. They communicate their results as if they were biomedical engineers reporting to a police crime scene investigation.
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News Flash!
This activity illustrates the interrelationship between science and engineering in the context of extinction prevention. There are two parts to the activity. The first part challenges students to think like scientists as they generate reports on endangered species and give presentations worthy of a news channel or radio broadcast. The second part puts students in the shoes of engineers, designing ways to help the endangered species.
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5 Further resources

For an overview of demographic change, Michael Anderson's chapter in the Cambridge Social History of Britain (1983) provides a nuanced overview of what historical demography can offer. John Gillis' A World of Their Own Making (1996) is a fascinating account of the changes in family rituals and meanings in Western societies since the medieval period. Lesley Hall's Sex, Gender and Social Change in Britain since 1880 (2000) provides a good introduction to histories of sexual
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4 Conclusion

In Section 3 we have looked at marriage, parenthood, sexuality, birth control and population policy in the period of fertility decline in Britain between 1860 and 1930. We can trace the two-way processes by which on the one hand, people drew on formations of social policy when shaping the place that fertility played in their lives, and on the other how social policy reflected and was changed by practices at a personal level. The key
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3.5 Birth control

The fertility decline in Britain was not the direct result of social policy aimed at reducing the birth rate. The deliberate use of birth control was widely condemned as unnatural and immoral by the medical profession, the church and a wide range of conventional opinion, even though doctors and vicars were the first to limit their own families. There was widespread ignorance about the mechanics of human reproduction and how to control it, but for those in the know there were many methods of c
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3.4 Sexuality

Just as ‘normal’ parenthood was seen as outside the realm of social policy (although framed and supported by it), sexual practices within marriage were widely seen as an essentially private matter. Foucault (1984) argued that while sexualities were very actively shaped by the Victorians through a range of discourses, particularly those of professional, medical and scientific interests, within marriage it was increasingly an area of silence. Up to the eighteenth century matrimonial re
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3.1 Demographic changes

From the selective feminist historiography of fertility decline covered in the previous section, we can see how a historical approach that focuses on gender can illuminate the relationships between sexuality, personal lives and social policy. A feminist theoretical perspective concerned with agency and power in gender relations has been particularly helpful in exploring the changes in sexual practices that resulted in fertility decline. It has also drawn attention to the connections between p
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1.6 Using a historical approach

By adopting a historical approach we gain some distance from the present and everyday, viewing more clearly our taken-for-granted assumptions. Today's formations of parenthood and sexualities did not suddenly appear fully formed, but are the results of centuries of change. By looking at a particular historical phenomenon, fertility decline in Britain, we can explore some of the tensions and contradictions between deeply embedded and newer ideas and practices emerging at that time. These strug
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1.1 Declining fertility

In Britain, fertility decline occurred roughly between 1860 and 1930 – a span which includes the middle and end of the Victorian period (1860–1900), the Edwardian period (1900–1914), the First World War (1914–1918) and the 1920s. We will focus on the British experience, although a similar phenomenon has been noted in many other parts of the world. Fertility decline, also known as the demographic transition, is characterised by a shift from a ‘traditional’ norm of large famili
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1.1 Hofstede's five Cultural Dimensions

A series of perspectives that we might use to achieve a different insight into business was introduced by Morgan (1986) in his book entitled Images of an Organization. One of these was the business as a culture, a type of micro-society where people work and ‘live’ together on a daily basis, with certain rules and understandings about what is acceptable and what is not. The idea of a business having a culture was developed from the work of Hofstede on national cultures (1980).
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Activity 10: Critical reflections on Hofstede
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
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Introduction

Photographs can solicit powerful emotional responses and are often used to draw people's attention to issues or to raise awareness of demands. This unit takes a look at how one set of photographs, used as part of a particular demand, was created. It looks at the process of producing images by exploring a series of photographs made with the intention of affecting the way a globalised industry is seen and understood. The industry in question is the oil industry based in Aberdeen, on Scotland's
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May the Magnetic Force be with You
This lesson begins with a demonstration of the deflection of an electron beam. Students then review their knowledge of the cross product and the right hand rule with sample problems. After which, students study the magnetic force on a charged particle as compared to the electric force. The following lecture material covers the motion of a charged particle in a magnetic field with respect to the direction of the field. Finally, students apply these concepts to understand the magnetic force on a c
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