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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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7 Citizenship as ‘participation in social life’

If ‘citizenship, as social practice, is manifested by direct or indirect participation in public life, by both individuals and groups’ (Kastoryano, 2002, p. 143), then opportunities for asylum seekers and refugees to participate is crucial. Young unaccompanied asylum seekers in Milton Keynes (not one of the government's ‘cluster areas’) were very clear about what participation meant for them: ‘secure housing, full-time education, special language training, friends
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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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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
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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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