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Learning outcomes

After studying this unit you should be able to:

  • recognise the interaction of human and physical processes in the making of environments and the understanding of environmental issues;

  • understand coastal regions as dynamic and contested environments;

  • consider the contested nature of coastal management policies using the case study of managed retreat.

Introduction

We begin this unit by looking at an estuary, a place where sea, land and sky meet. We have chosen a particular estuary: the Blackwater estuary on the Essex coast in eastern England. Although the Blackwater has its own unique characteristics, it is used here as a setting, a device for approaching the study of environments. Like any other estuary, the Blackwater brings together a diverse range of processes, elements and issues that constitute the environment. It offers us a way into thinking ab
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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material within this book.

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Schrikkeljaar : Ontstaan, werking
Schermafbeelding_2011-05-20_om_08.57.47.png

In dit document wordt op een eenvoudige manier uitgelegd hoe het systeem van de schrikkeljaren werkt, er worden enkele andere kalenders besproken en er zijn aan het eind vragen voorzien om de leerstof vast te zetten.


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Mens op maat : De mens doorheen de geschiedenis
Schermafbeelding_2011-05-20_om_09.53.43.png

Zestiental reproducties met verschillende voorstellingswijzen van de menselijke figuur doorheen de geschiedenis. Een achttal reproducties waarbij de menselijk figuur vlak is afgebeeld (2D) en een achttal reproducties van beeldhouwwerken (3D). …


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Koorts bij zuigeling
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Aan het eind van deze les kunnen de leerlingen koorts bij de zuigeling herkennen en correct verzorgen. Daarvoor wordt gewerkt met onder meer het onderwijsleergesprek, teksten uit het tijdschrift Brieven aan jonge ouders en een …


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Communicatie : Bundel
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Indeling:

  1. Wat is communicatie?
  2. Communicatieschema
  3. Taal
  4. Begrijpend lezen
  5. Communicatie ontstaat niet zomaar
  6. Communiceren is leven
  7. Praten met gebaren
  8. Praten met …


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Introduction

This unit interrogates the idea of a globalised world by showing how inequalities in access to material wealth and expectations of lifestyle, which have been created historically between the US and Mexico, produces border tensions as Mexicans seek entry to the US to do jobs that resident American citizens will not undertake for the wages offered. It is particularly relevant currently in the context of debates about free trade and movement of workforce to where they could find work, and that
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10 Further resources

A very useful overview of ‘migration’ can be found in Lewis (2003). A special issue of Critical Social Policy (2002, vol.22, no.3) on ‘Asylum and welfare’ focuses on refugees, asylum seekers and migration. Kushner's The Holocaust and the Liberal Imagination (1994) and London's Whitehall and the Jew (2000) provide comprehensive analyses of UK approaches to refugees in the 1930s.

In such a rapidly changing area of social policy, up-to-date informatio
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8.1 How is ‘knowledge’ about refugees and asylum seekers produced and reproduced?

In this final section we consider ways in which ‘knowledge’ about refugees and asylum seekers is produced and reproduced through different kinds of research.

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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5.3 Legal status and belonging

During the Second World War, Jewish refugees experienced great insecurity about their status, resulting in some cases in severe mental distress. Others ‘chafed at existing conditions. Indeed, most refugees felt they had become part of British Society’ (London, 2000, p. 262). Being naturalised as British citizens was for many ‘the milestone which established their settlement in Britain’ (London, 2000, p. 259).

Following the 2002 Nationality, Immigration and Asylum Act,
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Learning outcomes

By the end of this unit you should understand:

  • changing constructions of ‘refugees’ and ‘asylum seekers’ over the last century;

  • ways in which the study of refugees and asylum seekers raises profound questions about the basis and legitimacy of claims for ‘citizenship’;

  • how the personal lives of refugees and asylum seekers have been shaped by social policy that constructs them as ‘other’;

  • how refugees
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Introduction

This unit explores the dynamic interrelationships between citizenship, personal lives and social policy for people who have fled their country of origin seeking asylum in the UK.

This unit is an adapted extract from the course Personal lives and social policy (DD305)

Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions.

Text

Video materials

These extracts are taken from DD208 © 2008 The Open University.


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ライブラリパネルへのアセットの読み込み
このビデオではFlash Professionalでライブラリパネルにアセットを読み込んで使用する方法をご紹介します。
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シンボルとインスタンス
このビデオではFlashにおけるシンボルとインスタンスについて解説します。
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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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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

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