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3.7 Finding information in science and nature

This unit will help you to identify and use information in Science and Nature, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of orga
Author(s): The Open University

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3.6 Oil industry in Scotland

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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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
Author(s): The Open University

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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
    Author(s): The Open University

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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
    Author(s): The Open University

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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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3.2 Urban unrest: the case of the French urban periphery

‘France had a rebellion of its underclass’, argued American social scientist Immanuel Wallerstein (2005). He was referring to the ‘unrest’ or ‘riots’ which began on Thursday 28 October 2005 in Clichy-sous-Bois, a large public housing estate, or banlieue, on the outskirts of Paris, and then spread to a number of other areas across urban France. The riots were sparked by the accidental deaths of two young boys fleeing the police. The boys were subsequently referred to by the
Author(s): The Open University

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2.3 The impact of Katrina on New Orleans

Activity 1

Below are four extracts from different commentators reflecting on the impact of Hurricane Katrina on New Orleans.

  • In what ways do they offer contrasting interpretations of the events
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2.2 Welfare and law enforcement

The conservative focus on, and allegations of, widespread crime and social disorder were contradicted by other eyewitness accounts. In the extract that follows, two white paramedics from San Francisco talk about their experiences in trying to escape from the flooding in New Orleans across a bridge connecting the mainly black New Orleans City to the largely white suburbs of Jefferson Parish.

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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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5 Additional learning resources

Video resource

If you enjoyed the theme of the videos in this unit watch the video below to find out more about the OU course DD208 Welfare, crime and society.

Download this video clip.
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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.