Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 18936 result(s) returned

1.3.1 What evidence are we reading?

Social scientists use particular methods to gather qualitative evidence, from observation to interview, but they also use autobiographical accounts, journalism, and other documentary material to flesh out and add meaning to statistics.

As with reading numbers, reading textual evidence requires us to practise, to set time aside to learn how to do it, and to understand the conventions of writing which operate in the different forms of writing we encounter. One of the main pr
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Studying at the Oxford Internet Institute
Thinking about applying for our DPhil or MSc courses? Want to know more about what it's like to study at the Oxford Internet Institute? In this ten minute video, faculty and students talk about the OII's DPhil and MSc programmes Thinking about applying for our DPhil or MSc courses? Want to know more about what it's like to study at the Oxford Internet Institute? In this ten minute video, faculty and students talk about the OII's DPhil and MSc programmes. Sections: I want to study the Internet -
Author(s): William Dutton, Helen Margetts, Ralph Schroeder, L

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Engineering: The nature of problems
Engineering is about extending the horizons of society by solving technical problems, ranging from the meeting of basic human needs for food and shelter to the generation of wealth by trade. Engineers see the problems more as challenges and opportunities than as difficulties. What they appear to be doing is solving problems, but in fact they are busy creating solutions, an altogether more imaginative activity.
Author(s): The Open University

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1.8 ‘Ethics’, ‘ethical’ and authority

There is some confusion over the uses of the terms ‘ethical’ and ‘ethics’. Often people use the adjective ‘ethical’ to signal things that they would expect virtuous people to do. That is they use the word ‘ethical’ instead of ‘good’. Companies, institutions and even governments might claim to have ‘ethical’ policies. Probably such a policy declares the ideology. For example, saying that ‘sustainability is ethical’ may be part of a
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5.2 Material comparisons
Engineering is about extending the horizons of society by solving technical problems, ranging from the meeting of basic human needs for food and shelter to the generation of wealth by trade. Engineers see the problems more as challenges and opportunities than as difficulties. What they appear to be doing is solving problems, but in fact they are busy creating solutions, an altogether more imaginative activity.
Author(s): The Open University

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Working with young people: Roles and responsibilities
In this unit, we look at the roles that are taken when working with young people. We focus on what those working with young people actually do, starting with some analysis of roles. We show that, in the context of work with young people, the term is more than simply a statement about who does what: it also says something about the kinds of relationships we form with young people and the values we bring to our work. We then move on to discuss roles in relation to the ‘bigger picture’ of organ
Author(s): The Open University

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4.4 Religion and social policy

Understanding religious beliefs and practices and what we mean by ‘religion’ is not merely of academic interest. It is often bound up with social policy and so relates to the rights and privileges of individuals. In Britain, for example, the Author(s): No creator set

Introduction

This unit will help you understand the general issues of children's rights as well as exploring childhood and children's needs. It is also possible to link these ideas to the wider issue of the social construction of difference and power. The materials are primarily an audio file, originally 28 minutes in length and recorded in 1998.

This material is from our archive and is an adapted extract from Social policy: welfare, power and diversity (D218) which is no longer taught by The
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Freedom from Oil
Based on his book, Freedom from Oil, Sandalow gives a public lecture which draws on both his government experience and energy expertise to explore options, shape solutions and create national policy to address the United States' oil addiction. David Sandalow is Energy and Environment Scholar and a senior fellow at the Brookings Institution. He is the author of Freedom from Oil (McGraw-Hill October 2007). Sandalow is Chair of the Energy and Climate Working Group of the Clinton Global Initiative.
Author(s): David Sandalow

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Stiglitz on Credit Crunch - Global Financial Debacle: Meeting the Challenges of Global Governance in
The global financial crisis reflects a failure of global economic governance. The failure of America's regulatory system has not only ramifications for the American economy, but for the global economy. It is clear that the banks' risk management systems could not even protect their own shareholders, let alone the well-being of the global economy. What went wrong? Where did the global financial regulators fail? What can we do to minimize the downturn? And what, if anything, can we do to prevent a
Author(s): Joseph Stiglitz

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Repairing Economic Governance
Professor Jeffrey Sachs, Director of the Earth Institute at Columbia University and internationally renowned economic advisor, talks about the need to take a systematic long view in repairing international economic governance structures. Professor Sachs is the Director of The Earth Institute, Quetelet Professor of Sustainable Development, and Professor of Health Policy and Management at Columbia University. He is also Special Advisor to United Nations Secretary-General Ban Ki-moon. From 2002 t
Author(s): Jeffrey Sachs

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The End of Business as Usual
Distinguished Public Lecture: The end of business as usual by Dr Mohamed El-Erian, Co-CIO of PIMCO. In the wake of last year's financial crisis, businesses, economists, policy makers and analysts around the world are asking if the events of 2008 mean the end of business as usual for the global financial system. Dr Mohamed El-Erian, Co-CIO of PIMCO, the world's biggest bond fund, and one of the world's most respected economic analysts, certainly thinks that it does.
Author(s): Mohamed El-Erian

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Bottom billion or bottom zero? Policies for international poverty reduction
Some developing countries have achieved rapid economic growth and poverty reduction while others have stagnated. This talk will review the determinants of success and the prospects for lagging regions to improve performance and eliminate poverty. Achieving an end-state of "zero" has emerged as an important policy goal for a number of 21st Century challenges. The most prominent example is the "Global Zero" campaign to eliminate nuclear weapons. Yet, in a century of globalization, when the life of
Author(s): Tony Venables

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A New Approach to Nuclear Disarmament: Learning from International Humanitarian Law Success
Achieving an end-state of "zero" has emerged as an important policy goal for a number of 21st Century challenges. The most prominent example is the "Global Zero" campaign to eliminate nuclear weapons. Few issues are more appropriate subjects of humanitarian concern and international humanitarian law than the choice, possession, use and misuse of weapons. A body of International Humanitarian Law (IHL) and Disarmament Treaty Law has been built up over the last century to control and prohibit a ra
Author(s): Patricia Lewis

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Anticipating Future Complexity: Are Systems Such as Cities Getting More Complex?
Cities are getting more complex as their residents acquire more and more ways in which they can interact with one another. New technologies enable individuals to repackage their time and space in countless different combinations, and the flexibility afforded by such innovations makes possible many new ways in which individuals might react to this complexity. Behavioural change is considerably greater in the modern city than the medieval. Delivered by Professor Mike Batty: Director, Centre for A
Author(s): Mike Batty

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The Cork in the Bottle: The Changing Climate of U.S. Politics
Professor David Orr discusses US climate policy and in particular the President's Climate Action Project which he helped to launch and fund. This project aims at the initial climate actions in the first 100 days of the next US administration.
Author(s): Professor David Orr

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Nick Perkins speaking at the conference 'Globalising Development Studies'
This clip is from a discussion event in Dhaka, Bangladesh, which is part of a project being coordinated by the Institute of Development Studies in the UK and funded by the Ford Foundation, entitled ‘Globalising Development Studies’. The project aims to investigate the barriers that prevent local and alternative voices being heard in global development debates, drawing on examples of ‘counter practice’ and innovation in development to see how these can inform international
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Simulation Center Ribbon Cutting
Media Coverage from the opening of the IISC on the Health Science Campus
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Digital Signal Processing-DSP
R.G. (Dick) Baldwin
Over the years, Prof. Baldwin has published a large number of DSP tutorials. This collection, which is a work in process, gathers the more significant of those tutorials into a common location to […]

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Episode 37: Reinvigorating the World Trade Organization

Political scientist and Warwick Commission member Prof Ann Capling demystifies the World Trade Organization (WTO), and suggests how it might reinvigorate itself in a changing global trade environment. With podcast host Eric van Bemmel.

Guest
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Author(s): up-close@unimelb.edu.au (University of Melbourne)

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