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Acknowledgements

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The material below appears in: Understanding Environmental Issues (2003) (eds) Steve Hinchliffe, Andrew Blowers and Joanna Freeland
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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.

References

Audit Commission (2000) Another Country. Implementing Dispersal Under the Immigration and Asylum Act 1999, London, Audit Commission for Local Authorities and the National Health Service in England and Wales.
Bloch, A. (2002) Refugees' Opportunities and Barriers in Employment and Training, Department of Work and Pensions Research Report No.179, Norwich, HMSO.
Bl
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9 Conclusion

In this unit we have explored the mutual constitution of personal lives and social policy through an analysis of the implications of different aspects of citizenship on the lives of refugees and asylum seekers. We have seen that legislation, social policy and practice concerned with asylum have profound effects on personal lives. Crucially, we saw that the very words used to describe people, their access to welfare, rights to work, legal status and the procedures for becoming a British citize
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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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4.10 Shortlisting
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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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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2 Explaining fertility decline from a feminist perspective

Feminist theory underpins one of the most influential historiographies of fertility decline and it allows us to foreground gender as a dominant feature in questions of heterosexuality and parenthood. This is not to suggest that divisions of class, ‘race’, (dis)ability and generation are unimportant in this historical phenomenon, and any full understanding of fertility decline would be incomplete without including them. But in this unit the main focus will be on gender and these other
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Business cultures

Why are we studying ‘business cultures’? Culture is a metaphor which can be used to explore the identity of a business. It is about how others see the business, but also how the individuals who work there understand it. Culture offers us a powerful insight into the business and what it is like to work within it.

Acknowledgements

This chapter is taken from Living Political Ideas (eds) Geoff Andrews and Micheal Saward published in association with Edinburgh University Press (2005) as part of a series of books which forms part of the course DD203 Power, Dissent, Equality: Understanding Contemporary Politics.

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The Mummified Troll: Devising a Protection Plan
Students are introduced to the parameters of an engineering challenge in which their principal has asked them to devise an invisible security system to cost-effectively protect a treasured mummified troll, while still allowing for visitor viewing during the day. Students generate ideas for solving the grand challenge, first independently, then in small groups, and finally, compiled as a class.
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What Will Biodegrade?
Students investigate what types of materials biodegrade in the soil, and learn what happens to their trash after they throw it away. The concepts of landfills and compost piles will be explained, and the students will have an opportunity to create their own miniature landfill in which the difference between organic and inorganic waste will become clear.
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Scaling the Map: Lesson
Students will learn how to determine map distances and map areas using the map scale. They will also get a better feel for how much an area represents on the map in relation to the size they are suggesting for their cavern.
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Marine animal tracking
The following lesson is an introduction to the ideas and implications of animal tracking. Animal tracking is a useful method used within science and commercial industries. For instance, when planning the development coastal areas, animal presence and movement should be taken into consideration. The lesson engages students in an activity to monitor animal foraging behavior on a spatial scale. The students will break into groups and track each other's movements as they move through a pre-determine
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Learning outcomes

After studying this unit you should be able to:

  • grasp the concepts of nation, nationalism and self-determination;

  • have a better understanding of the role they play in current political disputes;

  • think about the problem of how to take democratic decisions about secession;

  • relate political theory to political practice more rigorously;

  • take a more informed and active part in debates about national and international politic
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Activity 5: Ways of thinking
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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3.6.1 Saying thank you and acknowledging current contribution
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
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3.4 Communicating your request
Legacy fundraising, big-gift seeking are all part of the professional fundraiser's role. This unit will help you to gain the skills necessary to persuade individuals to become donors. How do you change people's ideas about methods of giving, moving them from casual street donations to regular direct debit giving?
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Learning outcomes

After studying this unit, you should be able to:

  • understand the process of political devolution in the UK;

  • relate this process to both historical developments and to the wider context of contemporary events in Europe;

  • practise the skill of reading, summarising and evaluating academic arguments;

  • engage more actively as a citizen in relevant political debates (especially if you are a citizen of Scotland, Wales or Northern Ireland!).


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