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2.2 Insider/outsider perspectives

Social historians have long argued that we must study history ‘from the underside’, if we want to thoroughly understand a society. In other words, it is not sufficient to have a top-down knowledge of a society's institutions and politics. We need also to examine how ordinary, ‘unimportant’ people operate within a culture: what influences them and what they can (and cannot) influence; how they see their role in society and how others see it. The outsider view is the view from the outsi
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2.1 New perspectives

The purpose of studying religion is to make the strange familiar, and the familiar strange.

Exercise

We would encourage you now to jot do
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4.11.1 Debating and negotiating meaning

The two briefings in Boxes 4.10 and 4.11 illustrate other technological approaches to supporting socially based forms of knowledge generation, with the common theme of facilitating negotiation and debate among stakeholders. These are examples of tools which can assist communication between communities of practice as they seek to understand each other's perspectives.

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4.8.1 Capturing meetings

Internet meetings and broadcasts can be easily recorded and replayed because everything is mediated digitally: the text of emails, the audio stream and the slides used. However, face-to-face meetings are by far still the most common way to present and discuss issues in organisations, and the richness of personal presence makes them unlikely to disappear. How can face-to-face meetings be ‘captured’? Traditional written minutes provide a rough summary of points discussed, but provide only t
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3.4.1 Integrating memory systems into the flow of work

There has been a substantial amount of research interest over the last decade in group/organisational memory systems. For example, software researchers have investigated the possibility of capturing design rationale, the key reasoning that underpins design decisions (Moran and Carroll, 1996). However, time and again projects have failed. A given information codification scheme encourages particular ways of thinking about information and the problem at hand: typically, information must
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4.1 Choosing customers

Think about your own organisation – or your own experiences as a customer. I'm sure you'll agree that, over the last few years, customers have become very sophisticated. They expect higher standards, lower costs, and a wide range of goods and services that are provided at their convenience. If an organisation does not provide what they want, they find one that can.

Most companies have experienced changes in their markets, such as new customer demands and expectations, and new competit
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5 Legacy fundraising

Legacies are an extremely important source of income for many charities. In the UK they represent well over a quarter of the total income from individuals of the top 500 fundraising charities, with a particularly strong showing in healthcare and animal charities (Sargeant and Jay, 2004). Slightly fewer than half of adults in the UK have written wills, but more than one in ten of those who do, leave charitable bequests (Radcliffe, 2007). Figures like this suggest there is plenty of potential t
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4.3 The ‘maximum potential’ or ‘major support’ approach

It may be that your organisational resources and contacts do not permit a ‘top-down’ strategy of this nature. But that should not prevent you from adopting a big gift orientation. As you saw in relation to the donor matrix, it is better to think of a big gift as ‘the maximum contribution a donor can make’ rather than a fixed sum of money or measure of active support. The Pareto principle predicts that in any appeal or programme you are likely to secure the bulk of your target from a r
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3.3 Outputs

The principal outputs of a doctor's surgery are cured patients; the outputs of a nuclear reprocessing plant include reprocessed fuel and nuclear waste. Many transformation processes produce both goods and services. For example, a restaurant provides a service, but also produces goods such as food and drinks.

Transformation processes may result in some undesirable outputs (such as nuclear waste in the example above) as well as the goods and services they are designed to deliver. An impor
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3.2 Inputs

Some inputs are used up in the process of creating goods or services; others play a part in the creation process but are not used up. To distinguish between these, input resources are usually classified as:

  • transformed resources – those that are transformed in some way by the operation to produce the goods or services that are its outputs

  • transforming resources – those that are used to perform the transformation process.


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The communications mix – a few points to note

The above classification raises a few points which it may be useful to bear in mind:

  • Communication tools change over time and particularly as a result of technological developments.

  • Related to the above point is a blurring of distinction between ‘promotion’ and ‘place’ (method of distribution). This is particularly true as direct marketing and subsequently internet/interactive marketing have been included as separate communica
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Introduction

How do financial markets match providers with users, and how efficiently does the market determine prices? Financial markets can be notoriously volatile, and the stock market is possibly the most volatile of them all. This is after all the place where, depending on skill or on luck, investors either ‘make a killing’ or ‘lose their shirts’. But which does it depend on – skill or luck? Or does it depend on a mixture of the two? In this unit, you will find the answers to these key que
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3.7 News sources

Many news sources are now available online. Searching an online version of a newspaper is easier, quicker and more effective than searching through printed indexes, microfilm or actual newspapers.

Abyz News LinksA portal to online news sources from around the world, providing up-
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2.2.1 Checklist of common features

  • Is there any online help?

  • Can I do a simple search?

  • Can I look at the information in both short and detailed form?

  • Can I choose where in the record I want my search terms to be found?

  • Can I search for phrases?

  • Can I combine search terms?

  • Can I use truncation?

  • Can I use wildcards?

  • Can I do an advanced search?

  • Can I get a list
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References

Arrow, K. (1974) The Limits of Organisation, New York, Norton & Co.
Fukuyama, F. (1995) Trust: the Social Virtues and the Creation of Prosperity, London, Hamish Hamilton.
Hosmer, L.T. (1994) ‘Strategic planning as if ethics mattered’, Strategic Management Journal, 15, 17–34.
Hutton, W. (1995) The State
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Project debriefing

Individual interviews with key members of the project team, for example the managers of key stages, can encourage them to evaluate their performance and identify what they have learned. A structured debriefing process can be helpful, to include stakeholders as well as all the project team. This may take the form of a series of meetings, which draw conclusions about overall project performance and constraints, identify and review any new ways of working that were developed, and consider what c
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7.3 What is poetry?

Have you always wanted to try to write poetry but never quite managed to start? This unit is designed to illustrate the techniques behind both the traditional forms of poetry and free verse. You will learn how you can use your own experiences to develop ideas and how to harness your imagination.

The unit introduces common techniques underlying free verse and traditional forms of poetry, and how it is necessary to use these techniques in order to harness what T.S. Eliot called the ‘log
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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
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2.2 Gender categories

Young children's gender categories are highly stereotyped. This can lead to assured predictions of an individual's preferences based upon knowledge of their gender, and the kinds of activities that they may typically engage in. Children develop such rigid gender categories in their search for certainty about gender. These categories are essentialist, having a simple in-group and out-group distinction that children use for understanding masculinity and femininity, and for defining their own ge
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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 most of usin
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