1.1 Note taking in this context Although the audio file included in this unit was designed to compliment the D218 Social Policy: Welfare, Power and Diversity Open University course its contents are still relevant to anyone wishing to improve their understanding of note taking. The audio file, however, uses specific examples associated with the Social Sciences. The audio file was recorded in 1998. John Clarke discusses the value and best ways of note taking with OU colleagues Esther Saraga and Gerry Mooney.
1.5.9 Plagiarism Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other people’s work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone else’s work, you should acknowledge the source by giving a correct reference. Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringemen
1.3.1 Introduction You can find a lot of information about society on the internet. To find this information you might choose to use: internet resources; search engines and subject gateways; books and electronic books; databases; journals; encyclopedias.
1.2.3 Basic principles Whatever resource you choose to use to find information on the internet, many of the same principles apply. Each source that you use will probably look quite different from the one you tried before, but you'll notice that there are always features that are similar – a box to type your search terms in, for instance, or a clickable help button. Different resources refer to the same functions using different terminology, but the principles behind them are exactly the same. The trick is to chec
1.2.2 Choosing keywords Keywords are significant words which define the subject you are looking for. The importance of keywords is illustrated by the fact that there is a whole industry around providing advice to companies on how to select keywords for their websites that are likely to make it to the top of results lists generated by search engines. We often choose keywords as part of an iterative process; usually if we don't hit on the right search terms straight off, most of us tweak them as we go along based on t
1.1.1 Assessing your current level of knowledge
If you explore all the resources and activities in this unit, you might need to allow between two and nine hours to complete it.
Before you read this guide, why not use the self-assessment questions on the following screens to rate your current level of knowledge? Print or save these questions and for each question, mark the most appropriate number on the scale. When you have finished, you can review your answers. A score of three or less might indicate a gap in your know
Introduction This unit will help you to identify and use information in society, 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 organising your
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 Child Poverty Action Group (CPAG) for permission to use the book which has been adapted for Op
Learning outcomes By the end of this unit you have an understanding and awareness of: the measurements of poverty in Scotland; living with poverty in Scotland; groups vulnerable to poverty in Scotland; rural poverty, community-based responses, financial exclusion, local taxation, employability and health.
Acknowledgements Grateful acknowledgement is made to the following sources for permission to use the following photographs in this unit: Figure 2 Riveter based on the cover of the exhibition catalogue for ‘Clydebuilt: The River, its Ships and its People’, organised by the Clyde Maritime Trust Ltd.; Figure 3 Glasgow Herald/Caledonian Newspapers Limited; Figure 4 Mr Happy adaptation: Mr Men and Little Miss™ and © 1995 Mrs Roger Hargreaves; (all) Courtesy: City of Glasgow; Figu
References 1.2 The hard side of Glasgow Prior to its currently projected image of dynamism, Glasgow was regarded as the place which best illustrated all that was wrong with the modern industrial city: ‘Once called the “second city of the British Empire” because of its size and industrial might, Glasgow had sunk so low that even the locals disdained it’ (Bryson, 1989). 2.3 Activity 1: Discussion Responding to the way in which the content and style of photographs are so often limited by the production and distribution processes of the mass media, Owen Logan uses digital technology to produce a new way of seeing the oil industry. As you can see, many of his pictures are made by digitally splicing separate photographs together. The effects of these montages are in part about the relationship between what is put together. For example, to me Logan's use of a photograph of an oil platform References 4.2 Questions for review and discussion 3.5 Looking ahead: economic change and human well-being There are different interpretations of the new economy and its impact on human well-being, on whether the changes sometimes labelled the ‘new economy’ are desirable or beneficial. It is time to review the benefits and costs of the new economy. 2.5 Looking ahead: understanding economic change Section 2 has looked at different ways of understanding the new economy, of understanding what is actually happening. Look back over the different understandings of the new economy. Is there really a new economy – ju 2.4 Information and communication technologies The new economy is much more than a shift from manufacturing to services and the increased integration of economies on a global scale. It is also strongly linked to the development of ICT, which has facilitated the development of new processes and products, especially ‘knowledge goods’ which are described below. The internet has increased the ‘connectivity’ or interconnectedness between economies by making textual communication possible in real time as well as providing a new me 1 What is the ‘new economy’ 10 p.m. Friday evening Sunil, in India, has just received an email from Claire in Brighton, England, who runs a micro enterprise from her front room, clarifying details of some programming she has just subcontracted. Tom is at a wine bar celebrating news of a £1 million investment of venture capital in his company. Stephen has just begun the night shift in a call centre. Joyce has just left her cleaning job, one of three jobs she currently holds. She is also a Learning outcomes After studying this unit you should be able to: appreciate different understandings of the new economy; understand claims about the benefits and costs of the new economy.
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