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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
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1.1.6 Keeping up-to-date

How familiar are you with the following different ways of keeping up to date with information; alerts, mailing lists, newsgroups, blogs, RSS, professional bodies and societies?

  • 5 – Very familiar

  • 4 – Familiar

  • 3 – Fairly familiar

  • 2 – Not very familiar

  • 1 – Not familiar at all


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1.1.5 Organising information

How confident are you that you know when it is appropriate to cite references (refer to the work of other people) in your written work?

  • 5 – Very confident

  • 4 – Confident

  • 3 – Fairly confident

  • 2 – Not very confident

  • 1 – Not confident at all

How confident do you feel about producing bibliographies (lists of references) in an appropriate format to accompany you
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1.1.4 Evaluating information

How well does the following statement describe your approach to evaluating the information that you use?

When I come across a new piece of information (e.g. a website, newspaper article) I consider the quality of the information, and based on that I decide whether or not to use it.

  • 5 – This is an excellent match; this is exactly what I do


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1.1.3 Searching for information on society

How well does the following statement match what you do when you begin a new search for information?

Before I begin a new search for information [maybe for an assignment, or to help you choose your next holiday destination], I spend some time thinking about what I already know, what the gaps in my knowledge are, and the best types of information to meet my needs.

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1.1.2 Key resources

When you need to find information in society, how confident are you that you know the best places to search (e.g. search engines, subject gateways, online databases, etc.) to find the information you need?

  • 5 – Very confident

  • 4 – Confident

  • 3 – Fairly confident

  • 2 – Not very confident

  • 1 – Not confident at all

How familiar are you with journal articles
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Learning outcomes

By the end of this unit you should be able to:

  • conduct your own searches efficiently and effectively;

  • find references to material in bibliographic databases;

  • make efficient use of full text electronic journals services;

  • critically evaluate information from a variety of sources;

  • understand the importance of organising your own information;

  • identify some of the systems available;

  • describe how
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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
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1 Poverty in Scotland

Poverty in Scotland 2011 provides a detailed overview of poverty and anti-poverty policies in Scotland. It provides a comprehensive account of the state of poverty in Scotland, highlighting the main trends and the impact poverty has on people and places.

This unit comprises a PDF document produced originally by Child Poverty Action Group, in association with Glasgow Caledonian University, The Open University and Poverty Alliance.

Poverty in Scotland, (250 pages, 789 KB)


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Introduction

Contributions from leading academics, voluntary sector campaigners and practitioners, highlight the distinctive features of Scotland's experience of poverty and the extent to which devolved and reserved policies have contributed to progress in tackling it.

This unit is from our archive and is an adapted extract from the book Poverty in Scotland 2011, originally published by Child Poverty Action Group, in association with Glasgow Caledonian University, The Open University and Pove
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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
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References

Ahmed, K. (1995) ‘Glasgow reputations: powerful case for the prosecution’, Scotland on Sunday, 13 August.
Au, O. (1995) ‘Midsummer madness makes one Mean City’, The Sunday Times Scotland, 13 August.
Allardyce, J. (1995) ‘Smiling through’, The Scotsman, 8 August.
Bolitho, W. (1924) Cancer of Empir
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2.3 Watching the programme

Activity 1: Watching the programme

There are two main themes to consider as you watch the programme:

  • (a) Image and identity

    • Note down examples o
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2.2 Postscript

A headline-grabbing weekend of ‘midsummer madness’, when six murders occurred in (parts of) Glasgow over the weekend of 5–6 August 1995, reinforced the ongoing nature of contestation and debate about the issues discussed in the programme. As noted in The Scotsman (8 August 1995), the legacy of the imagery of No Mean City was quickly resurrected by the press – for example, ‘a darker side to that much-vaunted transformation of Glasgow from No Mean City to Culture City’
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References

Cohen, S. (2001) States of Denial: Knowing About Atrocities and Suffering, Cambridge, Polity Press.
Ritchin, F. (1989) ‘What is Magnum?’ in Manchester, W (ed.) In Our Time, London, Andre Deutsch.

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3 Making photographs that make demands: stories from the oil industry

There are strong links between the audio files in Activity 2 and the series of photographs in Activity 1. The discus
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2.3 Activity 1: Flora Macdonald

temp – ground stewardess – office manager – accountant

Figure 1.4
© Owen Logan ©
© Owen Logan

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2.1 Activity 1: Oil Lives

Oil Lives consists of a series of photographs of an individual and some written text based on interviews with them. Two of these series are reproduced in this section, with Logan's ‘War Scrapbook’ in between them. Take some time to look at the photographs and to read the words accompanying them. Try to work out first what parts of the photographs have been brought together from different originals. What do Owen Logan's decisions about how to picture the industry and some of its workers su
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1 Capturing the oil industry

The oil industry is perhaps the archetypal globalised industry. Dominated by a few multi-national companies, it is highly centralised at the level of corporate power but, like corporations, investment and trade in the oil industry are also highly mobile. The long reach of the global oil economy is a consequence of the distance between the location of significant oil reserves and the location of the major markets for oil. The reserves of oil currently expected to last more than fifty years are
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Learning outcomes

By the end of this unit you should be able to:

  • describe how photographs affect a globalised industry;

  • understand the global dimension of the Scottish oil industry and how that has affected the local population.


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