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6.2.2 Informational content

Obviously for the purpose of historical record, portraits taken in the context of the family home can be more informative than those taken inside the studio with its make-believe settings.

Activity 24

Compare the
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Idealisation

If we look at the surprisingly small range of items commonly used as accessories we notice that they, too, confer prestige by association or continue the limited positive characterization. Children are often pictured with prestigious, manufactured toys. Do you remember Walter Eastwood's classy tricycle in Image 16? Boys hold whips or hoops suggestive of street games and the outside world; girls clutch dolls or baskets of flowers which evoke the domestic realm.

The book probably appears
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3.3 Limited positive characterization

The painted portrait was, however, perceived to be more than a mere ‘map of the face’. It was also meant to reveal aspects of the inner as well as the outer being.

Figure 10Author(s): The Open University

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1.1 What are the issues?

Some themes recur when we start to think about religion. These include issues of continuity and change, representation, differing perspectives, authority, community and identity. In this course we start to consider some of them in detail.

The full list of themes and issues considered in this section are:

  • Continuity and change

  • Representation

  • The Victoria and Albert Museum 'Sacred Spaces' exhibition of 2000


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3.3 The musicians at work

1.5 Borrowed finery

These examples show how financial reporting has evolved in response to economic evolution, but other influences have occurred also. One of these is ‘borrowing’ legislation from other countries. There is a strong tradition within continental Europe of looking at what the neighbours are doing and adapting their solutions for one's own use. Forrester (1996) discusses how professional accountants from the nineteenth century onwards encouraged exchanges of accounting rules.

The Savary
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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 4.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce materia
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References

Baker, M. (2006). Private communication, Business in the Community, 29 March.
Brewster, D. (2004). ‘CalPERS wave-making brings flak’, Financial Times Fund Management, 9 August.
Business Week (2004). ‘Special report: corporate governance, investors fight back’, 17 May.
Butz, C. (2003). Decomposing SRI Pe
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The law and social work in Scotland
This album tackles the complex relationships social workers experience in the wide spectrum of their work, from those with families affected by social deprivation to those with judges, lawyers and other members of the legal system. The tracks analyse the role of the family in Scottish life in relation to the many voluntary bodies that exist to assist and inform them, and the legal obligations of social workers. Participants from single mothers to solicitors presented their perspectives in a ser
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

3.3 How others see us

The relative nature of poverty is an old theme in social science. Adam Smith, the eighteenth century writer who is often regarded as the founding father of economics, put it this way: ‘By necessaries I understand not only the commodities that are indispensably necessary for the support of life, but whatever the custom of the country renders it indecent for creditable people, even the lowest orders, to be without’ (Smith, 1776, quoted in Sen, 1981).

Ideas of what it is to be poor are
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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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Introduction

This course looks at identity, focusing upon the individual's perception of self in relation to others; the relationships between multi-ethnicity, cultural diversity and identity; and the effects of inequality and social class upon identity. It also looks at inequality and social class as they relate to perceived identity.

This OpenLearn course provides a sample of Level 1 study in Author(s): The Open University

3.1 Photographic content and context

Can we analyse photographs to tell us something valid about gender, ethnicity, class and nationality? As the wedding pictures example begins to suggest, there are traces of social facts embedded in the images, as well as evidence of the social conventions and organisational practices that underpin their production and diffusion or circulation. What will be clear is that there is no simple interpretational tool or reading skill available to us that allows us to reduce the picture to a simple f
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2.2 Theories, documents and knowledge

Documentary evidence is often messy and inconsistent, and even where it seems to be ‘factual’ (for example in the form of official records) its precise meaning in terms of wider social processes is far from clear. There is uncertainty about what it means, as well as the representation of uncertainty and diversity in the images. In every case, the meaning of the evidence is dependent on interpretation, that is, the part of the theory we employ to understand what is going on.
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3.2 The 1908 Pensions Act and the inter-war years: counting age and discounting older workers

The 1908 Pensions Act represented the first time welfare interventions in older age were based on chronological age. It set the pension age at 70 years. Prior to this, although chronological age was often noted in Poor Law records, it did not constitute the basis of eligibility. Rather, age, and older age specifically, was constructed in terms of particular forms of embodiment, with older people being defined as those whose bodies were ‘past’ work, ‘worn out’ by work or ‘too frail
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1 The experience of‘old age’

Extract 1 Mrs Pullen

I don't think I mind being old, I try very hard to accept that I am old, but what makes it harder is that people think that old age is a write-off … The reason it's brought home to you with such a jolt is because you give up work. You have to give up work – s
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4.1 National identities and UK politics

Why do British people speak ‘English’ and not ‘British’? Why is it easier to travel from London to any British city than to travel from Bedford to Leamington Spa? Why are the (British) National Gallery, the British Museum and the British Library all in London? Why does London house the Stock Exchange? This has to do with the pivotal role played by England in the constitution of the UK and by the designation of London as the capital of the UK.

Within any given country, we are lik
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The ‘why’ and ‘what’ of educational leadership and management
This free course, The 'why' and 'what' of educational leadership and management, introduces you to researching educational leadership and management and how undertaking research can contribute to both good practice and the building of leadership capacity. First published on Wed, 17 Feb 2016 as Author(s): Creator not set

4 Audio clip 3: Enid Francis

Enid Francis lived in a modern residential area on the outskirts of Derby. She shared a house with her husband, Wally, and two grown-up sons, Mark and John. Her husband had had to give up work eighteen months before his retirement, because of a heart complaint. Their two sons, aged 35 and 32, were both autistic. Enid's day was organised around meeting their needs for care and support. On weekdays, they attended a day centre, which she would have to get them ready for. When they came home in t
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1 The circumstances of separation

In this first section, we want you to think about the circumstances of children separated from their parents, why such separations might occur and the different places in which children can live.

Activity 1: Learning about children who live apart from their parents

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