1 The purpose, efficacy and regulation of prisons Richard Sparks presents a series of views about the purpose, efficacy and regulation of prisons. The audio programme was recorded in 2001. Participants in the audio programme were: Richard Sparks Professor of Criminology at the University of Keele and is now Professor of Criminology at the University of Edinburgh; Rod Morgan Professor of Criminal Justice at Bristol University; Larry Viner a
Learning outcomes On completion of this unit, you should be able to: identify criteria to evaluate whether prison works.
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Courtesy of banlon1964: http://www.flickr.com/photos/banlon1964/19562661/ Gr
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1.1 Why Glasgow? Glasgow fulfilled our aims and was also an interesting case study having, arguably, been the most successful among British cities in developing/manufacturing a new identity in the ‘post-industrial’ era. Glasgow illustrates: (a) power relations, reflected in: constructed images – ‘Glasgow's miles better’ was a deliberate campaign to improve the image of Glasgow. contested images – â€
Learning outcomes By the end of this unit you should be able to: explore ideas about place and identity using our concept of ‘geographical imagination’ by examining the images that represent a place to reveal how those images came about; explore ideas about place and identity by examining the images that represent a place to reveal two sets of relationships that are important in understanding the character of a place: power relations and local-global relations.
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions).This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence This extract is taken from D315: Crime, order and social control, produced by the BBC on behalf of the Open University. © 2007
1.1 Engendering citizenship: the notion of social citizenship Mary Langan talks with Professor Ruth Lister, Professor Fiona Williams, Helen Meekosha and Dr Madeleine Arnot about the notion of social citizenship in relation to the rights and obligations within society, with particular reference to women and disabled people. Participants in the audio programme were: Mary Langan Senior Lecturer in Social Policy at The Open University; Ruth Lister Professor of Social Policy at Lo
References 7 Conclusion We have explored nations, national self-determination and secession as living political ideas. Perhaps the key points to emerge from the discussion are that: the nation-state is the basic political community in the contemporary world, despite regional and global challenges; subjective approaches to defining nations, prioritising awareness of belonging to a national group, have advantages over efforts to construct objective definitions 4 What is a ‘nation’? Guibernau (1996, p. 47) has defined the nation as: ‘a human group conscious of forming a community, sharing a common culture, attached to a clearly demarcated territory, having a common past and a common project for the future and claiming the right to rule itself’. So awareness, territory, history and culture, language and religion all matter. However, it is rare in the real world to find a case of a nation with a clear-cut and homogenous character in terms of this list of possibilities. Introduction This unit is based on a chapter from the book Living Political Ideas, which is part of the current course DD203 Power, Equality and Dissent. It really attempts to do two things at once. It is about the core concepts and processes with which human groups that think of themselves as nations challenge the existing order and assert their right to a state of their own. And at the same time it is a kind of gentle introduction to how to study political ideas. It is more theoretical, or 7.3 Summary of Section 7 The historian Linda Colley locates the birth of ‘Britain’ after 1707. She mentions three main factors that contributed to establishing the British nation: war, religion and the prospect of material advantage. The creation of the UK was not free from conflict, resistance, war and military intervention. The British Empire generated a unique opportunity for most UK nations to participate and enjoy some of the benefits it b SEM image of Velcro (TM) Class Room Instructions for ADHD 6.4 Empirical analysis Three key hypotheses have been the focus of empirical evaluation of the segmented labour market theory. First, that the labour market can be represented as comprising at least two well-defined and self-contained segments. Second, that the labour market behaviour of workers and firms in each segment requires a different set of behavioural hypotheses. Finally, that there is limited mobility between the segments reflecting institutional and social barriers in the labour market rather than a lack 3.3 Other disadvantaged groups Information on other disadvantaged groups, such as older workers or people with disabilities, is even harder to come by. The problems faced by older workers in the labour market have become an increasing cause for concern in recent years. The nature of the disadvantage faced by older workers is, however, much harder to uncover and the evidence is often anecdotal. One trend that has become evident during the past three decades is the difficulty older workers have in obtaining any work and, in Further reading Berger and Luckmann (1967) is a classic text in the development of the social constructionist perspective within the sociological tradition. Burr (1995) offers a very thorough review of the social constructionist perspective, clearly outlining the methods of discourse analysis. Although the book draws significantly on debates within social psychology, it is of wide relevance to the social sciences more generally. 3.5 Social science approaches So far we have looked at three more developed discussions of some of the basic propositions about poverty that we considered in section 2. These three examples could be multiplied: there is a variety of explanations of poverty that we could have used. However, these three allow us to reflect a little on the relationship between social science discussions of social problems and common-sense understandings. It is worth starting with some of the differences. 3.1 Competing explanations of social problems If we can agree that poverty is a social problem, we are led to another question: what sort of social problem is it? For some, it is a social problem because people should not be poor: it involves social injustice. For others, poverty is a social problem because poor people behave badly (or bring up children poorly): it involves social disorder. We therefore have another parting of the ways, with some believing that social justice requires poor people to become less poor, and others believing 2.1 Common sense and social problems This concern with social construction may seem troubling or even a distraction from the real business of studying social problems. However, it is built on one of the starting points of the social scientific approach, namely that in order to study society we must distance ourselves from what we already know about it. We need to become ‘strangers’ in a world that is familiar. The defining characteristic of a ‘stranger’ is that she or he does not know those things which we take for grant
Velcro is a system of hard polymer hooks and soft nylon loops, both woven into backing fabric. Inspired by the natural seed propagation mechanism used by some plants in the form of 'burrs', Velcro was invented in Switzerland in 1948 by George de Mestral. [...]
Class Room Instructions for ADHD. Part of the series: How to Tell if Your Child Has ADHD. Learn about class room instructions for ADHD in this children's health video.
