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Introduction

The material presented here focuses on a key question for criminologists, criminal justice policy-makers and politicians: ‘Does prison work?’ The material is an audio file, originally 28 minutes in length, and examines the issues around this apparently simple criminological question. It was recorded in 1995.

This OpenLearn course provides a sample of Level 2 study in Author(s): The Open University

Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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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 course 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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Learning outcomes

After studying this course, you should be able to:

  • understand the measurements of poverty in Scotland

  • understand what it is like to live with poverty in Scotland

  • be aware of groups vulnerable to poverty in Scotland

  • understand rural poverty, community based responses, financial exclusion, local taxation, employability and health.


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

Acknowledgements

The content acknowledged below is Proprietary (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 material in this
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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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Keep on learning

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There are more than 800 courses on OpenLearn for you to
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Conclusion

This free course provided an introduction to studying sociology. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.


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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
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2.3 Activity 1: Flora Macdonald

temp – ground stewardess – office manager – accountant

Figure 1.4

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 The politics of racial violence in Britain

Paul Gordon presents a series of views about racial violence from a European perspective. The audio programme was recorded in 1995.

Participants in the audio programme were:

  • Paul Gordon member of The Runnymede Trust (race relations organisation);

  • Liz Fekete researcher at the Institute of Race Relations (educational charity);

  • Cathie Lloyd an academic at Warwick University;


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Learning outcomes

After studying this course, you should be able to:

  • give examples of racial violence from a European perspective.


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Introduction

The material presented here focuses on the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995.

This OpenLearn course provides a sample of Level 2 study in Sociology.


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Acknowledgements

This free course is an adapted extract from the course DD203 Power, dissent, equality, which is currently out of presentation

This chapter is taken from Living Political Ideas (eds) Geoff Andrews and Micheal Saward published in association with Edinburgh University Press (2005) as part of a series of books which forms part of the course DD203 Power, Dissent, Equality: Understanding Contemporary Politics.

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6.1 When is secession justified?

By valuing a group positively and seeking self-determination for it, nationalists often set out to redraw maps, to create new countries or to reinstate old ones. It is rare for this to occur without (often violent) conflict. Can political theorists offer guides to dealing peacefully with such disputes?

One question which political theorists have focused on has been that of secession. Secession as an issue carries with it most of the dilemmas associated with nations and nationalism, and
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Astronomy with an online telescope
This free course shows you how to navigate the night sky, and introduces the wide variety of objects it contains. You will develop a hands-on understanding of telescopic observations using the Open University’s own robotic telescope facility COAST sited on the island of Tenerife. Supported by your own measurements we illustrate how stars evolve, and study variable stars. For those new to astronomy and/or the use of robotic telescopes this course provides a practical introduction and wil
Author(s): Dr Alan Cayless

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3 Self-determination: individual and collective

The idea of a right to ‘collective self-determination’ is a difficult one – how can a group, as opposed to an individual, have a ‘right’? To argue that a nation has a right to self-determination is, some might argue, to overlook what rights are, and who can claim them.

'Self-determination’ has a positive ring about it – how could anyone oppose it? The idea of self-determination has strong resonances in political theory, dating back as far as Hobbes, at least in Engl
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6.3 What is the main requirement for regional government? Is it a shared identity?

If we compare the UK with other Western democracies such as Spain, Italy or Germany – all endowed with decentralised structures allowing various degrees of political autonomy for their regions – we discover that strong regional identity, as in Catalonia, the Veneto and Bavaria, is always a very important feature. However, some newly created regions such as La Rioja and Madrid in Spain also exercise devolved powers. What unites them is a common interest; the belief that regional government
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