Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 17345 result(s) returned

Learning outcomes

After studying this course, you should be able to:

  • have greater insight into decision-making processes

  • use that insight to make more effective decisions

  • possess a range of different perspectives on what counts as an ‘effective’ decision

  • be better equipped to understand and influence the decision-making processes of other individuals and groups

  • understand better how people perceive and decide about risk.


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Conclusion

This course has focused on managing projects through people and how important this is in relation to:

  • managing the relationship with stakeholders;

  • motivating the project team to get results;

  • dealing with senior management;

  • building relationships across the organisation in order to encourage co-operation;

  • satisfying the client and end user.

Recapping on the learning ob
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7.2.3 Sticking to one good argument

While it may seem better to use as many arguments as possible to support a case you are trying to make, skilled negotiators tend to rely on fewer stronger arguments. This is because a weak argument does not add to a strong one, but has the opposite effect of diluting and weakening it.


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7.2.2 Summarising

During a long negotiation, summarising what has been proposed and the stage that the negotiations have reached helps both to clarify key points and to create mutual trust by indicating that all perspectives are being taken into consideration.


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5.1 The relationship with senior management

Senior management have a crucial sponsoring role to play both during the planning and the implementation of projects, in terms of establishing their legitimacy, making project resources available and endorsing project progress. For this reason, those involved in a project must be proactive about securing and maintaining senior management support throughout its lifetime. They need to be explicit with senior management that the project is both attractive and feasible. However, during a project,
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4.2 Assessing the strengths and weaknesses of a project team

Those involved in a project may have skills that fulfil more than one aspect of the project agenda. This is likely to be particularly important in small-scale projects, where management of the content, process and control agendas are just as important to the project's success, but where fewer people are involved.

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Becoming a critical social work practitioner
What does it take to become a critical practitioner in social work? This free course, Becoming a critical social work practitioner, will guide you through some important concepts. An understanding of 'critical perspectives' will help you take a positive and constructive approach to problems that arise in social work practice.
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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

1.9.1 ‘I dunno’

In his analysis of Extract 5, Potter focuses on the phrase ‘I dunno’, which appears at the beginning and at the end of Diana's last turn above. This phrase seems throwaway, just one fragment, yet perhaps it illustrates something about people's methods or discursive practices more widely. Why is that phrase there? What work does it do? Given the point made in the previous section that events can always be described differently, why this description of this kind of mental state at this poin
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Introduction

This course introduces some of the main themes and issues in discourse analysis. To do this, it looks at extracts from the late Princess Diana interview screened on Panorama in 1995. The interview not only broke the conventions for British Royal appearances, but also reshaped the usual boundaries between public and private for the Royal family. While the focus here may be on Diana's words, the course is not in itself concerned with the Diana phenomenon. And while some of the points dis
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4.3 Conclusion

If social researchers are to be effective in understanding people, they need to be detached from common sense (the perspective of the person on the street). However, they should not be so detached that they fall into the trap of imposing their own categories upon the object without regard for the experience of those involved (the perspective of the expert).

The standpoint of the ‘stranger’ provides a way of mediating between the detached position of the scientist and the personal ex
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3.2 What does it mean for knowledge to be situated?

Scientific knowledge has been frequently portrayed as universally true. If this were the case then there would be no fundamental disagreements, for what counts as true would never change. However, what has been considered scientific in the past is now often seen as archaic or simply odd. The opposite approach would be to say that truth is relative – no one view is superior to any other. Both of these positions are simplistic. Contemporary defenders of science would argue that science is imp
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2 Personal lives

We start our exploration of the interrelationship of personal lives and social policy with personal stories.

Activity 1

Read Extracts 1, 2 and 3 below, and make notes on areas of similarity and difference. What quest
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Learning outcomes

After studying this course, you should be able to:

  • understand changing constructions of ‘refugees’ and ‘asylum seekers’ over the last century

  • Identify ways in which the study of refugees and asylum seekers raises profound questions about the basis and legitimacy of claims for ‘citizenship’

  • understand how the personal lives of refugees and asylum seekers have been shaped by social policy that constructs them as ‘other’


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Learning outcomes

After studying this course, you should be able to:

  • understand what we mean by the entanglements of social welfare and crime control, by exploring the tensions and relations between ‘watching over’ and watching out for’

  • understand policy responses and their relevance to the course

  • identify different kinds of evidence – in particular, visual evidence and interview evidence

  • demonstrate a development of skills in ICT, including ho
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1 Aims of the course

The aims of this course are to:

  • Explore some of the many complex and different ways in which questions of social justice and of inequality come to be seen in terms of the deficient behaviour of different problem populations. In particular, it explores how particular groups of people and particular places come to be identified as ‘problem populations’ and how social welfare and crime concerns intersect in the management of these populations.


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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this course:

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlik
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Learning outcomes

After studying this course, you should be able to:

  • understand how arguments may be presented in the Social Sciences.


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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 discussion on the audio
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Learning outcomes

After studying this course, 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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3.4 The weightless economy

In this subsection we want to look at one attempt to link some of the positive and negative aspects of the new economy. Danny Quah is an economist at the London School of Economics who has studied the new economy over a number of years. He refers to the new economy as the weightless or dematerialised economy and he examines its economic implications and also why it has a tendency to lead to increasing economy inequality.

According to the ‘weightless economy’ argument, the fac
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