A Conversation with Nancy Hopkins
Nancy Hopkins, Amgen, Inc. Professor of Biology, talks about her life in biology, in a talk called "48 Years of Molecular Biology: 1963-2011." Part of the Conversations with Scientists series sponsored by the MIT Department of Biology and the Howard Hughes Medical Institute.
Power Cloths of the Commonwealth
RMIT Gallery's successful exhibition Power Cloths of the Commonwealth, was Australia's only cultural representation at the XIX Commonwealth Games in Delhi.
Held from 25 September to 20 October 2010, the successful exhibition showcased key historical and contemporary works from around the Commonwealth, many of which have not been previously on public display.
Power Cloths of the Commonwealth was opened by the Hon. Speaker of the Lok Sabha (Parliament) Shrimati Meira Kumar on 26 September 2010 at
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
2.2 The purpose of this activity For these short video extracts we have chosen to focus on two main viewpoints. Try not to look beyond the outline of the debate, for we are not expecting you to come to a conclusion about who is right and who is wrong – the issues are far too intricate for that. All you need to do is to recognise what the issues are and to be able to identify what arguments each side puts forward in support of its case. The key skill being developed is identifying the arguments used by various individ
2.1.2 Note taking The first important point to make is that note taking is more than a process of summarising everything that you see; it must be an active process of engaging with the material and thinking it through for yourself. In the video, the multidimensional nature of the visual images and the stories they convey means that you will not be able to take in everything on first viewing. The reason we chose to present the material on video was, in order for you to revisit the material and think about it in
2.1.1 Preparation
Prepare to watch the video in just the same way as you would prepare to study written material. You will need to have a suitable environment in which you should be relatively undisturbed and able to concentrate for the full length of each video extract. You will need to be able to take some notes as you watch – it is easy to forget the key points if you leave note taking until the video is finished, and it will be important to record your immediate reactions to some of the images.
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2.1 Learning from video footage You might think that learning from audio-visual sources is very different from learning from written sources yet, somewhat surprisingly, it is much the same. This section of the unit will help you to think about how you can turn the very familiar, but usually passive, process of watching a video into the active process of learning. Watching the video will involve the skills of engaging with the material and making sense of it for yourself, just as if it were written materials. The advantage o
1.6 Defining global markets Global markets for manufactured goods, as opposed to, say, primary commodities such as oil and timber, arose largely in the second half of the twentieth century as trade between countries intensified. The lowering of transport costs and the relative fall in trade barriers enabled firms in one country to com 1.5 Offshore fragments of industry: a pro-market standpoint From a pro-market standpoint, global market forces and the competitive pressures that they generate leave businesses with no choice but to take advantage of lower labour costs elsewhere. In the textile business or the toy business, lower wage costs are the key to profitability; if your competitors find a cheaper labour source, you either follow their example or go out of business. It is not, so the argument runs, because managers lack integrity or compassion that there are now more manufactur 1.4 Offshore fragments of industry: the negative standpoint Nike Inc., the US sportswear firm, did in fact take the lead in organising its overseas manufacturing business on a subcontracting basis (Donaghu and Barff, 1990). Early on in the 1970s, it established a web of contractual relationships (or partnerships, as it preferred to call them), with factories in Taiwan and South Korea, to produce its branded footwear. Of these factories, the big-volume producers among them were also contracted to other Western firms to produce a range of footwear. Nike 1.3 Activity 1 Before you read on, I would like you to dwell for just a moment on the significance of this shift from direct investment by Western firms to the establishment of subcontracting ties with overseas partners. Aside from 1.2 Offshore fragments of industry The rise of global factories in the 1970s owed much to the rapid improvement in transport and communications technologies which took place at that time and which made it possible to keep in touch with, and control, production processes in different parts of the world. Just as significant was the fragmentation of industrial production whereby parts of the manufacturing process could be relocated over vast distances. Sewing in garment and footwear production, for instance, was among the 1.1 Introduction Looking back over the 1970s, it is perhaps hard now to appreciate just how dramatic were the changes to the global map of industry taking place at that time. As more and more of the world's industry shifted from the affluent nations to the poorer, less developed countries in search of a cheaper labour force, the global economic map had to be redrawn to take account of the borders crossed and the distances traversed by firms from wealthier countries seeking to generate higher profits by reloca Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions: 6 Further resources Gilleard and Higgs (2000) more fully develop some of the ideas explored by Giddens (1994) in their useful and comprehensive introduction to post-structural readings of older age. Elder's (1977) life history account offers compelling insights into the intersections of class and gender through a socialist lens, and represents an early and interesting example of the life history and biographical method. Chamberlayne et al. (2000) provide comprehensive and thoughtful insights into biographical me 5 Conclusion As we have seen, pensions are both inherently personal and political. Pensions and other social policies are heavily implicated in shaping the way older people experience their personal lives, and the way in which these personal lives have become constructed as ‘other’. Providing a means by which older lives could be ‘divided up’ and divided out of the domain of paid employment, and reconstituted through the arena of public and private welfare, this process is also informed 4.3 Reconstituting older people's personal lives in uncertain times The multiplicity of different ‘work-endings’ at the close of the twentieth century, combined with the increasing mobilisation of older people through pensioner and ‘third age’ movements, effectively destabilised the institution of retirement and the associated orthodoxy that older age began at the age of 60 or 65 years. However, voices from within the pensioner movement were marginalised in the process of reconstitution that ensued. A neo-liberal redrawing of th 4.2 Moving towards greater equality in older age? Old Labour, pension reform and the continuity of a The mid 1970s heralded a period in which the Labour Government introduced a series of reforms in the pension arena that potentially promised a more secure retirement for older, working-class people. Stripping away some of the patriarchal assumptions that had informed the Beveridgean settlement, the 1975 Social Security Pensions Act promised particular benefits for women and other low-paid workers. For example, the dual aspects of many women's lives – involving both unpaid and paid work – 4.1 Introduction The 1970s marked a period in which the cessation of the ‘normal’ period of full-time employment at 60 or 65 years had become the accepted orthodoxy. The personal lives of older people had thus become constituted outside the domain of paid employment and within the arena of public and private welfare. As we illustrated in the preceding section, pensions, organised around fixed ages of retirement based on chronological measurements of age, played a crucial role in this process. Further 3.3 Beveridge and the move towards a ‘species of universalism’ The 1942 Beveridge Report laid the foundations for the 1946 National Insurance Act and the creation of the welfare state. This represented a central plank of the post Second World War reconstruction. State pensions were viewed as offering a basic minimum income to old people, thereby constituting them as part of the nation's social citizenry. However, cultural and economic imperatives privileging the needs of the young over those of the old meant older people's citizenship rights were in real
Activity 1
