3.1 Introduction As well as looking at the behaviour of firms and the industries and markets to which they belong, economists also engage in a different style of inquiry, thinking about what economic change means for the lives of the people involved. Once again there is a variety of interpretations and different ideas but this time they concern the desirability of economic change. What benefits does the ‘new economy’ bring and what costs, or negative effects, does it impose on people? In analysing these b
2.5 Looking ahead: understanding economic change Section 2 has looked at different ways of understanding the new economy, of understanding what is actually happening. Look back over the different understandings of the new economy. Is there really a new economy – ju 1 What is the ‘new economy’ 10 p.m. Friday evening Sunil, in India, has just received an email from Claire in Brighton, England, who runs a micro enterprise from her front room, clarifying details of some programming she has just subcontracted. Tom is at a wine bar celebrating news of a £1 million investment of venture capital in his company. Stephen has just begun the night shift in a call centre. Joyce has just left her cleaning job, one of three jobs she currently holds. She is also a Introduction This unit considers four ways in which some social scientists have claimed that there might be a ‘new economy’ coming in to being: the switch from manufacturing to services, globalisation, new technology and flexible labour markets. The good and bad points of economic change, its benefits and costs, are discussed. For example, what does it mean for people trying desparately to balnace the urgent demands of work and life? This unit is an adapted extract from the course Author(s): Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. This extract is taken from D315: Crime, order and social control, produced by the BBC on behalf of the Open University. © 2007 The Open University. Learning outcomes On completion of this unit, you should be able to: give examples of racial violence from a European perspective. Acknowledgements This unit is subject to Creative Commons licence (attribution, non commercial, non derivative). For copyright reasons any third party materials must not be used in isolation from the unit or for any other purpose. Acknowledgements must always accompany use of unit. Any adverts contained in this unit are for the purposes of academic analysis only and do not represen 5 Celebrities and newsworthiness Celebrity has become one of the principal ways in which information is disseminated, including information about such apparently different fields as entertainment and politics. Even health advice is provided through stories about celebrities’ encounters with illness and their recoveries. For example, on the back of the announcement of Kylie Minogue's breast cancer treatment, the press were full of breast cancer reports and personal stories all of which began with a reference to Kylie. This 3.1 Categorising texts: introduction Whether we are producing, analysing or consuming texts, one of the principal ways in which we make them meaningful is by considering what type of text we are dealing with. This helps to identify appropriate codes so we do not try to make meanings by calling on unsuitable frames of reference by, for example, analysing the items in a gossip magazine as if they had been subject to exhaustive checking for verifiable facts. There are many ways to categorise texts, a few of which are examined next. 2.3 The representation of ‘celebrity’ We have already seen the way in which texts gain meaning from other texts by the operation of contrast, but multiple texts are useful to the textual analyst in another way. Looking at a large number of texts dealing with the same subject – celebrity – enables us to detect common themes and narratives (stories), to the extent that with enough repetition we become able to talk about the representation of that subject. Working through a large number of texts about celebrities, we beco Introduction This unit is concerned with the very things that we, as ordinary people, talk about as a consequence of listening to radio, watching television or reading newspapers and magazines: the programmes and articles that constitute media output. We examine the everyday evidence of celebrity activity – what academic media analysts call ‘texts’. Texts are socially constructed assemblages of items such as spoken or written words, or pictures. This unit is subject to Author(s): Learning outcomes After studying this unit you should be able: describe New Labour's approach to Welfare Reconstruction. 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 2.0 Licence This extract is taken from D315: Crime, order and social control, produced by the BBC on behalf of the Open University. Acknowledgements 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. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): 6.7 What about alternatives to secession? We have seen that in principle there are alternatives: cultural autonomy or a form of federalism. There are alternative ways to recognise 'national' identity apart from secession. One conclusion to arise from this discussion of secession is that we are not cast adrift without any general principles or guidelines. We have also seen how the complexities of the real political world impinge upon poli 5.2 ‘The prioritisation of a particular group – the nation – as a key constitut No particular form of articulating the nation is required by the formulation of this first element; the nation might be ‘imagined’ or ‘constructed’ as homogenous or as pluralistic and diverse, for example. However nationhood is imagined, though, it will invariably involve some form of suppression of alternative ways of classifying peoples. Consider that for most of us there are linguistic, class, ethnic, location, gender, religious and other aspects to our identities. If nation 1 Preface Political theorists – classic writers such as Hobbes and Rousseau but contemporary ones too – have often assumed a neat fit between this government and that territory and its population, as if the fit between the two were somehow natural or timeless. Reality is always messier than that, of course. Countries, or nation-states, are in part constructed entities or communities – political units that are consciously demarcated and separated from others. As Guibernau comments, â Learning outcomes After studying this unit you should be able to: grasp the concepts of nation, nationalism and self-determination; have a better understanding of the role they play in current political disputes; think about the problem of how to take democratic decisions about secession; relate political theory to political practice more rigorously; take a more informed and active part in debates about national and international politic Summary We discussed forms of data and processes relevant to an electronic till in a supermarket. In particular, we introduced the idea of a sequence of data items. A number of fundamental forms of data were introduced. We distinguished two types of number: integers (positive or negative whole numbers, or 0), and real numbers (thought of as decimal numbers and approximated in computers as floating point numbers). Characters may be thought of as sym 7.2 Adding 2's complement integers The leftmost bit at the start of a 2's complement integer (which represents the presence or absence of the weighting −128) is treated in just the same way as all the other bits in the integers. So the rules given at the start of Section 7.1 for adding unsigned integers can be used.
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