2.1 Background and historical overview As we saw in Section 1, everyday talk, public discourse and political debates sometimes treat the concepts of ‘welfare’ and ‘work’ as separate spheres of activity, or even binary opposites: welfare or work. This can occur in different ways, for example: an explicit connection
Introduction This unit is an adapted extract from the course Personal lives and social policy
(DD305)
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 by differe
4.3.2 Network externalities and increasing returns to scale The reader should ask herself the following question: Would I subscribe to a telephone service knowing that nobody else subscribes to a telephone service? The answer should be: Of course not! What use will anyone have from having a telephone when there is no one to talk to? (Shy, 2001, p. 3) The uncertainty surrounding production in the introductory phase, which places such importance on
5 Conclusion This chapter has enabled you to think about the essential role of technological change in determining economy-wide growth and the growth of firms and industries. We have seen that many issues surrounding the new economy are really issues around the dynamics of technological change: rapid increases in productivity, the emergence of many small firms, new products and new processes, and so on. The main lesson of the unit has been to provide a historical perspective to the introduction of new tec
3.3 A summary I have shown that, while IT has no doubt had an impact on productivity, it is not clear whether this goes beyond the IT-producing sector, or whether the gains will outlast the boom period of the business cycle. With so much debate, whom should we believe? Perhaps, as is often the case, the truth lies somewhere in the middle. The optimistic view highlights the way that IT has transformed society, and how this transformation has in many instances led to growth through the productivity-enhancing
2.1 Industrial revolutions and technological change In this section I shall look at the way that technological innovations in previous eras, such as the invention of electricity in the early 1900s, radically affected the way society organised production and at how these changes spurred general economic growth. In many instances, the changes were so large that they defined an entire period, just as the rise of information technologies has led some to call the current era the ‘information age’. The way that technological change can fun
Introduction This unit will help you identify the value and best ways of note taking. It is based on listening to an audio file that contains a discussion between teaching team members of D218 Social Policy: Welfare, Power and Diversity, a current Open University course. It was originally 23 minutes in length and was recorded in 1998. This material is from our archive and is an adapted extract from Social policy: Welfare power and diversity (D218) which is no longer taught by The Open
1.5.1 Why is it important to be organised? 87% of items that are filed into a filing cabinet are never looked at again. STANFORD UNIVERSITY
In 2010, the world’s digital information output was estimated to pass 1.2 zettabytes. A zettabyte is a new term which equals a thousand billion gigabytes. A new blog is created every second. TECHNORATI
10% of salary costs are wasted as employees search for information to complete tasks.
1.4.1 PROMPT There is so much information available on the Internet on every topic imaginable. But how do you know if it is any good? And if you find a lot more information than you really need, how do you decide what to keep and who to discard? In this section we are going to introduce a simple checklist to help you to judge the quality of the information you find. Before we do this, spend a few minutes thinking about what is meant by information quality. 1.3.10 Choosing the right tool for the job Before searching it is always a good idea to check what the source you have chosen covers to make sure it will unearth information that matches your search need (you will notice that all the resources we’ve covered in this guide have short descriptions to enable you to decide which to use). Some of the decision makers, depending on the context of your search might be: Does it have full text? Does it cover the right subject? Learning outcomes By the end of this unit you should be able to: identify various techniques that can be used to analyse media text; give examples of how celebrity activity is represented in the media; define specific media terms such as genre and tabloidisation; understand the term celebrity in relation to its representation in the media. Introduction This material is from our archive and is an adapted extract from Crime, order and social control (D315) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in this subject area. Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. This extract is taken from D218: Social policy: welfare, power and diversity, produced by the BBC on behalf of the Open University. © 2007 The Open University. Dominik Golenia: [Details correct as of 13th December 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 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. 2.4 Northern Ireland Ireland was long considered a de facto province of England, a colonial possession dominated politically and militarily by its more powerful neighbour to the east. The English divided Ireland into counties for administrative purposes, introduced English law and established a Parliament in England and Ireland in 1297, within which only the Anglo-Irish were represented. By the fourteenth century Irish discrimination by the English had prompted widespread protests, which had resulted in a revival Introduction This unit, which contains material from the current Open University second level Politics course DD203 Power, Equality and Dissent, is pitched at the intermediate level. It should take you about 8 hours to study if you attempt the recommended exercises and make summary notes of its key points. Doing so will allow you to practise the crucial academic skill of summary and précis – extracting the gist of an argument – which will be of particular help if you go on to study in related 6 Conclusion The major thematic contrasts of European development in terms of unity and diversity, and conflict and consensus, thus persist at the beginning of the twenty-first century, although aspects of unity and consensus had tended to prevail following the relaunching of the European project after 1945. Although this represented something of a break with tradition for modern Europe, it was by no means clear that this represented a full-scale transformation or pointed to the emergence of a Europe that 7 The PDCA cycle In Section 5 you were introduced to the nine-stage ISMS planning process advocated by the Standard. You have also, in Sections 5 and 6, looked in some detail at some of these stages – those comprising the ISMS documentation and asset identification tasks. However, an ISMS must not only be planned, it must also be implemented, operated, monitored, reviewed, maintained and improved. Part 2 of the Standard provides guidance on these processes, which it suggests should be undertaken follo
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