1.1 Managing the European economy after the introduction of the Euro In many ways the introduction of the Euro both begged the question of an integrated financial system for Europe (or the Euro-zone in the first instance) and was stimulated by its own success. This success can be measured in terms of a relatively low-inflation economy and, after a shaky start, the Euro's emergence as an international currency of some repute. Thus one of the first issues to deal with in this unit is the background to the institutional changes that Economic and Monetary Union (E
Learning outcomes After studying this unit you will: appreciate the importance of the Euro-zone economy as a player in the international economic system; recognise the importance and role played by the European Central Bank in the conduct of Euro-zone monetary policy; understand the relationship between monetary policy and fiscal policy in the management of the European economy; reflect on the consequences of Euro-zone enlargement for the conduct econo
Introduction This unit focuses on key developments in the economy of the European Union (EU) since the advent of the Euro in 1999. Further, it concentrates on the challenges this has posed for economic policy formation and the governance of the EU's expanding economy. One of the central features of the post-Maastricht governance environment is the attempt to create a ‘single market in services’ for Europe. If the 1990s was the decade of the ‘single market programme’ (SMP) which concentrated on the
4.3 Summary 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
4.1 A situated practice In the previous sections we considered the challenges facing the contemporary social sciences and the issues raised by thinking of social research as a situated practice. You will already have identified the ways in which the social sciences are complicated by the problem of researchers attempting to know and understand the social world they inhabit. At this point it is useful to develop a checklist of the ways that this has affected social research practice.
3.3 Summary Social scientific inquiry, like all human practices, operates through a set of taken-for-granted assumptions and draws upon the same skills we use in everyday life. It is difficult to separate the treatment of facts in social science from deeply embedded cultural values. Social scientific knowledge is situated in two ways: historically in terms of the shared values and guidelines transmitted from previous studies in the social sciences, and socially within a specific cultu
2.3 The challenge of terminology Probably the biggest challenge that you will encounter is acquiring a command of the terms and concepts of this field of knowledge – even the words ‘philosophy’ and ‘science’ can seem off-putting. In your reading around this unit you will come into contact with a wide range of ‘-isms’, ‘-sophies’ and ‘-ologies’, some of which you may have encountered in previous studies. Actually, these terms are best seen as shorthand for groups of assumptions and ideas about the way th
2.1 The challenge of change We are living in a very complex and rapidly changing world. Social science does not exist in a vacuum: by its very nature, social scientific study directly considers those things in life which are close to our concerns as human beings – how we produce things, communicate with one another, govern ourselves, understand our varied environments, and how to solve the problems we face in the organisation of social relations and processes. The social sciences offer a way of dealing with all of the
1 What does the philosophy of the social science offer? Why study the philosophy of the social sciences? Before we can answer this question we need to ask briefly a whole series of preliminary questions, such as: Why do we study social phenomena? How do we study social phenomena? How does theory help us to deal with complex evidence? Which theory is the most appropriate? Which concepts are most useful for the task? How do
Acknowledgements The material is contained in Citizenship: Personal Lives and Social Policy (ed. Gail Lewis) 2004, published in association with The Policy Press © The Open University, 2004. This publication forms part of the Open University course DD305, Personal Lives and Social Policy. The material acknowledged below is Proprietary (see terms and conditions). This content is made available under a Author(s):
References 8.1 How is ‘knowledge’ about refugees and asylum seekers produced and reproduced? In this final section we consider ways in which ‘knowledge’ about refugees and asylum seekers is produced and reproduced through different kinds of research. 5.3. 1 What would you include in such a test? An advisory group which drew up proposals for the new ‘Life in the United Kingdom’ naturalisation test, believed that the ‘two senses of “citizenship”, as legal naturalisation and as participation in public life, should support each other. In what has long been a multicultural society, new citizens should be equipped to be active citizens’ (Home Office Immigration and Nationality Directorate, 2003, Section 2). Although they claimed that becoming British ‘does not mean assi 5.3 Legal status and belonging During the Second World War, Jewish refugees experienced great insecurity about their status, resulting in some cases in severe mental distress. Others ‘chafed at existing conditions. Indeed, most refugees felt they had become part of British Society’ (London, 2000, p. 262). Being naturalised as British citizens was for many ‘the milestone which established their settlement in Britain’ (London, 2000, p. 259). Following the 2002 Nationality, Immigration and Asylum Act, prospectiv 4.1 The context and significance of the historical moments under consideration The two historical moments we are considering were not chosen arbitrarily; they are both significant times in the overall history of people seeking asylum in the UK. Some important relationships between them give us a starting point for looking at continuities and discontinuities in both policy and experience. Firstly, Lotte and Wolja were admitted to the UK under the 1905 Aliens Act. This was the first fully implemented legal attempt to control the entry of ‘foreigners’ into the UK 1.2 What does this unit cover? This unit offers some responses to these questions by outlining the variety of regions and regionalisms, their recent growth and its causes, their development in the EU context, and different future scenarios. Section 2 attempts to define ‘region’ and ‘regionalism’ in the face of their extreme cultural, economic and political diversity. 8.2 Nationalism, self-determination and secession What makes a ‘nation’ and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own. To access this material click on the unit link below. It leads to a separate OpenLearn unit and will open in a new window. 2.2 Curriculum framework in Scotland In this unit you will find discussion of national curricula frameworks relating to Scotland, England and the Republic of Ireland. These literacy curricula vary in the details of their prescription and the level of flexibility. To access this material click on the unit link below. It leads to a separate OpenLearn unit and will open in a new window. 2.1 Overview The Scottish education system is distinctive and has a long independent history. The units within this section cover the national curriculum framework in Scotland and give examples of learning in some Scottish schools. In teachers' professional development, The Open University works with The General Teaching Council for Scotland (the independent regulatory body for the teaching profession in Scotland) to develop courses and qualifications specifically tailored to Scotland's needs, e.g.
