4 The celebrity persona and the celebrity text It has been emphasised that we can only know stars through media texts (Dyer, 1998) and this can be extended to seeing celebrities themselves as texts, though for celebrities of any longevity we would certainly have to consider them as large, complex and modulating ones. This section will look at how we might go about reading such a text. There is a distinction between the ‘real’ person and a persona presented in the public arena. One pervasive feature of the ‘large celebrity text’ is
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.
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.
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.
7.3 Summary of Section 7 The historian Linda Colley locates the birth of ‘Britain’ after 1707. She mentions three main factors that contributed to establishing the British nation: war, religion and the prospect of material advantage. The creation of the UK was not free from conflict, resistance, war and military intervention. The British Empire generated a unique opportunity for most UK nations to participate and enjoy some of the benefits it b
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
5.3.1 Investment in education and training Human capital theory has been used to show how investments in education and training lead to higher levels of earning. One reason why education and training are referred to as investments is because their benefits accrue over time and because training early in a career leads to higher earnings over the rest of an individual's working life. An important consideration, therefore, in the decision about whether to invest in additional human capital is the potential length of working life over whi
1.1 Abbreviations used within this unit While reading this subject you may come across the following abbreviations.
AAL – ATM adaptation layer
API – application program interface
ARP – address resolution protocol
ATM – asynchronous transfer mode
B-ISDN – broadband ISDN
CLP – cell loss priority
DNS – domain name system
FTP – file transfer protocol
HTTP – hypertext transfer protocol
5.5.5 Summary In this section I've briefly considered the very contentious question of what digital representations mean, but this debate must be left to another course. I have also described some of the devices that take digital information back into the analogue world of sight and sound, presenting it in a form that is meaningful to human eyes and ears.
18.1 Introduction Most supermarkets now have an online ICT system which allows customers to select and purchase goods from the supermarket's website. Goods are then delivered to the customer's home. Buying and selling things using the internet is known as ‘electronic commerce’, often shortened to e-commerce.
1.5.1 Different types of moving image On paper, you can show movement by a series of diagrams each with a very small change. Figure 9 illustrates such a scenario. This has its uses, as it allows the process to be studied very carefully. 1.3.3 Choosing colours with the right connotations When you use a colour, you should think about what it is likely to mean to the people who look at it, as colours can have different connotations. Colours can even make people feel different. For example, pink has been shown to have a calming effect on emotionally disturbed people. These connotations are partly cultural, so you may find they do not ring true for you if you are a member of a non-western culture, such as Chinese or Indian. For example, in western culture, red is often used 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 6.2.2 Threats and vulnerabilities A hacker who threatens your organisation's information assets is taking advantage of vulnerabilities in the media and systems which handle them. Vulnerabilities and threats clearly go hand-in-hand: each threat is directed at a vulnerability. The relationship between information assets, threats, vulnerabilities and existing defences is illustrated in Author(s): 7.4 Understanding RFID tags An RFID tag consists of a microchip and an antenna and some kind of encapsulation, such as epoxy resin, to bind the two together and protect them. Tags come in a variety of shapes and sizes (Figure 20), and are generally one of two main types: active or passive. You 4.7 WiFi data rates and operating range Just as for Ethernet, developments in technology have increased the achievable data rates since the first WiFi standard was developed in 1997. At the time of writing, the latest WiFi standard to be published – IEEE 802.11g – defines a data rate of 54 Mbps.
Activity 17: exploratory
