1 Access to healthcare, 1880–1930 The late nineteenth and early twentieth centuries have often been described as a period of progress, when the poorer classes gained access to a whole range of medical services previously reserved for the wealthy. In the past, this opening up of care was largely attributed to the state. Across Europe, central and local governments created health insurance schemes and new welfare services to provide the poor with access to care, from general practitioners (GPs) to outpatient and hospital care,
Learning outcomes After studying this unit, you should be able to do the following: describe the wide range of methods of promoting health, preventing disease and providing care that were available to patients of different social groups and classes; be aware of the inequalities of services – in terms of both quality of care and access to different services – open to different social groups and classes; assess the significance of the roles of central and local gov
1 The market context There is no other proposition in economics which has more solid empirical evidence supporting it than the Efficient Markets Hypothesis. (Jensen, 1978) I'd be a bum on the streets with a tin cup if the markets were efficient. (Warren Buffett, attrib.) Introduction In this unit, we explore some aspects of bringing a complex project to completion. There are a number of things to consider in the final stages of a project. It is very important to ensure that the goals of the project have been achieved, and that all the outcomes and deliverables have been handed over to the sponsor (or that any discrepancies have been addressed). Handover can involve different types of presentation for different types of outcome. There may be a physical object to handover, 1.6.1 Introduction Of course, there is another problem hovering in the background in respect to the Euro's international role: namely that of the enlargement of the EU. In the light of the analysis so far two areas are picked out here: monetary implications and fiscal policy implications. These are obviously closely related. Both of these raise questions about the costs involved for the new members and those set to join somewhere down the line. We concentrate on the monetary issue of joining the Euro-zone first 1.5.2 Consequences of introducing the Euro into the international system The jump in the Euro as currency of choice for bond denomination in 1999 in part reflects the advent of the Euro as a common currency across the Euro-zone. But is has also encouraged those countries in the EU who are not in the Euro-zone, or those not in the EU at all, to borrow in Euros as well. The point about the consolidation and integration of the Euro bond market discussed in Author(s): 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 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 6.1 ‘Maybe you can look, but you cannot touch’: asylum and restricting access to welfa So far we have considered meanings of citizenship in terms of legal status, national identity and belonging. In this section we want to explore it in terms of ‘access to welfare’, recognising that people who flee from their country of origin are likely to require assistance and support when they arrive. There is a long history of the state linking controls on access to welfare and control of migration since the 1905 Aliens Act (Lewis, 2003). 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 2.2 Diversity between states To attempt more precise definitions would run the risk of arbitrarily excluding many of the phenomena we need to address. In fact the intentionally loose, multifaceted nature of these definitions reflects the reality of regional diversity, which has many dimensions. The differences start with the states which in practical political terms largely define regions, for they are themselves very different in area and population size, in economic strength, in cultural homogeneity or heterogeneity, a 1.1 They think it's all over They think it's all over … it is now! (Kenneth Wolstenholme, 1966) This is one of those iconic sporting media moments. It happened a long time ago, when Geoff Hurst's third goal in the dying seconds of extra time clinched England's 4–2 win over Germany in the 1966 football World Cup final. People who were not even born, let alone at Wembley or watching the game on television, still reco 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. withonef [Details correct as of 7th December 2007] Introduction This unit focuses on the images of Glasgow and was first presented as a TV programme in 1993. It is not about Glasgow as such; it is about Glasgow's image. Images are representations of places: they are constructed and contested; images also represent multiple identities, uniqueness of place, interdependencies. There are many different ways of interpreting and representing the character and identity of a place – many different geographical imaginations. Identities of places ar Acknowledgements The material below is contained in chapter 1 of Economics and Economic Change Microeconomics (2006) (eds) Graham Dawson, Maureen Mackintosh and Paul Anand which is published by Pearson Education Limited in association with The Open University. Copyright © The Open University The material acknowledged below is Proprietary and not subject to Creative Commons Licence and used under licence (see terms and conditions). Grate 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 The ‘why’ and ‘what’ of educational leadership and management 4 Structure of the assessment units This key skills assessment unit does not have specific questions with word limits and no statements indicating you include, say, an essay or a report. Instead, as you tackle the unit you need to ask yourself ‘Which pieces of work show my skills and capabilities to best advantage?’ When you have identified and selected evidence of your skills, you must then relate this evidence directly to the criteria. This method of building a portfolio is based not on providing right or wrong answ 3.1.3 How do I design a table? As a student, you are likely to present data in a table after you have carried out an investigation, particularly when you are writing up the report. Some courses include a small-scale project and this is likely to be the point at which knowledge of how to design a table will be useful. The following steps form a reliable guide. Collect the data. In the case of a project, you are likely to collect the data yourself, possibly from other written 3.1 What is a table? A table should provide a clear summary record of a collection of data. Tables have a number of columns and rows, depending on the amount of data and the detail shown. Tables are a very common way of putting information across to people, so common that we probably don't notice that they are there most of the time. On the other hand, they can look quite formidable when there is a lot of information presented at once, and finding your way around them can be hard. To be easy to read, all ta
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This unit introduces you to researching educational leadership and management and how undertaking research can contribute to both good practice and the building of leadership capacity. First published on Thu, 14 Jun 2012 as Author(s):
