1.1.1 Assessing your current level of knowledge
If you explore all the resources and activities in this unit, you might need to allow between two and nine hours to complete it.
Before you read this guide, why not use the self-assessment questions on the following screens to rate your current level of knowledge? Print or save these questions and for each question, mark the most appropriate number on the scale. When you have finished, you can review your answers. A score of three or less might indicate a gap in your know
Introduction This unit will help you to identify and use information in society, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organising your
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 Grateful acknowledgement is made to the Child Poverty Action Group (CPAG) for permission to use the book which has been adapted for Op
Learning outcomes By the end of this unit you have an understanding and awareness of: the measurements of poverty in Scotland; living with poverty in Scotland; groups vulnerable to poverty in Scotland; rural poverty, community-based responses, financial exclusion, local taxation, employability and health.
Acknowledgements Grateful acknowledgement is made to the following sources for permission to use the following photographs in this unit: Figure 2 Riveter based on the cover of the exhibition catalogue for ‘Clydebuilt: The River, its Ships and its People’, organised by the Clyde Maritime Trust Ltd.; Figure 3 Glasgow Herald/Caledonian Newspapers Limited; Figure 4 Mr Happy adaptation: Mr Men and Little Miss™ and © 1995 Mrs Roger Hargreaves; (all) Courtesy: City of Glasgow; Figu
References 1.2 The hard side of Glasgow Prior to its currently projected image of dynamism, Glasgow was regarded as the place which best illustrated all that was wrong with the modern industrial city: ‘Once called the “second city of the British Empire” because of its size and industrial might, Glasgow had sunk so low that even the locals disdained it’ (Bryson, 1989). 2.3 Activity 1: Discussion Responding to the way in which the content and style of photographs are so often limited by the production and distribution processes of the mass media, Owen Logan uses digital technology to produce a new way of seeing the oil industry. As you can see, many of his pictures are made by digitally splicing separate photographs together. The effects of these montages are in part about the relationship between what is put together. For example, to me Logan's use of a photograph of an oil platform References 4.2 Questions for review and discussion 3.5 Looking ahead: economic change and human well-being There are different interpretations of the new economy and its impact on human well-being, on whether the changes sometimes labelled the ‘new economy’ are desirable or beneficial. It is time to review the benefits and costs of the new economy. 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 2.4 Information and communication technologies The new economy is much more than a shift from manufacturing to services and the increased integration of economies on a global scale. It is also strongly linked to the development of ICT, which has facilitated the development of new processes and products, especially ‘knowledge goods’ which are described below. The internet has increased the ‘connectivity’ or interconnectedness between economies by making textual communication possible in real time as well as providing a new me 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 Learning outcomes After studying this unit you should be able to: appreciate different understandings of the new economy; understand claims about the benefits and costs of the new economy. 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. 1 The politics of racial violence in Britain Paul Gordon presents a series of views about racial violence from a European perspective. The audio programme was recorded in 1995. Participants in the audio programme were: Paul Gordon member of The Runnymede Trust (race relations organisation); Liz Fekete researcher at the Institute of Race Relations (educational charity); Cathie Lloyd an academic at Warwick University; Learning outcomes On completion of this unit, you should be able to: give examples of racial violence from a European perspective. Introduction The material presented here focuses on the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995. 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 Author(s): 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
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