References 1.3.2 Summary The shifting character of European geographical boundaries is illustrated by Turkey and the other twelve countries from Central and Eastern Europe which are currently negotiating access to the EU. The boundaries of Europe change depending on whether Europe is defined in terms of institutional structures, historical geography or observed patterns of social, economic and political interaction. Introduction The problem of who, or what, are ‘Europeans’ is at the centre of many of the most acute political and social issues confronting contemporary Europe. Can a genuine European identity be constructed within Europe, and if so on what basis? This question is of even greater importance as the European Union expands and becomes ever more multicultural in character. This course examines the ways in which European identities are – or are not – being forged across Europe. It assesses the variou 1.3.1 Discourse is constitutive First we'll focus on Diana's utterances as a form of description. She is describing some events in the world and people's reactions to those. Social scientists deal with descriptions of this kind all the time. They are basic data. But what do we do with them? One way to respond is to move to judgements about adequacy and accuracy. Is this objective data? Is Diana telling it how it was? Would we want other sources of information about what really happened? Social science is made up of these ki 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 course 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 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 Acknowledgements Grateful acknowledgement is made to the following sources for permission to reproduce material in this course: The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions. These extracts are taken from DD208 © 2008 The Open University. Course image: Michelle in Flickr Learning outcomes After studying this course, you should be able to: demonstrate a knowledge and understanding of the complex and different ways in which questions of social justice and inequality come to be seen in terms of the deficient behaviour of different populations Understand how certain groups of people and places come to be identified as ‘problematic’ and how social welfare and crime concerns intersect in the management of these populations demonstrate 4.2 Introducing surveillance The videos in this section will introduce you to surveillance as an idea and a practice. The main theme of these videos is how surveillance can be viewed as double-edged: it has both protective and disciplinary aspects to it. This double-edged nature of surveillance is explored through a case study of a shopping mall – the White Rose Centre on the outskirts of Leeds. You will come across a range of different evidence, including interviews with an academic, a policymaker and different users 2 Note taking from an audio visual text The first important point to make is that note taking is more than a process of summarising everything that you see; it must be an active process of engaging with the material and thinking it through for yourself. In the videos, the multidimensional nature of the visual images and the stories they convey means that you will not be able to take in everything on first viewing. The videos allow us to present visual as well as audio information and in a form that makes it easier for you to revisi Learning outcomes After studying this course, you should be able to: understand what we mean by the entanglements of social welfare and crime control, by exploring the tensions and relations between ‘watching over’ and watching out for’ understand policy responses and their relevance to the course identify different kinds of evidence – in particular, visual evidence and interview evidence demonstrate a development of skills in ICT, including h Keep on learning   There are more than 800 courses on OpenLearn for you to 8.3 Entities Here is the definition of an entity. An entity represents a thing that has meaning in a given context and about which there is a need to record data. A data model is not concerned with the individual entities. Instead, it describes particular types of entity. For example, all students are represented by the same types of data (student identifier, name, whether or not registere 5 Effective use of information technology The purpose of this course is for you to create a portfolio of your work to represent you as an effective user of information technology (IT) within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your IT skills. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall. Using information technology skil 9 Notes to help you complete your assessment To complete your assessment portfolio, include a contents page to show what evidence you have included for each part. An example of a suitable format for the contents page is shown in Figure 1 above. Click here to view Figure 1 (PDF, 1 page, 0.1MB) Although the requirements of Parts A and B are listed separately you should think of 8.3 Synthesis of information The synthesis needs to show you can: evaluate and synthesise information and present sources correctly; identify the various arguments and present your interpretation in a way that brings together information in a coherent way; prepare an oral presentation for delivery and be prepared to lead a discussion of it. Your presentation and discussion needs to show you can: 7.3 Monitoring your progress Present a reflective commentary that makes reference to your notes/records and includes: What you did in obtaining information from a variety of sources to achieve your goals and for your work for Part B; for example, a library search, other search strategies including the internet, discussions and e-conferences, course books, manuals, textbooks, workshops and tutorials. Keep an accurate list of the sources and describe which information was mo 1 2.5 Reading a chart Diagrams are a common graphical way of representing information. Processes and ideas can often be summarised more effectively in diagrammatic form than in words. As a learner you need to be comfortable with reading graphical information. You also need to learn how to read diagrams in the sense of extracting information from them and interpreting what they mean. A chart is a type of diagram used to summarise large amounts of numerical information in a graphical form. Charts also pr Introduction One of the most fascinating and productive ways of using your computer for study is connecting to the internet to access the extensive amount of information available on the web. Such a diverse range of material brings its own challenges. It's therefore useful to know how to search effectively. Have a look at our Web Guide (accessed 8 November 2006). The BBC's Webwise online course (accessed 8 November 2006) will also help you become a confident web user. This The benefits of conferencing There are a number of reasons why you should put time and effort into conferencing: You get support when you need it (in exchange for giving support to others). You have a richer vein of experience to draw on, because you can pool examples, references and ideas. A group can often produce better work than an individual. One person might put forward a thought or idea, often not completely formed or finished. Someone els
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Ashcroft, S. and Timms, N. (1992) What Europe Thinks, Aldershot, Dartmouth.
Baker, S. (2001) ‘Environmental governance in the EU’ in Thompson, G. (ed.) Governing the European Economy, London, Sage/The Open University.
Bauer, M. and Bertin-Mourot, B. (1999) ‘National models for making and legitimating elites’, European Societies, vol.1, no.1, pp.9â€
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