1.2.1 Boundaries and terminology

In another context Shakespeare asked, ‘What's in a name?’, and suggested by way of an answer that a rose may smell as sweet whatever it is called. In the context of social boundaries, however, the language used is actually very important in determining ‘who's in’ and ‘who's out’.

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8.3.6 Deep silicon etching

MEMS structures often require etching to a much greater depth than is needed for microelectronics. A rate of 1–2 μm min−1 may be quite sufficient for making transistors less than 1 mm deep, but to etch through 600 mm of silicon to form an accelerometer would take all day. The advent of MEMS and wafer-level packaging applications, therefore, brought a need for yet faster anisotropic etches, requiring advances both in the process and in the etching equipment.

Capacitive co
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8 Part 1: 7 Key points of Part 1

You can experience this free course as it was originally designed on OpenLearn, the home of free learning from The Open University: Author(s): The Open University

Introducing the philosophy of religion
In this free course, Introducing the philosophy of religion, Timothy Chappell, Professor of Philosophy, asks what the words 'God' and 'religion' mean, and what it means to ask philosophical questions about them. First published on Mon, 01 Jul 2019 as Author(s): Creator not set

5.2 The ‘answer’ in your dictionary

Exercise 9

Please now look at the definition of ‘religion’ given in a dictionary. We have used the Concise Oxford Dictionary definition for this exercise.

  1. Do you think that the
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5.1 ‘Religion’ and ‘the religions’: two new notions

I want to begin our closer discussion of the question ‘what is religion?’ by looking briefly at the history of the use and meaning of the term. You may be surprised to find how recently the word ‘religion’ has taken on the meanings attached to it today.

Contemporary scholars of religion emphasise not merely the cultural breadth but also the antiquity of religious activity. Yet, the term ‘religion’ as we understand it today is very much a Western concept.

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4.4 Religion and social policy

Understanding religious beliefs and practices and what we mean by ‘religion’ is not merely of academic interest. It is often bound up with social policy and so relates to the rights and privileges of individuals. In Britain, for example, the Church of Scientology has not been allowed to register its centr
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4.3 The changing face of belief

The religious life of post-war Britain has become more varied, although Christianity in different forms remains the most influential religion. Yet, the influence of Christianity over British institutions has declined greatly over the last century and a half, although both England and Scotland still retain Established Author(s): The Open University

3.2 Assumptions

We are beginning to see that many of the assumptions we hold about the characteristics of ‘religion’ are given to us by the society we live in or by our immediate community, which for some people may be a religious community. Don't lose sight of your assumptions about religion. At this point, it may be that you have not thought much about them before, or you may be personally hostile to religion, or be approaching this course from the standpoint of a very specific, personal religious conv
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3.1 Everyday perceptions

So, how do we recognise ‘religion’ when we encounter it? You can answer this from your own experience.

Exercise 2

Imagine walking through a town or village centre that you know well and think about the signs of
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3.1 Terminology used during the ‘Final Solution’

The doctors and administrators charged with murdering ‘incurables’ were the ‘Public Ambulance Service Ltd’ (Gemeinnützige Krankentransport GmbH); the motorised death squads which first went into action in Poland in 1939 were ‘task forces’ (Einsatzgruppen); the massacre of nearly 34,000 Jews in the ravine of Babi-Yar after the capture of Kiev in September 1941 was a ‘major operation’ (Gross-Aktiori). People identified for extermination in official Nazi doc
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Acknowledgements

This course was written by Dr Angus Calder

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence

Grateful acknowledgement and thanks are mad
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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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Conclusion

This free course provided an introduction to studying the arts and humanities. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.


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2.2 Personal contact

Remember that although the city was important to him the emperor did not have to pass all his time in Rome, and many emperors visited other parts of the empire. Such mobility was often associated with military campaigns. For instance, there were a significant number of campaigns undertaken during the reign of Augustus, and these were generally headed by the emperor or members of his family. Emperors such as Gaius, Claudius, Domitian, Trajan and Marcus Aurelius also campaigned on the edges of
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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
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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
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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
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2.1 How do we use maps?

Reading about maps, I have been struck by the number of times that the idea of ‘maps as part of our everyday experience’ has been mentioned. In fact, I was thinking about it recently, when I was preparing to travel from Belfast to London. I left home with a mental map of my journey to the airport – but on the way I found that the road was blocked by a burst water main. ‘Plan B’ was to consult my local road map for the quickest alternative and, in doing so, I wondered i
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1.1 What makes a map?

Map 1
Map 1 The Millennium Dome in Greenwich, one of 56,000 photographs taken for the Mill
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