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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.


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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.


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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
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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.


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11.404 Session 03 - Housing Finance
Session 3 - Housing Finance
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Raider Red Spreads Spirit and Love
January 21 is National Hugging Day, and Raider Red wanted to spread the love to everyone at Texas Tech University.
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8 Summary

In this unit you have learned about the difference between the analogue world we inhabit and the digital world of the computer.

I've described how features of our world can ‘cross the boundary’ and be represented or modelled in the digital world, and then brought back across the boundary to us.

More excitingly, computer programs that manipulate digital representations of our world enable us to:

  • simulate physical and social processes;
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7.1 Adding unsigned integers

Study note: You may like to have the Numeracy Resource (attached below) to hand as you study Section 7. It offers extra practice with the manipulations, and you may find this useful.

Please click on the 'View document' link below to read the Reference Manual.

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17.2 The checkout terminal

The first computer block represents the checkout terminal. The processes at the checkout (receiving, storing, retrieving, manipulating and sending data to the user), are the same as I described earlier. However, the checkout terminal also sends data via the supermarket's network.


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4.2.1 First computer (your computer)

In the block diagram, the computer receives data from the user and sends it into the network. It will manipulate and also store and retrieve data.

If you send a message to a FirstClass conference, your computer receives the message from you as data via the keyboard. The computer manipulates the data into a form that can be sent into the network, in this case the internet via your internet service provider (ISP). Your computer will also store or retrieve relevant data, such as details of
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10.2 Ports

On the outside of a computer you will see a number of connection points that look like sockets. These sockets are known as ports and they provide connections between the computer and external devices such as a digital camera or printer. Ports control the flow of data between the computer and these devices, ensuring that data is sent and received quickly and reliably.

Modern ICT devices require increasingly large amounts of data to be sent between the computer and the devices. The
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10.1 Introduction

A stand-alone computer receives data from a user by means of input devices. The two most commonly used input devices are the keyboard and the mouse. A computer sends data to a user by means of output devices. Data may be output via devices such as a screen or a printer.

There are many different ways of getting data into a computer. For example, a scanner converts images and texts into a format that can be processed by the computer and displayed on screen. Devices such as t
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4.1 Introduction

I'll now look at what these components do in the communication system, using the mobile phone system as an example.


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3.2 Looking into the 'means of conveying a message'

The diagram in Figure 6 shows that, for communication to take place, there needs to be some means of conveying the message between the sender and the recipient. I am now going to look at the essential components of ‘means of conveying a message’. In other words, I shall treat ‘m
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3.1 Introduction

Generally, when we talk about communication between humans, we mean one person conveying information to another person. Figure 6 shows a basic model, or representation, of a communication system for getting a message from the sender to the recipient. The diagram shows the sender (User
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1.6.2 Different types of sound

Sounds come in four categories.

  • Sound effects. Many UIs contain a range of warning beeps and reassuring sounds confirming that operations have been completed. These can include naturalistic sounds, such as the sound of a piece of screwed-up paper dropping into a waste paper basket.

  • Music. Many composers use computer systems to compose music, and programs such as games make extensive use of music. Short sequences of mus
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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
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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): The Open University

4.3.1 Confidentiality, integrity and availability

To preserve the value of an information asset, an organisation needs to sustain simultaneously its scarcity and its shareability within their respective regions. This is the critical high-level information security goal for any information asset; it is the entire rationale of an information security management system.

To maintain the security of an information asset, an organisation must:

  • either make the information asset unavailable in i
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Genealogical resources

This page has links to a number of useful resources on genealogy and family history that may of help to you if you wish to research your family tree. Some of these resources are free to use; others are subscription services, although many of these offer free access to their indexes while charging for access to records. Most of the links given here have a UK bias; many of the larger genealogical sites are international but in practice dominated by the huge interest in the USA.

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