1.1 Overview

This course provides a gateway to over 30 other courses that have been specifically developed to have a particular relevance to Scotland.


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Acknowledgements

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Woodward, K (2004) Questioning Identity: gender, class, ethnicity, Londo
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References

Bem, S.L. (1989) ‘Genital knowledge and gender constancy in pre-school children’, Child Development, vol.60, pp. 649–62.
Beresford, P. and Croft, S. (1995) ‘It's our problem too! Challenging the exclusion of poor people form poverty discourse’, Critical Social Policy, 44–5, pp. 75–95.
Dean, H. (1992) ‘Poverty discourses and the disempowerment of t
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1.1 What is identity?

This course is about questions of identity. Identity itself seems to be about a question, ‘who am I?’ We are going to focus on three key questions in this section:

  • How are identities formed?

  • How much control do we have in shaping our own identities?

  • Are there particular uncertainties about identity in the contemporary UK?

First, we need to think a bit more about what we mean by identity.

If identi
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Family meal photographs: 1930s and 1990s

Activity 5

3.2 Looking at the family

Activity 3

2.2 Theories, documents and knowledge

Documentary evidence is often messy and inconsistent, and even where it seems to be ‘factual’ (for example in the form of official records) its precise meaning in terms of wider social processes is far from clear. There is uncertainty about what it means, as well as the representation of uncertainty and diversity in the images. In every case, the meaning of the evidence is dependent on interpretation, that is, the part of the theory we employ to understand what is going on.
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1.3 Nick Ut's 1972 Vietnam war photograph

Figure 1 Huynh Cong (Nick) Ut, 1972.
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Acknowledgements

This free course is an adapted extract from the course DD203 Power, dissent, equality, which is currently out of presentation

This chapter is taken from Living Political Ideas (eds) Geoff Andrews and Micheal Saward published in association with Edinburgh University Press (2005) as part of a series of books which forms part of the course DD203 Power, Dissent, Equality: Understanding Contemporary Politics.

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5.4 Devolution in Northern Ireland: a particular case

Devolution in Northern Ireland has been an integral part of the post-1994 peace process, which aims to share power between the two divergent communities, the Unionist-Protestant majority and the Republican-Catholic minority. All-party talks, chaired by the former US Senator George Mitchell, followed the 1997 renewal of a paramilitary ceasefire. The decommissioning of arms by paramilitary groups was made a condition of the talks, but no specific date for its accomplishment was ever given. This
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Take your teaching online
In this free course, Take your teaching online, you will gain  knowledge fundamental to delivering effective teaching online. You will hear about the experiences of real educators, be introduced to cutting edge research, and understand the ideas and tools that shape how we teach and learn online. You will also learn useful methods that will guide you to test out these new ideas in your own practice. Author(s): Creator not set

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Objectives for Section 1

After studying this section you should be able to do the following.

  • Recognise the terminology: character; string; integer; sequence; element (of a sequence); variable; identifier (of a variable); state (of a variable).

  • Use and interpret the notational conventions:

    • single inverted commas to show a character;

    • double inverted commas to show a string (sequence of characters);
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4.11.2 Scanners (again)

In Subsection 4.2.5, scanners came up as devices that can convert text into digital form. They do this by making a digital image of the page and then passing this image to an OCR system to distinguish the various characters. However, they are more often used to take images such as photographs and printed
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4.11.1 Digital still cameras and camcorders

These devices are now widely and (fairly) cheaply available. There is no film. You point your camera, take your shot and get a compressed digital image that can be transferred straight onto a computer, where it can be edited or printed. Digital still cameras usually compress their images into JPEG format and store them on a tiny, removable memory card inside the camera; the latest digital camcorders can record in MPEG format, stored on a special tape. Both devices work by means of an electron
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4.2.3 Text capture devices

Practically, how can we take text across the boundary?

SAQ 8

What are the main devices for transforming text into digital form inside the computer?


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3.10 A final word – analogue and digital worlds

So there we have it. On the one hand is our world, an analogue world – a world of light and sound, of taste and touch. On the other side of the boundary is the computer's digital world – a bleak world of binary numbers.

Before I leave the topic, though, I should point out that some of the points I've made may be controversial.

For a start, it's not entirely clear whether the world we inhabit is fundamentally analogue. Quantum theory tells us, for instance, that quantiti
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3.3.2 Enhancing the perceptual system

Magnificently evolved though it is, our sensory system is nothing special. We do not see as well as birds; our hearing is feeble compared to that of bats and some forest-dwelling mammals. Our sense of smell can't compare with that of dogs or pigs. There are many things we don't detect at all – radio waves, for instance.

In one capacity, though, humans are supreme: we have learned to enhance our perceptual systems with instruments. For example, the human eye has only a limited p
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3.1 Ghosts of departed quantities

They are neither finite quantities, or quantities infinitely small, nor yet nothing. May we not call them the ghosts of departed quantities?

(Bishop G. Berkeley, The Analyst)

This section follows up the ideas presented in and aims to:

  • define the terms analogue, discrete and digital;

  • look briefly at the human perceptual system, which e
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