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1.1 Introduction

In this reading I focus on a piece of data to introduce some of the main themes and issues in discourse research. The material I have chosen to examine has historical interest. It is a public text of some import for British society and yet it also has a curiously private and confessional aspect. I am going to look at extracts from Princess Diana's interview with Martin Bashir which was screened in 1995 on Panorama – a British news-documentary television programme.

What was stri
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Learning outcomes

On completion of this unit, you should be able to:

  • identify some key themes in discourse analysis;

  • appreciate the consequences of discourse research for some key topics in social science, such as indentity, interaction and subjectivity;

  • be familiar with some discourse analytical techniques and their consequences for analysing social interactions.


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1.5.4 Summary

  • The Euro has become an important currency of denomination for government and corporate bonds.

  • There is now emerging a two-currency world, made up of the US dollar and the EU Euro.

  • The advantages to countries of being able to borrow internationally in their own currencies have not been lost to them, so there will be an incentive for the east-Asian countries to develop their own ‘regional’ financial markets.


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1.3 The arrival of the Euro and the European Central Bank

The ECB (founded in 1998) is a formally independent body charged with defining and implementing monetary policy for the EU. It holds the reserves of the national banks of those participating in the Euro-zone, and also has responsibility for the Euro exchange rate (see Section 1.5). This independence
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Learning outcomes

After studying this unit you will:

  • appreciate the importance of the Euro-zone economy as a player in the international economic system;

  • recognise the importance and role played by the European Central Bank in the conduct of Euro-zone monetary policy;

  • understand the relationship between monetary policy and fiscal policy in the management of the European economy;

  • reflect on the consequences of Euro-zone enlargement for the conduct econo
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Introduction

This unit focuses on key developments in the economy of the European Union (EU) since the advent of the Euro in 1999. Further, it concentrates on the challenges this has posed for economic policy formation and the governance of the EU's expanding economy. One of the central features of the post-Maastricht governance environment is the attempt to create a ‘single market in services’ for Europe. If the 1990s was the decade of the ‘single market programme’ (SMP) which concentrated on the
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3.1 Theorising situations

This unit explores the processes through which we comprehend the world around us. When it comes to understanding and explaining the way that social life operates, social scientists draw from a conceptual tool kit, just as we possess a conceptual tool kit for watching a movie or as a spectator at any sports event. There are times when all human beings feel that something appears to be plausible or appears to be false and we are quite aware that others would disagree with our own point of view.
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8.1.2Why do you think the Home Secretary did not draw on this research when interpreting the asylum

Considering these findings alongside the statistical data and our personal stories, we can draw some conclusions about the production and reproduction of knowledge about refugees and asylum seekers through research:

7 Citizenship as ‘participation in social life’

If ‘citizenship, as social practice, is manifested by direct or indirect participation in public life, by both individuals and groups’ (Kastoryano, 2002, p. 143), then opportunities for asylum seekers and refugees to participate is crucial. Young unaccompanied asylum seekers in Milton Keynes (not one of the government's ‘cluster areas’) were very clear about what participation meant for them: ‘secure housing, full-time education, special language training, friends and community s
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7.1 Summary of Sections 1–3

In summary, this unit has endeavoured to substantiate a variety of related points which epitomise current trends and problems in governing European diversity.

‘Regions’ and ‘regionalism’ in Western Europe display great diversity in economic, social and cultural terms, within particular states as well as between states; regions vary widely in size, population, levels of development, history, identity and politics (or lack thereof). But since the heyday of the centralised nation s
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9.2 Lennox Castle Hospital

This unit looks at the history of institutions in the twentieth century, starting with a case study of Lennox Castle Hospital. It tries to make sense of the history of Lennox Castle, and of institutional life in general, through testimony of those who experienced institutions as inmates and as nurses, as well as through Erving Goffman's model of the ‘total institution’. It examines the social bases of segregation, the professionalisation of staff in asylums and institutions, and campaigns
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8.8 Finding information in society

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
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8.4 A Europe of the regions?

What role will the ‘regions’ play in the emerging governance structures of the European Union? This unit examines the rise of the regions and regionalism in Western Europe. You will look at the possible development pathways for Europe: will it become a Federal super-state or a decentralised ‘Europe of the Regions’?

The unit discusses the future of Europe, and it looks particularly closely at what may happen to the smaller political units presently existing below the level of the
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7.4 Identity in question

Why is identity important and how are identities formed? This unit looks at the many different ways in which identity can be categorised. By examining the requirements of the state, how a child views gender, and the importance of race or place of birth, you will start to understand how each individual can have more than one identity. This unit focuses upon the individual's perception of self in relation to others; the relationships between multi-ethnicity, cultural diversity and identity; and
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3.1 Overview

This section of OpenLearn Scotland introduces learners to both ancient and modern Scotland, from the geological history of the Scottish Highlands right up to the creation of the semiconductor transistor by two Scottish computer engineers and the global dimension of the Scottish oil industry.

A further two units in this section focus on famous bridges in Scotland: the first is about the Tay Bridge and the legacy of its failure on bridge building ever since; the second is about the enviro
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1.1.2 Professional development in Scotland

Scotland's legal and education systems are distinctive and differ from those of England, Wales and Northern Ireland. This therefore leads to differences in frameworks and standards of professional recognition within the United Kingdom.

This section of OpenLearn Scotland introduces learners to areas of professional development where The Open University has developed curricula specifically to meet the needs of students and employers in Scotland.

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1.1.1 Culture and society in Scotland

Scotland has a rich and distinctive cultural heritage based on many aspects including language, history, music and literature. For a small country whose population has never been much in excess of five million, Scotland can be justifiably proud of its past achievements. However there have been significant changes in Scotland over the last decade, principally arising from devolution in 1999. This section of OpenLearn Scotland introduces learners to a wide range of topics reflecting both Scotla
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3.1 The idea of problematic places

Katrina offers us a rich case study through which we have begun to explore some of the concerns surroundng problem places or populations. In reflecting on the controversies that emerged in the aftermath of Katrina, we can see that for some commentators it was a ‘problem place’ long before the hurricane struck in 2005. The idea that different places can be seen as problematic is a recurring theme that emerges in the context of ongoing debates around poverty and inequality, and the relation
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2.2 Welfare and law enforcement

The conservative focus on, and allegations of, widespread crime and social disorder were contradicted by other eyewitness accounts. In the extract that follows, two white paramedics from San Francisco talk about their experiences in trying to escape from the flooding in New Orleans across a bridge connecting the mainly black New Orleans City to the largely white suburbs of Jefferson Parish.

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1 Aims of the unit

The aims of this unit are to:

  • Explore some of the many complex and different ways in which questions of social justice and of inequality come to be seen in terms of the deficient behaviour of different problem populations. In particular, it explores how particular groups of people and particular places come to be identified as ‘problem populations’ and how social welfare and crime concerns intersect in the management of these populations.

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