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1.3.8 News sources

Many news sources are now available online. Searching an online version of a newspaper is easier, quicker and more effective than searching through printed indexes, microfilm or actual newspapers.

Society GuardianThe Author(s): The Open University

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1 Poverty in Scotland

Poverty in Scotland 2011 provides a detailed overview of poverty and anti-poverty policies in Scotland. It provides a comprehensive account of the state of poverty in Scotland, highlighting the main trends and the impact poverty has on people and places.

This unit comprises a PDF document produced originally by Child Poverty Action Group, in association with Glasgow Caledonian University, The Open University and Poverty Alliance.

Poverty in Scotland, (250 pages, 789 KB)


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3 Making photographs that make demands: stories from the oil industry

There are strong links between the audio files in Activity 2 and the series of photographs in Activity 1. The discus
Author(s): The Open University

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Introduction

This unit is concerned with the very things that we, as ordinary people, talk about as a consequence of listening to radio, watching television or reading newspapers and magazines: the programmes and articles that constitute media output. We examine the everyday evidence of celebrity activity – what academic media analysts call ‘texts’. Texts are socially constructed assemblages of items such as spoken or written words, or pictures.

This unit is subject to Author(s): The Open University

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.


Author(s): The Open University

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1 New Labour's approach welfare reconstruction

This audio file, recorded in 1999, explores questions about New Labour's approach to welfare reconstruction. The discussion is lead by John Clarke with contributions from Ruth Lister and Sharon Gerwitz and contains extracts of Tony Blair's speeches.

Participants in the audio programme were:

  • John Clarke Professor of Social Policy at The Open University;

  • Ruth Lister Professor of Social Policy, Loughborough Universit
    Author(s): The Open University

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Learning outcomes

After studying this unit you should be able:

  • describe New Labour's approach to Welfare Reconstruction.


Author(s): The Open University

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Introduction

This unit explores questions about New Labour's approach to welfare reconstruction. This is linked to the unsettling and remaking of the old Welfare State by the New Right. The material is primarily an audio file, originally 27 minutes in length, and recorded in 1999.

This material is from our archive and is an adapted extract from Social Policy: Welfare, Power and Diversity (D218) which is no longer taught by The Open University. If you want to study formally with us, you may wi
Author(s): The Open University

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Learning outcomes

After studying this unit you should be able:

  • describe social citizenship in relation to rights and obligations within society.


Author(s): The Open University

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Introduction

The material presented here raises general themes of order and disorder, the way they are represented or signified, and the place of crime in these representations. The material is based upon an audio file, originally 29 minutes in length, and examines the problem of crime in relation to the city of Glasgow. It was recorded in 1999.

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 Univers
Author(s): The Open University

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Acknowledgements

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.

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): The Open University

6.5 Do our answers depend on who the groups are?

Finally, perhaps our intuition about how to deal democratically with country Y depends on who we think the As, Bs and Cs are. Consider three possibilities:

  • (i) A is the UK, B is Scotland, C is the Shetland Islands

  • (ii) A is the EU, B is the UK, C is Scotland

  • (iii) A is a world government, B is the EU, C is France.

Does your intuition about the rights of communities A, B and C shift from case to case
Author(s): The Open University

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6.3 What size of majority vote should decide the issue?

In many types of democratic vote, a bare majority (technically, 50 per cent +1) is enough to decide outcomes. But often constitutional changes – changes which would affect the basic structures or political rules of the game – are regarded as needing ‘supermajorities’ of, say, 60 or 70 per cent. A basic change in the sovereign political unit would certainly count as a constitutional change. If the Bs get to vote, we might be concerned if only a bare majority favoured secession, especia
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6.2 Who should get to vote on secession?

The Bs (encompassing the Cs) or all the As too? After all, democracy is often said to be about people who are affected by an issue having a say on it; and As will certainly be affected if Bs secede. This is a live issue with regard to Northern Ireland's future, for example. If a referendum were to decide if the province should join the Irish Republic, should the voters include all UK voters and all Irish voters, or just those living in the province? If, for example, there were to be a vote on
Author(s): The Open University

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Learning outcomes

After studying this unit you should be able to:

  • grasp the concepts of nation, nationalism and self-determination;

  • have a better understanding of the role they play in current political disputes;

  • think about the problem of how to take democratic decisions about secession;

  • relate political theory to political practice more rigorously;

  • take a more informed and active part in debates about national and international politic
    Author(s): The Open University

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1 Overview

This course begins with some explanations of culture and discussion of how to distinguish between national and organisational culture. Reading what some well-known writers on organisational and national culture have to say will help you recognise some of the main dimensions of culture and reinforces that all of us, including organisations, construct different views of the world as a result of cultural influences. Thus culture plays a key role in the ways in which organisations perceive the en
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Copyright © 2016 The Open University

3.4 Input and output considerations

CCDs are not inherently able to detect colour, only brightness. So it is necessary to rely on the fact that any colour of light can be made up from the three primary colours of light: red, blue and green. (Note that the three primary colours of light are different from the three primary colours of pigments.) Each CCD in the array is therefore overlaid with a red, blue or green filter and so detects the brightness of, respectively, the red light, the blue light or the green light falling on it
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2.4 Representing numbers: negative integers

In Section 2.2 I showed you how integers can be encoded if they are known to be positive, treating the integers in the kitchen scales as if they were known to be positive. However, if the user invokes the ‘add-and-weigh’ function on the scales while there is an object in the scalepan and then removes th
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16.1 Introduction

Supermarkets make use of ICT systems for a range of purposes. In the following sections, we'll look at the processes of receiving, storing, retrieving, manipulating and sending data at the checkout, and then we'll move on to the larger context of the supermarket.


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12.1 Introduction

Data must be stored somewhere when it is not being manipulated. Modern ICT systems require increasingly large amounts of data to be stored for later use, and it is important that the data can be accessed quickly. Data may be stored on the stand-alone computer's hard disk in the form of files.

You may want to move files from one stand-alone computer to another. In addition, you may want to move files from a device, such as a digital camera, to a computer. These activities require some fo
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