4.5 Summary The EU as presently constituted is itself a product of globalisation, and here the impact of globalisation has been heightened by the central institutions of the EU directly encouraging regionalism and cross-border cooperation between regions to further its own political and economic integration. Regionalism has also been indirectly boosted by other EU policies, particularly the development of the Single European Market since the late 1980s
4.1 Introduction Since the ending of the long post-war boom in the early 1970s, the EU has developed in response to intensified competition in global markets, the member states have been progressively ‘pooling’ their sovereignty in economic matters, and globalisation's political consequences have gone furthest in the EU, not least in its regions. There are thus additional, specifically EU, factors in the growth of regionalism. It has been encouraged directly by the EU's regional policies and the regional
3.2 Growth of Europe's regions In the 1960s and 1970s some states, including the UK, contributed to politicising regional economic development by first defining ‘problem regions’ (for example, Central Scotland) and then failing to solve their problems. Here central states were still setting the agenda, but increasingly the lead was taken within the regions themselves, especially in regions with past experience of autonomy or their own nationalist tradition. Nationalism had a ‘bad press’ from the 1930s and 194
2.3 Diversity within states There is no simple or necessary correspondence between types of region and types of regionalism. But clearly-demarcated and long-established regions are a more likely basis for strong regionalist or nationalist movements, while top-down regionalisation often results in regions with little popular identity or awareness of the region by its own inhabitants. Pre-existing regional diversity provides an uneven basis for regionalising a whole state. For example, regionalising the UK is relatively e
1.2 What does this unit cover? This unit offers some responses to these questions by outlining the variety of regions and regionalisms, their recent growth and its causes, their development in the EU context, and different future scenarios. Section 2 attempts to define ‘region’ and ‘regionalism’ in the face of their extreme cultural, economic and political diversity.
Learning outcomes After studying this unit you should be able to: recognise the varieties of region and sub-state nations that exist within Europe; explain the growth of regionalism; critically assess the view that what is evolving is a ‘Europe of the Regions’; engage better with debates about the future direction of Europe, and the place of your nation or ‘region’ within it; improve your skills of academic reading and note taki
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 Source: Kate Signorini All other material within this unit originated
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10.3 Further study The resources within this unit have covered a wide range of subject areas including education, environment, technology, history, law, literature, politics, social care and social sciences. If you are interested in becoming an Open University student you might want to visit New to the OU. Below is a list of the Open University courses that have been drawn upon to create the OpenLearn Scotland collection. What is poetry? is from A175
9.5 Social work and the law in Scotland In this unit you will be asked to reflect on the meanings of both social work and law. You will find that these concepts are open to a range of possible definitions, and that the functions of social work and law can change depending on the practice context. Their meaning is also affected by the perspective from which they are viewed, for example, the service user's experience of social work and law will not always match the expectations of the professional, or the perceptions of the general p
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
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
8.6 Poverty in Scotland Poverty in Scotland 2007 is the fifth in a series of books which, since the mid-1990s, have provided a comprehensive picture of the extent of poverty in Scottish society. Each of these books has been charged with making accessible what is often a complex world of figures, diverse measurements, competing definitions and contrasting interpretations of poverty – and identifying what should be done to address poverty. This book is presented as a pdf and was first produced in 2006.
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
7.5 Finding information in art and history This unit will help you to identify and use information in Arts and History, 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 organi
7.3 What is poetry? Have you always wanted to try to write poetry but never quite managed to start? This unit is designed to illustrate the techniques behind both the traditional forms of poetry and free verse. You will learn how you can use your own experiences to develop ideas and how to harness your imagination. The unit introduces common techniques underlying free verse and traditional forms of poetry, and how it is necessary to use these techniques in order to harness what T.S. Eliot called the ‘log
7.1 Overview Scottish literature is defined as literature written in Scotland or by Scottish writers, but is there such a thing as a literary and cultural identity which is distinctively Scottish? This section of the OpenLearn Scotland collection is designed to stimulate thinking on the relationship between writing and identity. Learners are introduced to the work of two enormously influential figures in Scottish literature and culture: Sorley MacLean and Jackie Kay, the contemporary Scottish poet a
5.8 Finding information in art and history This unit will help you to identify and use information in Arts and History, 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 organi
5.6 The history of medicine: a Scottish perspective This unit looks at how historians seek to understand past diseases and epidemics. These had social, political and medical implications as they inevitably damaged the economic resources of a community. An example based in the Edinburgh Royal Infirmary is used to illustrate how changes in medical delivery affected the local population. In addition there is a description of the work of the eminent Scot William Cullen, professor of medicine at Edinburgh University (1752), who described the
5.5 Science in the Scottish Enlightenment This unit is concerned with science in Scotland, one of the most dynamic centres of Enlightenment thinking. Writers speak of the mid-eighteenth century as Scotland's ‘Golden Age’. In order to get a flavour of this age, it is necessary to take a very broad view of what we mean by ‘science’. Staying within the boundaries recognised by modern science faculties misses most of what is distinctive about eighteenth-century Scotland. The interconnections and cross-fertilisation between discip
5.4 Dundee, jute and empire This unit focuses on the economics of empire, and, in particular, of the British Empire in the second half of the nineteenth century. The theme of producers and consumers is central. The unit starts by introducing some of the debates surrounding the economics of British imperialism. It then goes on to explore how empire and imperial trade shaped economic structures and urban society in late nineteenth-century Britain. To access this material click on the unit link below. It leads
