3.2 Parts of the gamelan salendro
Improvisation and composition are words frequently used in the western world to describe the creation of music. But are they really two distinct processes, or are they aspects of the same phenomenon? In this unit we will explore the relationships between the two using examples of Asian music to help us clarify the concepts.
3.1.1 Background information
Improvisation and composition are words frequently used in the western world to describe the creation of music. But are they really two distinct processes, or are they aspects of the same phenomenon? In this unit we will explore the relationships between the two using examples of Asian music to help us clarify the concepts.
3.1 An introduction to gamelan music
Improvisation and composition are words frequently used in the western world to describe the creation of music. But are they really two distinct processes, or are they aspects of the same phenomenon? In this unit we will explore the relationships between the two using examples of Asian music to help us clarify the concepts.
2.3 Conclusion
Improvisation and composition are words frequently used in the western world to describe the creation of music. But are they really two distinct processes, or are they aspects of the same phenomenon? In this unit we will explore the relationships between the two using examples of Asian music to help us clarify the concepts.
1.4 Models and building blocks
Improvisation and composition are words frequently used in the western world to describe the creation of music. But are they really two distinct processes, or are they aspects of the same phenomenon? In this unit we will explore the relationships between the two using examples of Asian music to help us clarify the concepts.
4.1 Initial assessment
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
3.3 Person–organisation fit
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
2 Effective recruitment and selection
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
1 Overview
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
Activity 8: Exploring cultural dimensions on Hofstede's website
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
Activity 7: Hofstede's way of thinking about national culture
We know that culture guides the way people behave in society as a whole. But culture also plays a key role in organisations, which have their own unique set of values, beliefs and ways of doing business. This unit explores the concepts of national and organisational culture and the factors that influence both.
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions:
4.1 National identities and UK politics Why do British people speak ‘English’ and not ‘British’? Why is it easier to travel from London to any British city than to travel from Bedford to Leamington Spa? Why are the National Gallery, the British Museum and Tate Modern all in London? Why does London house the Stock Exchange? This has to do with the pivotal role played by England in the constitution of the UK and by the designation of London as the capital of the UK. Within any given country, we are likely to b
3.2 Sub-state forms of nationalism The advancement of democracy in contemporary Western nation-states and the intensification of globalisation processes have encouraged the re-emergence of nationalist movements representing oppressed or silenced nations that demand the right to self-determination. In the case of ethnic groups formed by people of immigrant origin, democracy has provided them with the tools to pursue the right to develop and practice their indigenous culture and language alongside those of the host country. One
3.1 What makes a nation, a state or a nation-state? Why do England, Scotland and Wales take part in the Six Nations rugby championship alongside Italy, Ireland and France? Are they all ‘nations’? What do we mean by calling them ‘nations’? The nation has become one of the most contested concepts of our times. Scholars, politicians and political activists present different definitions of the nation, usually focusing on a variety of cultural, political, psychological, territorial, ethnic and sociological principles. The lack of
2.5 Summary of Section 1 England, Scotland and Wales are nations. Wales was conquered by the English in 1282 and its parliamentary union with England took place in 1536. The United Kingdom of Great Britain was formed by the Act of Union of 1707, although the term Great Britain had been in use since 1603, when James VI of Scotland became James I of England (including Wales). Later unions created the United Kingdom of Great Britain and Ireland
2.3 Wales In 1282, Edward I conquered Wales and the Statute of Rhuddlan (or Statute of Wales, 1284) established English rule. Rather than involve the assimilation of the Welsh by the English the conquest saw ‘a colonial system … established in those parts of Llywelyn's Principality which were by 1284 in the hands of the king’ (Davies, 1991, p. 166). In 1400, Owain Glyndwr led the most outstanding and successful rising in Wales against the new order and the tyranny of the English border
2.2 Scotland Having enjoyed political independence until 1707, the survival of many of Scotland's institutions – notably its systems of law, religion and education – after Union with England contributed to the preservation of its singular identity. The different way in which Scotland was incorporated into the UK, through a monarchical take-over rather than by conquest (as was the case in Wales and Ireland), may account for the lesser impact the development of the UK exerted on Scottish distinctiveness
1 The politics of devolution This unit examines the politics of devolution and the relationships between the various nations that constitute the UK. It does so by examining the transformation of the UK from a centralised unitary state into a decentralised unitary state. (If you want a quick summary of the terms of devolution, you will find one in Section 5.5.) The unit shows how the devolution process grew out of a long history, and how it is continuing in the c
