Learning outcomes By the end of this unit you should: be able to discuss basic philosopohical questions concerning the nature of emotions; be able to discuss some of the philosophical literature on this subject by William James; have enhanced your ability to understand problems concerning the nature of emotions and to discuss them in a philosophical way.
4.1 Introduction Greenley and Foxall (1998) emphasise that the marketing literature typically focuses on only two stakeholder groups (consumers and competitors), arguing that this should be extended to include other key stakeholders. Freeman (1984) highlights the interdependence of organisations and their stakeholders, i.e. ‘any group or individual who can affect or is affected by the achievement of the organisation's objectives’ (p. 46). This definition emphasises the wide range of individuals, groups an
3.3 The importance of understanding motivation Personal characteristics in Figure 1 combine both psychological and personal factors. Two important factors which drive behaviour are motivation and attitudes. MacFadyen et al. (1998) (see Author(s):
1 The planning phase Once the project brief has been agreed by the project sponsors and approved by the main stakeholders, you can move into the detailed planning phase. The project plan can become a working tool that helps to keep the project team focused on the project's tasks and activities and points them towards completion. It enables managers to keep track of resources, time and progress towards achieving objectives. All projects are different and the planning for each will be different. The difficult
4.2 P is for Presentation By presentation, we mean, the way in which the information is communicated. You might want to ask yourself: Is the language clear and easy to understand? Is the information clearly laid out so that it is easy to read? Are the fonts large enough and clear? Are the colours effective? (e.g. white or yellow on black can be difficult to read) If there are graphics or photos, do they help
2.5 Finding information in education This unit will help you to identify and use information in education, 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 yo
4.1.4 Summary Identity is based on being the same as some people and different from others. Identities are constructed in relation to place. Difference is unequally weighted and can create categories of outsiders. Individuals and groups have to negotiate both the uncertainties of social change and the constraints of inequality.
3.3.1 Summary Claims about who is poor are rooted in shared and contested ideas about the basic necessities of life. The experience of poverty is both relative and relational. It is defined by what people have, and what they can do, relative to the opportunities of others.
Poverty carries derogatory meanings, so it does not easily provide a basis for collective identity.
3.1 Photographic content and context Can we analyse photographs to tell us something valid about gender, ethnicity, class and nationality? As the wedding pictures example begins to suggest, there are traces of social facts embedded in the images, as well as evidence of the social conventions and organisational practices that underpin their production and diffusion or circulation. What will be clear is that there is no simple interpretational tool or reading skill available to us that allows us to reduce the picture to a simple f
1 Introduction and overview 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 do not (except on rare occasions) experience celebrities face-to-face, as their celebrity is conditional on having their image disseminated far and wide. This unit examines the everyday evidence of celebrity activity – what academic media analyst
5 The processes My description of the three subsystems of ‘means of conveying a message’ has indicated some important processes that each carries out. These are shown in Figure 8. The key processes are those that will always be carried out and they are shown in bold; the other processes may or may
4.8 Verification You will, perhaps, by now be getting a sense of the challenge of setting up an identification system on a national scale. However, for many routine purposes, establishing who a person is from an entire population of possibilities is not what is required. Instead what is required is confirmation that the person is who they claim to be. This is verification. An example of verification happens when you collect a parcel from a depot. You are sometimes asked to show your driving licence, pa
2.2 Browsing for information on the Web One way to find what you are looking for on the Web is to start from sites that you know are likely to have useful ‘links’ on them, like the main Open University pages or the Open University Library pages. These opening pages are known as home pages and are a bit like the contents page of a book. The home page usually gives you some information about the content of the website, often with links to other pages of information held on that site and on sites elsewhere. By clicking on a link â
2.1 Networked devices you use every day The next activity aims to get you thinking a bit more about how ICT systems form part of your own life and to make you more aware of how you are living in a networked world. ICT systems are embedded in many everyday experiences and we have become so used to this that we hardly notice that we are using them. 4.3 A commercial implementation In order to conclude this section I shall describe a commercial implementation of an object bus. It has been developed by a company known as SoftWired Ltd and is known as iBus. It is based on TCP/IP rather than UDP. The facilities offered by the iBus API provide developers with the facilities to construct objects which can subscribe to channels and to transmit any Java object to a channel. The code for a transmitter is shown below; the import statements are not shown. In 5.1.1 What is DNA? DNA (deoxyribonucleic acid) is frequently in the news for four main reasons. DNA can be used in crime detection to eliminate innocent suspects from enquiries or, conversely, to identify with a very high degree of probability the guilty. DNA is now used in medicine to detect the possibility that diseases having a genetic origin may occur in an individual. This enables doctors to prescribe preventative treatments. It is 7.2 Drafting reports As you may remember from Activity 3, the three general principles of a report (whether it is of a social sciences investigation or a scientific experiment) are: Why was it done? How was it done? What does it mean? You will need to make some decisions, not only abo 4.2 Reports Let's look at reports first. Note down what you consider to be the purpose of a report. Your answer may well depend on the subje 8.1 Introduction to improving your skills in problem solving This key skill develops your problem-solving skills in your studies, work or other activities over a period of time. To tackle this key skill, you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, and to monitor your progress and evaluate your strategy. Problem solving runs through many other activities and, rather like the key skill ‘Improving own learning and performance’, it can b
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Activity 3
Discussion
