1.1 Introduction War memorials are artefacts which commemorate loss – of individuals, armies or battalions – in war and have particular symbolic meaning and form. We could define texts as ‘things that people have ma Next steps 2.2 Act 2, Scene 1: Faustus and God 2.1.2 Faustus's first speech 5.6.2 Engagement and marriage Of all rites of passage celebrated in the Victorian family album, those taken at the time of engagement and marriage are by far the most numerous. This testifies to the importance vested in marriage by the Victorians. The custom of commissioning oil or miniature portraits at the time of an engagement or marriage was well established before the advent of photography. Photography enabled couples on more modest incomes to indulge a practice that became widespread among working-class families by 2.3 Conclusion 1.3 Studying unwritten musics 1.2 Different perspectives on the creation of music 1.1 Composition and improvisation in the world's musics 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: 5 Conclusion The argument underpinning this unit has stressed the dangers of seeing implementation as somehow separate from the policy process, or as just one stage within it. Instead it has been emphasised that it is vital to place implementation centrally within that process – involving negotiation, learning and adaptation. Others too have come to regard this as central to the policy process. In the first edition of their book on implementation, Pressman and Wildavsky emphasise the disjunction between 4 The public policy-action relationship: activities Having read this unit you now have the opportunity to reflect on the public policy-action relationship in more detail. There are two activities and two self assessment questions (SAQs) for you to complete. 3 Governance, policy and action It was noted earlier in this unit that the models you would meet are both descriptive/explanatory and normative. In Section 2 they were used as explanatory tools to illuminate different possible causes as to why change might not happen in the ways that policy makers intended. This might be viewed as failure, or it might signify the system adapting to circumstances that were not covered by the original policy. In other words, not all implementation failure is necessarily a policy failure: poli 2 The models in action: what counts is what works? As noted at the start of Session 1, the models of change can be both explanatory and normative. As explanations, each corresponds to a different theoretical tradition. So do you just pick the one that seems most compelling? Or do different theories help explain different kinds of phenomena? The answer suggested here closely follows the work on metaphors by Gareth Morgan (1986), who sets out a number of different models of organisations (some of which map on to those outlined here). Morgan arg 1.1 Policy delivery The question of policy delivery seems to be growing in importance. So, for example, the Blair governments in the UK were, from the outset, preoccupied with ‘delivery, delivery, delivery’ as ministers and prime minister grew increasingly frustrated with what was often viewed as the intransigence of public service professionals. The constant cycle of change, in which new policies and initiatives were introduced in rapid succession, producing what critics described as ‘policy ove 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: 6 Summary The aim of the first section was to introduce you to the concept of the market-led approach to marketing (also referred to as pan-company marketing or marketing orientation) and to differentiate it from ‘marketing department marketing’. I used examples and case studies to make you think about the applicability of this concept to commercial (for-profit) and non-profit organisations, and gave you activities to help you apply it in your own organisation. Five of the learning outco 5.5 Relationships in your organisation In this section I have introduced you to case studies and reading that should have helped you understand how market orientation affects an organisation's performance. I have also asked you to look at your own organisation and make judgements regarding its performance. Near the beginning of this session I asked you to consider some questions from Drucker (1992). I have added a few more questions to his list and ask you now to try to answer these questions for your organisation. You probably do 5.4 Activity 8 The M & S case study illustrates the importance of managing relationships. Having read it, try to answer the following questions. On which value discipline has the company 5.3 Wace Burgess: the importance of managing relationships The case study below illustrates the importance of managing relationships. Read the case study, then answer the questions that follow it. Wace Burgess is a member of the Wace Group, a company in the pre-press
Exercise 1
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
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.
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.
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.
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.
Activity 1 A focus for reading
Activity 8
Case study: Wace Burgess
Background
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