6.1 Performance and production The idea that drama is a performed art should, by now, be one with which you feel familiar. What should also be clear from each of the examples discussed so far is that there is a range of factors to consider when approaching a dramatic text, and that to engage with any dramatic work we need to consider more than just the words on the page. Here, I'll be asking you to think about the language of the text, and about what's involved in moving outwards from the page to the stage. I will also be
3.1 William James In 1890, the philosopher and psychologist William James published his influential work The Principles of Psychology. The book included a chapter on the emotions, in which James advanced a bold new thesis about the nature of the emotions. James's thesis has had an enormous influence on subsequent debate. Reading 1 is a short extract from James's chapter on the emotions. In the passage that precedes this extract, James castigates earlier psychologists who have written on the subjec
1 Introduction: a picture of emotion Hedley is a rational sort of person. He never jumps to conclusions: when he needs to make up his mind about something, he considers all the evidence available to him, and if he is still not certain, he keeps an open mind. His desires are as careful and considered as his beliefs: if he has good reason to suppose that something is worth having or doing, then he wishes to have or to do it. He does not nurture whims or yearn for impossibilities. He is not weak-willed or impulsive. His actions inv
References 2.4 ‘Culture, identity and power’ Having unpacked some of the issues to do with the term ‘Roman empire’ we turn now to ‘culture, identity and power’, wide-ranging terms involving many different aspects which are often closely interlocked. The following essay, ‘Looking for culture, identity and power’, is designed to help you consider various factors and experiences that helped to shape culture, identity and power as social forces in the empire. It introduces some key topics and terminology. Please read it no 1 The emperor and his subjects The image of Augustus as a good emperor persisted after his death. This was due at least in part to the success and thoroughness of his own image creation. But it also reflected the interests of his immediate successors. The Julio-Claudian emperors (so named because they were connected by blood with Julius Caesar or the Claudian family of Tiberius – see the family tree in Wells, pp. 64–5) claimed power by descent and thus it generally assisted and justified their own position to celebrate 2.2.3 Model 3: African + Roman = African persistence and no evidence of Roman traits dominating (sep This scenario sees African culture surviving following the Roman conquest, and where Roman culture is visible it does not replace preexisting practice. Here we might imagine a laissez-faire attitude on the part of the Roman state, allowing the conquered people to carry on in their previous ways and the African people not needing to, or wanting to, adopt Roman customs, practices, forms of representation and cultural identity. In this model we might expect to find Roman and African trait Learning outcomes By the end of this unit you should be able to: have an awareness of key themes and debates in the field of religious studies; have an understanding that religions have different, and sometimes contrasting, ways to present their beliefs and practices, and that the beliefs and practices of one religion are represented differently by others; have an awareness that different media are used to represent and present religions. Introduction There is a widespread perception in the West that we live in a secular age, an age in which religion is at best an optional extra, if not a false delusion completely out of place. However, religion still arouses passion and causes controversy; it controls and transforms lives. An informed understanding of the contemporary world thus requires an appreciation of the role of religion in shaping ideas, world-views and actions that have an impact on the social as well as on the personal life of th Acknowledgements This unit was written by Professor Martin Clayton
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 Extracts are t 3.1 An introduction to gamelan music The previous section introduced you to a music tradition which places great demands on the inventiveness and virtuosity of a single individual. Although this individual is supported by accompanists, it is to a large extent a soloistic music. We will now move on to a very different kind of music, in a tradition which places more emphasis on group interaction and ensemble playing. This is gamelan music of Sunda, an area comprising roughly the western third of the island of Java, in Indon 4.16.1 Ontologies + the Web = the Semantic Web Tim Berners-Lee, the inventor of the World Wide Web, has defined a vision of the Web's evolution into the Semantic Web:
The Semantic Web is not a separate Web but an extension of the current one, in which information is given well-defined meaning, better enabling computers and people to work in cooperation. The first steps in weaving the Semantic Web into the structure of the existing Web are already under way. Introduction This unit looks at the management of local knowledge-generating practices. You will explore the processes that link practices to global contexts and learn to identify the key dimensions of globalisation and explore the implications for knowing how to ‘do things’ in a variety of contexts. You will go on to compare the approaches to managing and organising, based on universally applicable principles, with context-specific rationalities and look at how viable interpretations of reality might References 2.5 Fishbone diagram There are times when management problems seem too complicated and ‘messy’ to analyse. A technique, the fishbone diagram, can be used by both individuals and groups to help to clarify the causes of a difficult problem and capture its complexity. The diagram will help provide a comprehensive and balanced picture and show the relative importance and interrelationships between different parts of the problem. 2.4.2 A systems map Mapping a system is like mapping a town. First we define the boundary and draw it on paper. The boundary separates those places inside the town from those outside. We do the same with the system. We show the system boundary with rounded corners to emphasise the imprecise nature of the boundary that separates those things that are interacting inside the system from those outside in the environment that have an effect on it. We become selective when we draw a map. We consider the purpose 2.2.2 A second diagram This first representation can be developed in the way shown in Figure 11. 1.1.1 The horizontal and vertical axes The total costs depend on the output, so the output is the ‘independent variable’ and the total costs are the ‘dependent variable’. When there is a dependence of this kind, the independent variable is plotted on the horizontal axis, which is also called the x axis. In the graph, output has been plotted on the horizontal axis. The dependent variable is plotted on the vertical axis, also called the y axis. The total costs have been plotted on the vertical axis. Learning outcomes By the end of this unit you should be able to: understand the value of graphics as visual thinking tools; give examples of relevant graphics used in the business context. Introduction How do financial markets match providers with users, and how efficiently does the market determine prices? Financial markets can be notoriously volatile, and the stock market is possibly the most volatile of them all. This is after all the place where, depending on skill or on luck, investors either ‘make a killing’ or ‘lose their shirts’. But which does it depend on – skill or luck? Or does it depend on a mixture of the two? In this unit, you will find the answers to these key que
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