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Learning outcomes

After studying this course, you should be able to:

  • understand how the Grand Louvre has come to be as it is

  • critically discuss the claim that the collections in the Louvre constitute a significant part of the canon of Western European art

  • ask questions of museums and collections that are appropriate to art history.


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4.4 Political implications

In chapter VI of A Practical View Wilberforce broadens his perspective from the primarily spiritual emphasis of the earlier chapters to a consideration of the political implications of his analysis. In so doing he contributed to the ongoing debate on the French Revolution and the changing nature of British society and politics.

A Practical View can usefully be compared here with another work that gave considerable prominence to religion in the aftermath of 1789, Edmund Bu
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3 Conclusion

In the seventeenth and eighteenth centuries, a series of innovative models of the body was produced, from the mechanical to the mathematical to the sensible. As groundbreaking anatomical investigation and physiological experimentation were carried out, the map of the body changed, and different parts (vessels, glands, nerves) acquired visibility and became the focus of much research. New atlases and images of the body were produced to help students grasp the object of their study. We cannot d
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Learning outcomes

After studying this course, you should be able to:

  • assess the specific problems concerning the health of a community

  • describe how medical knowledge was a resource for, and was shaped by, broader cultural perceptions of the body.


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1.6 Spreading the word about logarithms

Another person besides Briggs to recognise immediately the importance of Napier's concept was the navigational practitioner Edward Wright, who translated Napier's Descriptio into English, as A description of the admirable table of logarithmes. The extract linked below comprises the Preface to that work (the translation of Napier's original Preface, with further sentences added by Napier himself).

Click the link below to open the extract.

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1.1 British poetry and language

To begin this course, look at the sheet of references linked below. You will see that the list includes books by Sorley MacLean and by two other important Scottish poets, Tom Leonard and Edwin Morgan. Not one title was published in London. None of these writers has ever published a collection of poems in London. Yet the prizewinning work of Edwin Morgan is widely used in Scottish schools, and Sorley MacLean's work has been translated into several foreign languages. By the 1980s, a shift of th
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Learning outcomes

After studying this course, you should be able to:

  • understand the power of MacLean's poetry in its original Gaelic

  • give examples of how such poetry engages with historical and cultural change.


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Acknowledgements

This course was written by Maria Kasmirli

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence

Grateful acknowledgement is made to the follo
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References

Bennett, A., Cook, P., Miller, J., and Moore, D. (1987) The Complete Beyond the Fringe, Methuen.
Berlin, I. (1969) Four Essays on Liberty, Oxford University Press.
Warburton, N. (1999) Arguments for Freedom, Open University (A211 course book).
Warburton, N. (2000) Thinking from A to Z, Routledge (second edit
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4 Form of memorial

I now want you to think about the form of ‘your’ war memorial. I don't think you will have had any difficulty in knowing what to look for when I asked you whether you had a memorial near to you, and where it was. You may have had to think about the question, and search for the memorial, but you knew what you were looking for.

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Learning outcomes

After studying this course, you should be able to:

  • demonstrate an awareness of the processes of study in the arts and humanities

  • understand key concepts in the arts and humanities.


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2.6 Which intentions?

Grice makes three attempts to answer this last question. The second builds on the first; the third, which he proposes to adopt, builds on the second. In the next three activities, you will be asked to extract these attempts in turn, and appreciate the alleged shortcomings of the first two.

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1.3 Representation and thought

It would be surprising if the meaning of our utterances turned out not to derive, in part at least, from the thoughts and other mental states that these utterances express. Were that so, language would be failing in one of its main functions. Ordinarily, an utterance of the sentence, ‘The German economy is bouncing back’, is intended to express the thought that the German economy is bouncing back, typically so that the audience will come to adopt this same thought. It is hard to se
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2.4.5 Philosophy

This is yet another essentially literary source, so we can be brief. In fact, as in the case of history, its distinction from literature is anything but cut and dried. The only reason we mention it here separately is because we want to make it explicit that almost everything we have said for literature holds for philosophy too. Many varieties of philosophy aim to find absolute truths. In this respect, philosophy is less concerned with particular periods and places than is, for instance, histo
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2.4.4 Historiography

This is the writing of history, another type of source that relies on words. Many of the things we said about literature apply to historiography as well, and we won't need to repeat them. The reason we think it's worth having a separate paragraph on historiography is that where literature is associated with art, history-writing is today associated with truth. As a result, it's a natural instinct to read ancient historians with the expectation that they are more reliable sources than literatur
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2.4.3 Literature

This doesn't have the kind of physical presence that material evidence does, but it has a different strength: it gives us, more literally, voices from the past. We can, as it were, hear the ancient Greeks and Romans speak, about what happened, about how they felt, about what they thought, and experience how they expressed themselves. This gives us a rather different access to their world, complementary to the one we get from material culture.

Like the word ‘arts’, literature can sug
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Business organisations and their environments: 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 free course, Business organisations and their environments: Culture, explores the concepts of national and organisational culture and the factors that influence both.Author(s): Creator not set

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