Introduction This unit investigates certain philosophical questions concerning the nature of emotions. This unit is an adapted extract from the Open University course Thought and experience: themes in the philosophy of mind (AA308).
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
2.2 Imperium as power: Augustus and the beginning of the empire The basic meaning of the Latin term imperium was ‘command’ and the term included the authority that lay behind the mandate. During the long period in which Rome was a republic, imperium signified the power attached to the office of the leading elected magistrates of the city, notably the two annual consuls and the lower-ranking praetors. It was the consuls who commanded the armies and went to the provinces assigned them by the senate. Praetors too came to share a military fu
2.1 ‘Roman empire’ First of all there are some fundamental questions to settle about what is involved in the term ‘Roman empire’: what is meant by ‘Roman’, and what by ‘empire’? What ‘Roman’ signifies is the key question of this unit, and the quest to define Roman-ness, or romanitas, will recur as a central topic. To begin, let us reflect on the various meanings we attach to the word ‘Roman’. We use it in connection with the city, the empire and the people, and each usage involv
2.1 The provinces Controlling and governing the provinces was a substantial part of an emperor's remit. Here you will consider different ways in which the emperor had contact with his provincial subjects. You will work through some sections from books by Goodman and Lewis, and Reinhold and watch a short video sequence. Introduction This unit considers the relationship of the emperor with the Roman provinces, and how this relationship was mediated and represented, as well as how the culture of empire was manifested in the identity of the emperor. This material is from our archive and is an adapted extract from Culture, identity and power in the Roman empire (AA309) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in this < 2.7 Reconsideration of the models and their suitability Now that we have studied a variety of sources of evidence from Africa, it is possible to reconsider how well our four models of cultural interaction fit the evidence. Introduction Historians on both sides of the Atlantic have argued that the empire was not an issue of popular interest in the late nineteenth-century Britain and the United States. This unit examines some of the evidence available to assess the truth of this claim. More broadly, the unit raises questions related to evidence: is it possible to discover what ‘ordinary’ people thought about expansionism? ‘I couldn't give a damn’; ‘I don't know anything about politics’; ‘Why don't they lea Acknowledgements This unit was written by Dr Marion Bowman and Dr Susan Mumm
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 Grateful acknowledgement is made to the following sources for per 3.6 Conclusion I asked the question at the beginning of this section on Sundanese gamelan music: how is it possible for a group of musicians to play highly complex music, in a cohesive manner, without the use of notation and without having to memorise impossibly large amounts of music? My answer came in a number of stages. Rather than reading, or memorising vast amounts of music, the musicians memorise the simple frameworks of pieces (the Javanese term for this, bal Acknowledgements Prepared for the Course Team by Simon Buckingham Shum 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 Tables 3.1 and 4.1 Technologies and meta-knowledge Meta-knowledge is knowledge about knowledge; for example, ‘I know that I know my age’. Meta-knowledge is crucial for managing our own learning and knowledge. For instance, I need to be able to recognise that I am lacking information before I will go and seek it out. Not surprisingly, meta-knowledge is also crucial to organisational knowledge management. How can an organisation coordinate its activities or learn from the experiences of its members if it has no idea of what it 1.4 Information for investors The next major evolution in accounting was the impact of the Industrial Revolution, when, in the nineteenth century, much of the infrastructure of financial reporting as we now know it was laid down. The special impact of the Industrial Revolution on accounting sprang from the change in the size of the average business and the capital necessary. Before the revolution, businesses were small scale, involving one owner or a partnership, liability was unlimited and the distinction between the own Learning outcomes By the end of this unit you will be able to: identify factors that have influenced the development of financial reporting; provide examples of how those factors have effected change in particular countries; list a number of variables that affect the development of accounting rules in different jurisdictions; explain the contingent model of accounting change; apply the theories of accounting development to new situations 4.2 Bureaucracy Bureaucracy as a concept has had an interesting career: it begins in France in the eighteenth century. By the nineteenth century, the German state constructed by its first Chancellor, Bismarck, was a model bureaucracy in both its armed forces and civil administration. Weber (1978) realised that the creation of the modern state of Germany had only been possible because of the development of a disciplined state bureaucracy and a bureaucratised standing army – innovations pioneered in Prussia 2.5 Clusters A striking contradiction of the internet revolution is that, although cyberspace allows firms to be located anywhere, they still seem to cluster together in global cities such as New York, London and Sydney (Castells, 2001). Four years after publishing a book proclaiming The Death of Distance, Frances Cairncross noted in the book's second edition that, ‘Economists, most of whom have long ignored or despised economic geography, are now taking a fresh interest in it’ and, after revie 2.2 Standardised products While Theodore Levitt's (1983) classic article about the globalisation of markets accepted that there are fundamental disparities across different local contexts that have to be accommodated (for example, Japan's auto exporters had to adjust to the fact that the USA and continental Europe, unlike Japan, drive on the right), he argued that there was an underlying uniformity in human tastes. Levitt's vision of the globalisation of markets was that it created opportunities for firms to offer glo 5.2 An integrated perspective on relationship management: the six markets model Christopher et al. (1991) developed a complementary model to Piercy's. Based on the idea of stakeholders, the ‘six market model’ of relationship management works equally well in either a commercial or non-profit setting. I have combined the Piercy and Christopher et al. models in the following table to illustrate some of the critical issues in the key relationships that organisations need to address. 2.1 Three approaches to marketing This section has been written with the assumption that you have some prior marketing knowledge. As a brief revision you will read how marketing can be described both as an organisation-wide customer-orientated philosophy and as a functional department that handles activities concerned with understanding and satisfying customers’ needs. Studies show a direct link between the success of an organisation and the extent of its market orientation. These marketing concepts are applicable to both f 5.3 The selection interview The aim of the selection interview is to determine whether the candidate is interested in the job and competent to do it. A selection interview also has the following functions: to explain the work of the organisation, the job and any features such as induction and probation to set expectations on both sides, including a realistic discussion of any potential difficulties (if appropriate) to enable the candidate to ass
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