2.3 Is religion a museum piece? We have used the video sequence below to highlight the emic/etic problem and we would like you to carry out a short exercise using it to consolidate your understanding of these terms. The video introduces St Mungo Museum of Religious Life and Art in Glasgow, which has been described as the first public museum of religion in the world. Do note, however, that the Museum of Religions at the University of Marburg, Germany was founded in 1927 by Rudolf Otto. It contains a considerable number
1.1 What are the issues? Some themes recur when we start to think about religion. These include issues of continuity and change, representation, differing perspectives, authority, community and identity. In this unit we start to consider some of them in detail. The full list of themes and issues considered in this section are: Continuity and change Representation The Victoria and Albert Museum 'Sacred Spaces' exhibition of 2000
2.1 An introduction to khyal singing I now want to move on to explore the first of two case studies of non-Western music-traditions: North Indian art music, also known as Hindustani music. (There are two major art music traditions in South Asia; the other is known as South Indian or Carnatic.) In this section I will take you through a performance of music from this tradition and consider some of the questions posed by Author(s):
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
Tables
4.7 Technologies and the tacit dimension continued The emergence of the internet and private, higher-capacity corporate intranets makes it possible to ‘broadcast’ over digital networks, saving time and money since staff do not have to physically gather in one location. The term webcasting References 1.3 Managing the national economy The earliest regulation in Europe was not motivated by stewardship concerns, but was aimed at small businesses whose owners did not take the trouble to measure the success of their business. Consequently they went into liquidation, often, as is the case with small business networks, taking other businesses down with them. The 1673 Savary Ordonnance in France, which is regarded as the first national accounting rule created in the world and was subsequently taken up into the French Comme Introduction This unit examines how national practices for financial reporting have evolved and why different rules are in place within different jurisdications. In times past, imperialism and war have both been responsible for expanding financial rules across Europe and the world . More recently the Sarbanes-Oxley Act of 2002 in the United States has had the same, if unintentional, effect. This material is from our archive and is an adapted extract from Issues in international financial reportin References 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 2.5.1 Anglo-zone connections Much of today's global interconnectedness has been shaped by the legacies of long-standing trading patterns, imperial expansion, colonisation and strategic military interventions. From the late seventeenth century to the mid twentieth century, Britain presided over the largest empire in global history – although expansion was tempered by adjustment as former colonies gained independence. With the benefit of hindsight, the American War of Independence (1775–1783) or the American Revolution 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 1 What does 'marketing' mean? Before you start working through this unit, take a moment to write down what you understand by the term ‘marketing’, either on the basis of your previous studies or the everyday use of the term. Learning outcomes By the end of this unit, you should be able to: describe accounting's primary objective; explain what is meant by inputs to and outputs from the accounting information system; explain the relationship between data, data processing, data summarisation and information; explain the difference between data and information; describe the five main characteristics of 'good' information; explain the link between Activity 9: Go shopping with Geert Hofstede Allow 60 minutes for this activity. In the last few activities you have been exploring Hofstede's ideas. I now want to focus specifically on an issue which has already cropped up a couple of times. This is the impact that national culture has on organisations. One of Hofstede's main arguments is that it is important for business organisations to adapt their approaches to different national contexts. Take the example of shopping. Income is an important influence on the thing Activity4: Experience, practice and reflection Allow about 40 minutes for this activity. Acrucial setting for your learning in this module will be the workplace (in the broad sense we referred to earlier). In BU130, you will be taking a fresh look at your workplace to see if you can incorporate some of the ideas that you will read about on this module. The approach we have taken means that there won’t be quite as much reading for you to do as in many Open University modules at this level, but instead you will devote 3.4 Communicating your request There is a real tension between being both personal and impersonal at the same time, appealing to individuals as you appeal to thousands. The widespread aversion to junk mail, telephone selling and email spamming means you have only a brief moment to capture the interest and attention of your audience. This poses a dilemma: how to persuade your audience that your case warrants this attention without the dangers associated with using shock tactics, being too slick or gimmicky. Through careful Acknowledgements The unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713 Fundamentals of Senior Management. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-Sh 4.2.3 Restating the problem If your analysis of the problem and its possible causes is thorough, it should enable you to rewrite the problem statement to include the causes. If you can clarify your objective by defining a desired end-state, you are more likely to produce a good solution. 4.2 Problem solving Involving the whole team in the problem-solving process shows that you value their experience and knowledge in devising a solution. It may also be appropriate to involve other stakeholders and/or the project sponsor. If problems are solved jointly there is usually wider ownership of the solutions and their implications; and, if more resources are agreed to be needed or new procedures are put into place, there is also likely to be more support. Problem solving can be broken down into a s
Box 4.5 Technology briefing: audiovisual Webcasting
Activity 1
