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Conclusion

This free course, Systems diagramming, provided an introduction to studying Computing & IT. It took you through a series of exercises designed to develop your approach to study and learning at a distance, and helped to improve your confidence as an independent learner.

This OpenLearn course provides a sample of level 1 study in Author(s): The Open University

4.4 Diagrams for further analysis and quantitative model building

To gain further understanding of the connectivity in a situation, a multiple cause diagram can be converted into a sign graph by indicating whether the cause has a positive effect or a negative effect by adding the respective signs. Not all multiple cause diagrams lend themselves to this treatment as you need much greater knowledge of the situation to be able to be sure about the causal chains in a situation and the effects they are likely to have. Sign graphs are particularly useful
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4.1 Systems diagrams and diagrams helpful for systems work

Diagrams are used extensively in systems thinking and practice. All of those types included in the animated tutorial, as well as other types not covered there, can or have been used in systems studies. As mentioned at the beginning of the course the use of diagrams is very personal. For instance I find it helpful to group diagrams into three sorts depending o
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3.8 Reading diagrams: questioning what they say

With each of these diagrams and others we are trying to read there is another set of more searching questions we can ask:

  • What is the purpose of the diagram, i.e. what is it aiming to tell us?

  • How is the information imparted?

  • What assumptions does it make about our ability to understand it?

  • What are we expected to remember from it?

  • How successful is
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1 People-centred designing

This unit provides a taster of one of the most important concerns in product design - that the things we interact with with are both understandable and usable.

Art in Renaissance Venice
This free course, Art in Renaissance Venice, considers the art of Renaissance Venice and how such art was determined in many ways by the city's geographical location and ethnically diverse population. Studying Venice and its art offers a challenge to the conventional notion of Renaissance art as an entirely Italian phenomenon. First published on Fri, 02 Aug 2019 as <
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

9 Conclusion

I hope that this more extended study of religion in context has been interesting in itself and that you have glimpsed something of the richness of Hinduism. We have made this brief study of Hinduism also to put to work some of the principles in the study of religion that we met earlier in this course. I want finally to draw some threads together by considering more generally the problems and pitfalls of using the concept of ‘religion’ in a cross-cultural study.

Applying what we had
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5.4 A dimensional model of religion

Given the problems of devising a succinct definition of religion, some contemporary scholars have produced broader profiles of religion without claiming to identify one distinguishing characteristic. One example of this kind of approach is the seven-dimensional model of religion proposed by Ninian Smart, a specialist in the study of world religions. Smart argues that, if his model is adequate, ‘then we do not need to worry greatly about further definition of religion’ (Smart, 1989, p. 21)
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2 That special day

It's that special day in the week again. People begin to gather, set apart by their passionate convictions and the symbols that bind them together. Some stand by and scoff but the like-minded take strength from each other and stride proudly on, indifferent to those who do not share their commitment. For those caught up since birth (the less sympathetic might say ‘indoctrinated’) by their elders' commitment and enthusiasm, this is the climax of their week.

How can an observer convey
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1 Precursors?

World War I has a claim to being called the first industrialised war in the sense that, for the first time, the full power of industrial technology was deployed in concentrated ways on the battlefields. During the Second World War, what might be termed industrialised mass killing was employed for the first time – not on the battlefields but in specially designated areas behind the battle fronts. The perpetrators were directed by educated men, little different socially from the bureaucrats i
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4.6 Contemporary reactions

Wilberforce’s underlying conservative inclinations and his vested interest in the existing social order led him to emphasise those aspects of Christianity that are conducive to stability rather than the more radical strands of Jesus’ teaching. Nevertheless, there is no doubt of Wilberforce’s absolute conviction of the reality of an afterlife and, consequently, of the spiritual perspective in which life as we know it has to be viewed. Herein was an outlook fundamentally different from th
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1.2 The poor as patients

Patients' accounts of hospital life in the early modern period are notoriously thin on the ground, so historians have turned to other sources. These include hospital registers, which became more detailed and accurate in the eighteenth century, and the notebooks of medical students, who were increasingly attracted to hospitals for on-the-job training. Both types of document have been extensively used to throw light on the daily routine of patients and the treatment they received. Here I draw e
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Acknowledgements

This course was written by Dr Angus Calder

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 and thanks are mad
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2.3.6 Credits

The contributors to the recordings in this course are Sorley MacLean and Iain Crichton-Smith; the recordings were produced by G.D. Jayalakshmi for the Open University.


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2.3.1 Politics

MacLean was a socialist from the age of twelve, and a Marxist by the late 1930s, when he believed that the Soviet Union and the Red Army were the only agents that could defeat Fascism. However, he never joined the Communist Party, and by 1944 events in Poland had thoroughly disillusioned him about Stalin and the Soviet Union. One reason why he could never commit himself fully to Communism seems quite clear: he retained from his Calvinist heritage a deep pessimism about human nature and human
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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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Learning outcomes

After studying this course, you should be able to:

  • understand what is involved in the study of philosophy

  • offer arguments for and against the main positions discussed in the study of philosophy

  • use philosophical reasoning techniques in a rudimentary way.


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Further reading

General introductions to the philosophy of mind tend to be ahistorical and vary greatly in accessibility and coverage. E.J. Lowe covers virtually the whole range of topics in his An Introduction to the Philosophy of Mind (2000). For less coverage but more detail see Jaegwon Kim's slightly more advanced but excellent Philosophy of Mind (1996). Tim Crane's The Elements of Mind (2001) is another very good but more advanced introduction to current issues and contains one of t
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