3 Designing for users This section aims to develop your awareness of weaknesses in product designs, from the perspectives of usability and the variability in user populations, and to consider the opportunities for product design for different populations. Although most producer companies devote major resources to researching the market for their products, many products still appear on the market that seem not to have been designed with their user in mind. You must have experienced or noticed some dangerous,
Medicine transformed: on access to healthcare
Access to healthcare is important to all of us. Did the arrival of state medicine in the twentieth century mean that everyone had access to good medical services? If you fell sick in 1930 where could you get treatment from a GP, a hospital, a nurse? This free course, Medicine transformed: On access to healthcare, shows that in the early twentieth century, access to care was unequally divided. The rich could afford care; working men, women and children were helped by the state; others had to rel
Approaching literature: Reading Great Expectations
This free course, Approaching literature: Reading Great Expectations, considers some of the different ways of reading Great Expectations, based on the type of genre the book belongs to. This is one of the most familiar and fundamental ways of approaching literary texts. The novel broadens the scope of study of a realist novel, in both literary and historical terms. The course includes extracts from critical writings, which are discussed in detail.Author(s):
Discovering music: the blues
This free course, Discovering music: the blues, will
introduce you to a musical tradition with roots in the nineteenth century but which is still relevant to making music today. You will learn about how the lyrics of blues songs reflect the social environment in which they were created, and about the musical techniques that underpin the structures of blues songs. You do not need to play an instrument, to sing or have any prior musical knowledge to be able to complete this course.
Introducing philosophy
Ever wondered what it would be like to study philosophy? This free course, Introducing philosophy, will introduce you to the teaching methods employed and the types of activities and assignments you would be asked to undertake should you wish to study philosophy and the human situation. First published on Mon, 01 Jul 2019 as Author(s):
Introducing the philosophy of religion
In this free course, Introducing the philosophy of religion, Timothy Chappell, Professor of Philosophy, asks what the words 'God' and 'religion' mean, and what it means to ask philosophical questions about them. First published on Mon, 01 Jul 2019 as Author(s):
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 <
Acknowledgements 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 following sources for permission to reproduce materia
References 8.4 Hinduism in eastern India: religion in Calcutta The Hinduism of Bengal, as in other regions of India with their own languages and distinctive historical traditions, has absorbed and retained many local elements which make it peculiarly the Hinduism of Bengal. The city of Calcutta has exerted its own considerable influence upon the surrounding region. Calcutta, the capital of West Bengal, was founded in 1690 originally as a British trading post on the Hugli, a stretch of the Ganges (or Ganga), a river sacred to Hindus (see Author(s): 8.3 Worship in temples and street shrines Apart from being intensely visible, participation in devotional practice at temples and festivals is extremely widespread within popular Hinduism. If we make allowance for regional and sectarian variations, we can gain some truly representative insights into a central preoccupation of living Hinduism. As in Section 6, I would like you to look 8.2 The diversity of Hinduism The complex tradition now known as Hinduism has emerged largely from the coming together of four main elements: The traditions of the original inhabitants of India, some of which may still continue in the cultures of India's more remote tribal peoples. The influences of the Indus Valley civilisation that flourished in northwest India until approximately the middle of the second millenium bce. 7.4 Religion: true or false? I noted earlier that differences between the truth claims made by religions has led those who practise Religious Studies to avoid premature judgements when dealing with questions relating to the truth and value of particular religions. By seeming to by-pass truth claims, you may feel that what I have been describing as Religious Studies avoids what many would regard as the purpose of religion – to deal in truths. This is a difficult area to cover briefly, but let me at least try to explain 7.3 ‘Insiders’ and ‘outsiders’ The claim that it is possible to study religion adequately from a disinterested position has been hotly debated. Can the understanding of the observer achieve the same level of insight and authority as the participant in a religion? No serious student of religion can avoid confronting this question. The ‘outsider’ cannot escape depending to an extent upon insights from ‘insiders’ when studying a particular religion. An ‘outsider’ who has never been through a particular ritua 5.5 Common sense and analysis Faced with the choice between narrow substantive definitions and broad functional definitions, we should require any definition to ‘fit with broad common-sense reflection’ and ‘encompass what ordinary people mean when they talk of religion’ (Bruce, 1995, p. ix). The definition must also assist in the analysis and explanation of what is being studied. For these reasons, Steve Bruce, who is a leading sociologist of religion, opts for the following substantive defini Acknowledgements This course was written by Professor Tim Benton
Presenter: Tim Benton. Producer: Nick Levinson. Production Assistants: Tricia Cann and Judy Collins. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creat 2.4 Activities 9 and 10 Watch the next segment of video. Once you’ve watched the video, jot down some notes on what you learnt about how the Grand Louvre meets the needs of today. Click to view video Acknowledgements This course was written by Professor Clive Emsley
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 3.3 Factors leading to the ‘Final Solution’ Two questions: What was east of Nazi-occupied Poland? On what would this new resettlement depend? 2.3 The significance of Volksgemeinschaft in Nazi ideology Hitler made no reference to Kristallnacht in his speeches at the time of the event. Less than three months later, however, on 30 January 1939, he gave a two-hour address to the Reichstag. The speech focused principally on the international situation but contained the ‘prophecy’ that a new war would bring about ‘the destruction Vernichtung of the Jewish race in Europe’. The ‘prophecy’ was singled out in newsreel coverage of the speech, yet neither the official
Activity 9
Activity 4
