Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 9934 result(s) returned

procedures
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Learning outcomes

After studying this unit you should be able to:

  • define risk in the most appropriate way, and appreciate the need to prioritise risks;

  • appreciate the costs of illness associated with workplace activities;

  • describe in outline the development of models used to explain the cause of incidents and to promote prevention;

  • recognise the multiple causes contributing to many incidents, and be able to represent them diagrammatically;


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    Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Floating and Sinking 2
Printable worksheet that guides children through a hands-on exploration of how shape affects floating. Also provides opportunities for recording ideas and observations.
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SUPPLY
Understanding the concept of supply.
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Shape
Worksheet encouraging pupils to differentiate between triangles and rectangles thus practicing their knowledge of 2D shapes.
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Fraction Wall 2
Useful resource with a fraction wall containing thirds, sixths and ninths which can be printed out and cut up for use in class.
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4.4.1 Tidal Energy
Access to safe, clean and sustainable energy supplies is one of the greatest challenges facing humanity during the twenty-first century. This unit will survey the world’s present energy systems and their sustainability problems, together with some of the possible solutions to those problems and how these might emerge in practice.
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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

4 Identification and naming
What is ecology and why is it important to our understanding of the world around us? This unit looks at how we can study ecosystems to explore the effect that humans are having on the environment.
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1.2 Readings

In considering the environmental and social challenges that we are currently facing, we are clearly dealing with so-called ‘wicked’ problems: the ‘problems’ manifest themselves only as you try to engage and Author(s): No creator set

3.10 Systems techniques

The two systems methodologies provide a framework for the application of problem solving, analysis and design techniques. These fall into three groups.

  • Diagramming: ranging from single systems maps to complex flow charts. Diagrams of one sort or another provide a method of analysis, design and communication.

  • Modelling: simulation is used extensively to analyse the dynamics of an existing system and to predict the behaviour of a propos
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4.18.2 Information visualisation

We read increasingly of the problem of information overload. Earlier, we emphasised the importance of designing appropriate information representations to assist human interpretation in order to create actionable knowledge. Information visualisation is concerned explicitly with designing representations using intuitive visual metaphors and graphics to highlight the most important aspects of information structures and processes. Information visualisation is a rapidly emerg
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4.13.1 Standards and classification

ICTs depend on myriad standards in order to provide interconnectivity. If this was a computer science course, you would be learning about standard network protocols which enable computers to communicate with each other or with other devices, whether over the internet or from your computer to a network printer. Standards enable us to send email and browse websites without worrying about the underlying mechanisms (until they fail, forcing us to focus on the tool instead of our work).


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4.9.1 Stories for sharing tacit/informal knowledge

Once war stories have been told, the stories are artefacts to circulate and preserve. Through them, experience becomes reproducible and reusable.

[War stories] preserve and circulate hard-won information within the community.

(Orr, 1990b, pp. 156, 157)

We all recognise that stories are one of the most natural and compelling ways to exchange experienc
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2.3 Codification and formalisation

Much of the knowledge management literature argues the importance of making tacit knowledge explicit, and then codified. For instance, an explicit goal when auditing intellectual capital is to identify human capital as one of the key assets that give an organisation its true value. Some organisations are realising that a large quantity of their ‘assets’ leave the office for home each evening, perhaps never to return, and as a consequence want to capture these in a less vulnerable for
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1.1 ‘Technology’?

In knowledge management literature the term ‘technology’ is assumed to mean digital media and networks: software and hardware that comprise today's ICTs. However, it is important to remember that pens and paper are forms of technology, along with whiteboards, sticky notes, and the other non-digital media that make up the infrastructure of our daily lives at work. These are not about to disappear: paper is robust and portable, text on paper is easily read and annotated, and most organ
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4.1 Facial expression

Facial expression was considered the most crucial element to success in painted portraiture. It was the vehicle through which intangible qualities of mind and soul were conveyed. In painting the idea was to achieve the ideal expression, a synthesis of character and the spiritual essence of being. Although cameras could portray any number of expressions with relative ease – an advantage of the machine over manual practice – early portrait photographers continued to believe in the ideal exp
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Biodomes
Students explore the biosphere's environments and ecosystems, learning along the way about the plants, animals, resources and natural cycles of our planet. Over the course of lessons 2-6, students use their growing understanding of various environments and the engineering design process to design and create their own model biodome ecosystems - exploring energy and nutrient flows, basic needs of plants and animals, and decomposers. Students learn about food chains and food webs. They are introduc
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Make Your Own Recycled Paper
Students will learn about how paper is made. Working together, students will make their own paper. This activity introduces students to recycling; what it is, its importance, and how it affects their lives.
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