Part 3: 5 Self-assessment questions A dramatic example of the importance of process innovation for a product's success is mentioned in Author(s): 6.3 Distribution systems The water from service reservoirs is distributed by a network of pipes of various sizes, laid beneath the streets, pavements and verges of our towns and cities. Any part of a distribution system can be isolated by valves at appropriate points. Figure 44 shows both a loop (as at A) and a spur or dead end (as at B) within a typical distribution layout. Looped or ring mains are always preferred to spurs or dead ends because when the rate of flow is restricted in a long spur, the water will remai 6.1 Introduction This section is concerned with the plant used in carrying water from the treatment works to houses, farms, blocks of flats and other buildings of a community. The major components of this distribution network are shown in Figure 37 and comprise: the service reservoir, which must balance the fluctuating demands of the users against the steady output from the source of supply, as well as provide a back-up supply should there be a breakdown at the source Learning outcomes After studying this unit you should be able to: describe the operation and mechanisms of the hydrological cycle; list and describe the major physical, chemical and biological characteristics of clean fresh water, and explain their effects on aquatic organisms; explain the mode by which potable water is produced through the processes of screening, microstraining, aeration, coagulation and flocculation, sedimentation, flotation, filtration and disinf Acknowledgements This unit was written by Dr Sue Asbee
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 permission to reproduce m 1 Prelude: Hume's death In mid-August 1776 crowds formed outside the family home of David Hume. Hume was a pivotal figure in the Scottish Enlightenment, and his imminent death was widely anticipated. The crowds were anxious to know how he was facing up to his coming demise. Hume is best known today as a historian (through his History of England of 1754–62) and a philosopher. His Treatise of Human Nature is regarded by many as one of the most significant philosophical works to have been written Acknowledgements The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence praatafrikaans: http://www.flickr.com/photos/praatafrikaans/171602015/ References 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 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 4.3 Framing the problem As you saw in Activity 1, how a problem is framed can have a significant effect on how you make decisions. Medical decisions can be affected by whether outcomes are framed as likelihood of deaths or of saving patients. Financial decisions can be affected by whether you see yourself in a position of loss or gain. In a position of gain we tend to become risk averse; in a position of loss we will tend to take risks to avoid or recover losses. You may know people who are good at using this Acknowledgements The content acknowledged below is Proprietary (see terms and conditions).This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence This extract is taken from D315: Crime, order and social control, produced by the BBC on behalf of the Open University. © 2007 6.10 To extend or include? Whatever kind of system you intend to develop, you will need to consider its security. Usually, we allow only trustworthy people to use a new system. Therefore, in a software solution we can envisage a log-on use case, which describes how a user gains access through some authentication procedure. How should such a requirement be included in the example of the hotel chain? By analogy with natural languages, the UML allows a number of ‘grammatically correct’ options each of which will 3.8.2 Analysing and answering essay-based exam questions For the following activity, you can use questions from a specimen paper, past papers or even questions you have devised for yourself. Exam questions for essay-based courses often contain 'process words'. These require you t 2.4.2 Knowledge Learning is often associated with ‘knowing facts’. You may associate this sort of learning with what you did at school where you might have thought that you had to learn lots of facts associated with a subject in order to pass an examination. Evidence of learning is sometimes linked to building up an increasingly impressive store of such facts. TV quiz programmes tend to make us think that learning is about knowing more facts than other people. 2.3 Why it’s important to be a learner We hope that you will go along with the suggestion that learning permeates most, if not all, aspects of our lives. The quote that follows is from Peter Jarvis, an academic who has spent many years trying to set out why learning is so important. In the opening to a recent book he suggests: 1.3 Learning through activities The unit has been designed to actively involve you in your own learning. One of the most important aspects of this are the activities that you are asked to do. For each activity, there is a suggested time, for example, ‘Allow about 10 minutes for this activity’. These estimates are intended to give you a sense of the amount of effort required. However, you may find that you spend longer on each activity. That is fine, so long as you feel you are learning. If you come across ideas th Introduction The activities in this unit are designed to support an individual or group of teachers in preparing a school-based training session for colleagues on creativity and information and communications technology (ICT) in the curriculum. Acknowledgements This unit was prepared for TeachandLearn.net by John Morgan.
John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.
T 7.6 Conclusion This extract has emphasised the importance of becoming familiar with the framework of learning outcomes within which your progress would be assessed. It is imperative for you to be an active learner and take responsibility for what you want and need to get out of your studies. You willl achieve this through reflection on the process of your practice learning experiences and feedback from those involved in assessing your progress.
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Barrett, S.M. (2006) ‘Implementation studies: time for a revival?’ in Budd, L., Charlesworth, J. and Paton, R. (eds) Making Policy Happen, London, Routledge/Milton Keynes, The Open University (Course Reader).
Barrett, S. and Fudge, C. (1981) Policy and Action, London, Methuen.
Budd, L., Charlesworth, J. and Paton, R. (eds) (2006) Making Policy Happen
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