5.6 Learning and effective action I claim that learning is about effective action. It is distinguished when I, or another observer, recognize that I can perform what I was unable to perform before. Following Reyes and Zarama (1998), I am going to claim learning is an assessment made by an observer based on observed capacity for action. From this perspective, learning is not about ideas stored in our mind, but about action. So what makes an action effective? Reyes and Zarama (1998, p. 26) make the following claims: 5.5 Distinctions about systems practice A tension has existed throughout the history of Western thought around whether to focus on parts or the whole. The practice that springs from this history carries the same tension. This tension has been particularly visible within science and philosophy for a long time and it gives rise to different approaches. Emphasizing the parts has been called mechanistic, reductionist or atomistic. An emphasis on the whole has been called holistic, organismic or ecological. As Fritjof Capra (1996) 5.3 Appreciating your basis for understanding In my experience, the explanation that Fell and Russell suggest (i.e. that we each construct our own version of reality and therefore cannot be an objective observer; which in turn means we have to take responsibility for our observations and explanations) is challenging for many people. When I attend workshops where these ideas are expressed for the first time, people often become angry. You may be able to identify with them. If so, please try to use your discomfort productively for your own 1.1.1 Learning by experience It's a familiar idea but it implies two activities: learning and experiencing. Both activities need to happen if I am to say that learning from experience has happened. Experiencing seems to have two components. The first is the quality of attention that allows me to notice the experience and its components. The second is memory. Calling experience to mind allows me to examine the experience and to think about it in ways that were not possible at the time. Learning is what I take away from th Introduction When you meet with a situation you experience as complex you need to think about yourself in relation to the process of formulating a system of interest. Only with this awareness, can you increase your range of purposeful actions in the situation which are ethically defensible. To do so is the hallmark of systemic thinking and practice compared to systematic thinking and practice. The metaphor of the systems practitioner as a juggler of four balls is introduced as a device to explore skill de References 7 Unit summary This unit presents an understanding of ‘ethics’ as something related with ‘good’ and ‘bad’. There are other derivative words like ‘optimal’ that might also be used, and there are parochial words which are related to particular communities. When we talk about ethical things, we are liable to confront cultural differences that are reflected in differences in vocabulary. But there are other kinds of differences too. Things have different properties; for example, ‘appearance’ 5.12 Interests There is quite a lot to be said about the play, but in this unit I need to be selective. In the conversations that take place, one of the things that happens is that all sorts of interests unfold. There is a catalogue of benefits that could each potentially accrue to a long list of individuals and groups. We have the government that could gain benefits through ownership which would allow it to develop the device, understand threats, prevent development, protect the indigenous industry and ret 6.3 The decision-making process 4. Who is the ‘audience’? Who do I need to persuade? 5. What benefits of the proposed change will those making up the audience value? What is their perspective on the proposed change? 6. What is the process by which t 3.8 Section summary This section has introduced you to the nature of operations management and the role that technology plays. The operations function has been treated as a transformation process, converting resource inputs of various types to outputs that provide value for a range of stakeholders – particularly but not exclusively in the form of goods and services for customers. This transformation process principle can be applied at all levels in an organisation – both the enterprise as a whole and s 3.7 The role of technology Technology is an increasingly important, if not dominant, element in operations. It was included as one of the resource inputs in the Figure 2 transformation model developed earlier, but treating it in this way potentially underestimates its role. Technology is often an important element of t 8.5 Review We can sum up the distinctive features of wet etching with a few key points: Wet etching, in general, is a simple process to operate. Wafers are immersed in a solution for a while before being taken out, rinsed, and dried. However, certain etches require more sophistication. They may need one or more of the following: heating and agitation of the solution; reflux of vapours to maintain concentrations; protection of back side of the wafer; incorporation 7.3 Depositing metals and alloys Metal layers are used extensively in device fabrication: to carry current for both power and signals, to apply the voltages that control transistors and generate forces for MEMS, as mirrors and optical coatings, and in magnetic devices for recording media. Different applications might require a continuous film, a long track, multiple thin layers or a plug filling a ‘via hole’ through to a buried layer. The electrical properties resulting from micro structure and composition must be contro Learning outcomes After you have completed this unit you should be able to: describe how to use metal–oxide–semiconductor (MOS) structures for light capture, switches and latches; distinguish between CMOS and CCD strategies for image capture. 4.6 Photographs showing the detail: debris field The relatively clear platform of pier 3 is also visible in Figure 28. There are several pieces of shaped metal on the floor, at least one appears to be a bolt. A close-up of the floor, taken looking east, is shown in Author(s): 3.1 Introduction I've an opera here you shan't escape – on miles and miles of recording tape. Flanders, M. and Swann, D. (1977) ‘The Song of Reproduction’ from The Songs of Michael Flanders and Donald Swann, London, Elm Tree Books and St George's Press, p. 99 Sounds, pictures, measurement data, financial statistics, personal details, etc. can all be recorded and stored on magnetic media, i.e. m 2.8 Good times and bad The music industry, like any other large industrial business, had good times and bad times. By 1924 the burgeoning of radio broadcasting in the United States caused a severe downturn in record and equipment sales, leading to amalgamations and bankruptcies of many of the record companies. Actually, radio broadcast studio technology proved of great importance to the record industry. The sensitive microphones and electronic amplifiers used in broadcast studios offered improved characteristics th 2.3 Berliner experiments with plates Emile Berliner was a young German immigrant to the USA with an interest in science. Whilst working in several menial jobs he educated himself in basic physics and chemistry, eventually building a small laboratory at his boarding house. Experiments with electricity and acoustics led to his invention of a new telephone transmitter, which he sold, enabling him to set up as a full-time inventor. He became interested in recording sound through studying a device called the phonoautograph. This appa 2.2 Bell and Tainter improve the phonograph If Edison was not willing to continue development of the phonograph then others were. Alexander Graham Bell, who had risen to prominence through his invention of the telephone, took a great interest in recording sounds, even suggesting to Edison that they might collaborate. Edison refused, so Bell set about developing a recording machine with the assistance of his cousin Chichester Bell, a chemical engineer, and Charles Tainter, a scientist and instrument maker. By 1887 Bell and Tainter had s 5.8 Vibrating air column: standing waves in a cylindrical tube open at both ends The frequencies at which standing waves can be set up in an air column enclosed by a cylindrical tube that is open at both ends can be determined quite easily. Because both ends are open to the atmosphere, the pressure at these positions always remains at atmospheric pressure. In other words, there is no fluctuation in the pressure at the open ends so they must be pressure nodes (think ‘no-deviation’ in pressure). So, as we saw with the string fixed at both ends, the length L of th
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Austin, J. (1986) How to do things with words. Edited by J. O. Urmson and Marina Sbisà . New York: Oxford University Press
Engineering Council UK (n.d.) Statement of Ethical Principles.
Frayn, M. (1965) The Tin Men. London: Faber and Faber
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