Nuclear Equations
OpenStax College
By the end of this section, you will be able to: Identify common particles and energies involved in nuclear reactions Write and balance nuclear equations

Author(s): No creator set

An Introduction to the Physics of Sailing
The goal of this lesson is to explain how sailboats work by using basic physics principles. By the end of this lesson, students should be able to identify the forces acting on a sailboat and explain how the combination of these forces results in the forward motion of the boat. Students should be familiar with vectors and be able to use them to represent forces and moments, and should be familiar with using free body diagrams to represent forces and moments.
Author(s): No creator set

## Question 1

Draw a line of symmetry on each of the shapes below.

Look at the shapes below. The symmetry of the shape on the left and its relationship to the shape on the right can be thought of in two ways:

• Fold the left-hand shape along the central line. Then one side lies exactly on top of the other, and gives the shape on the right.

• Imagine a mirror placed along the central dotted line. The reflection in the mirror gives the other half of the shape.

Author(s): The Open University

Lecture 3: Keep it cool! 38 years of gas-turbine research
Professor Martin Oldfield on 'Keep it cool! 38 years of gas-turbine research'. Unusual short-duration wind-tunnels have been used to research, in a split second, results that normally need expensive hours. The work of one of the most successful thermo-fluid laboratories over the years was illustrated in Professor Oldfield's lecture.
Author(s): No creator set

Our everyday experience of percentages includes percentage increases (like VAT at %, or a service charge of 15%) and percentage decreases (such as a discount of 15%).

For example, Â£8 plus
Author(s): The Open University

Generic Representations and the Generic Grid: Knowledge Interface, Organisation and Support of the (
Computer Aided Design requires the implementation of architectural issues in order to support the architectural design process. These issues consist of elements, knowledge structures, and design processes that are typical for architectural design. The paper introduces two concepts that aim to define and model some of such architectural issues: building types and design processes. The first concept, the Generic grid, will be shown to structure the description of designs, provide a form-based hier
Author(s): Achten, H.H., Bax, M.F.Th. and Oxman, R.M.

School work
School work.
Author(s): No creator set

Now, we will look at rearranging an equation. Before we do this, we would like you to look at some general rules for adding, subtracting, multiplying and dividing positive and negative numbers. Symbols like a or x are simply â€˜standing inâ€™ for numerical values, so where a term is positive or negative, it should be treated in the same way as the rules below.

Translation as a career
This free course explores translation as a career. During the course you will meet professional translators discussing their work and reflect on what they say. You will assess your own language level and find out how translators maintain their language skills. You will also engage in a short translation activity. First published on Thu, 17 Aug 2017 as Author(s): Creator not set

Decide for yourself, by working through the table below, whether you have satisfied the learning outcomes for Part A.

I am confident that I have a sufficiently comprehensive understanding to enable me to move on.I am sufficiently confident in my understanding to enable me to move on, but I am aware that I need to revisit the material later.I
Author(s): The Open University

Before we move on to look at the different types of business organisation, we will introduce one more concept. It is the concept of capital. It has, historically, been a very important concept in company law. But it is a concept not limited to company law. The next activity will allow you to reflect on your own ideas of what â€˜capitalâ€™ means, without you needing to have any prior legal knowledge, or, for that matter, knowledge of any other discipline.

Author(s): The Open University

In Part A, we will start by examining some of the basic concepts which will underpin your understanding of the course. We will begin by examining what you think a company is (you do not need to have previous legal knowledge for this).

## Activity 1: What does â€˜companyâ€™ mean?

Author(s): The Open University

The key themes of Part A are:

• company;

• capital.

After studying Part A, you should be able to:

• describe in general terms what a business is;

• demonstrate an appreciation of the concept of capital.

Â

Author(s): The Open University

This course has a number of learning outcomes. In relation to a course of study, a learning outcome is simply something which you should be able to do (and to show that you can do) at the end of studying a particular course. The learning outcomes are concerned with ability to demonstrate knowledge and understanding of company law, and also ability to demonstrate a range of skills, including use of IT, research and problem-solving.

In addition to being listed at the beginning of the cour
Author(s): The Open University

The Human Rights Act 1998 (HRA) received the Royal Assent on 9 November 1998, and the main provisions were brought into effect on 2 October 2000. However, the UK had by then been a signatory to and had ratified the ECHR for nearly fifty years. What was the effect, if any, of the Convention on UK domestic law? We have already noted the supremacy of Parliament as the main law-making body in the UK. Under English law international treaties do not become part of domestic law unless and until some
Author(s): The Open University

The vast majority of companies are, indeed, set up and run with â€˜commercial objectsâ€™ â€“ in other words, they are business enterprises, or â€˜undertakingsâ€™, set up to trade and make a profit. It is principally in the context of the company as a form of business organisation (or â€˜business mediumâ€™) that we will be studying it. So, before we start to look in detail at what companies are, it is a good idea to have a grasp of what companies do, which will lead us on to consider why they
Author(s): The Open University

Water in Ethiopia
In Ethiopia, 65% of people donâ€™t have access to clean drinking water. In this album we take a glimpse at the struggles Ethiopians go through each day, just to survive. We look closely at the different methods used to improve the quality of life in the rural highlands as well as the conflict between neighbouring farming villages attempting to share the same water supply. This material forms part of the course U116 Environment: journeys through a changing world.Author(s): The OpenLearn team

Bottled Water
Have you ever wondered where bottled water comes from and what impact this has on the environment? This informative, animated video looks at the complete process of producing bottled water and strives to answer the question, 'Bottled water - who needs it?' Highlighting the effects this has on the carbon footprint, we learn how bottled water is disseminated worldwide. This material forms part of the course U116 Environment: journeys through a changing world.Author(s): The OpenLearn team

War, Intervention and Development
How can we prevent a country from returning to civil war? When and how should external parties intervene in serious conflicts? This album looks at the decade of violence and destruction that occurred in Sierra Leone in the 1990's. Now that peace has finally come about through the efforts of the international community, it's time to debate whether the root causes of war have been adequately addressed, and what lessons can be learned. 50% of Sierra Leoneans are under 15 and unskilled. Lack of edu
Author(s): The OpenLearn team