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NASA | Atomic Interferometry
Einstein predicted gravity waves in his general theory of relativity, but to date these ripples in the fabric of space-time have never been observed. Now a scientific research technique called Atomic Interferometry is trying to re-write the canon. In conjunction with researchers at Stanford University, scientists at NASA Goddard are developing a system to measure the faint gravitational vibrations generated by movement of massive objects in the universe. The scientific payoff could be important,
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Babe Ruth: The Move to Brooklyn
Babe Ruth was hired as the coach for the Brooklyn Dodgers in 1937. Although the Dodgers didn't have a great season, Ruth managed to get the fans out to watch the Dodgers play. Eventually, a new manager, Leo Durocher, was hired and the Babe was out of baseball again. In this video clip, learn more about the career of Babe Ruth. (1:53)
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Coming Together to Redefine International Development: IDIN and CITE
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Story Hour in the Library - Peter Orner
Peter Orner reads as part of the Story Hour in the Library series. Orner's fiction and non-fiction has appeared in the Atlantic Monthly, Granta, The Paris Review, McSweeney's, The Southern Review, The Forward, The San Francisco Chronicle, and Ploughshares. His first two novels received numerous awards. He is also the editor of two non-fiction books. His third book of fiction, Love and Shame and Love was recently called epic by Daniel Handler, "...epic like Gilgamesh, epic like a guitar solo." (O
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Learning outcomes

By the end of this unit you should be able to:

  • explain the meanings of the emboldened terms and use them appropriately;

  • describe the behaviour of wave packets when they encounter potential energy steps, barriers and wells;

  • describe how stationary-state solutions of the Schrödinger equation can be used to analyse scattering and tunnelling;

  • for a range of simple potential energy functions, obtain the solution of the time-independent Sc
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Numbers
This unit will help you understand more about real numbers and their properties. It will explain the relationship between real numbers and recurring decimals, explain irrational numbers and discuss inequalities. The unit will help you to use the Triangle Inequality, the Binomial Theorem and the Least Upper Bound Property. First published on Wed, 2
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References

Abel-Smith, B. (1964) The Hospitals 1800–1948, London: Heinemann.
Beddoe, D. (1989) Back to Home and Duty: Women between the Wars 1918–1939, London: Pandora.
Brown, P.S. (1985) ‘The vicissitudes of herbalism in late nineteenth and early twentieth-century Britain’, Medical History, vol.29, pp. 71–92.
Br
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5.3 Addressing the issues

Activity 19

Think back over the video evidence so far: what information and examples might you select, and how might you use these to address the issues raised there?

You will find the final section of th
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6.4 Prospect theory

Kahneman and Tversky (1979) developed ‘prospect theory’ to describe this combination of risk and loss aversion. This suggests that whether an individual is risk seeking or risk averse will depend on where they are in relation to a personal reference point. The reference point divides the area where they feel as if they are in loss from the area where they feel they are in gain. This point is not usually zero, and will change over time. For example, a professional financial trader who is p
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6.2 A rational-economic perspective on risk

A rational-economic perspective generally represents risk as a combination of the expected magnitude of a gain or loss, combined with some probability distribution of anticipated outcomes. Economic ideas of risk behaviour are founded largely on expected utility theory. Expected utility theory predicts that investors will always be risk averse. The shape of the utility curve (utility plotted against increasing wealth) is such that utility increases with wealth, but at a declining rate. This is
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5.6 A way of dealing with social pressures: decoupling

Organisations often deal with these social pressures by decoupling responses to these different pressures. The need to appear legitimate in the eyes of important constituencies is met by actions and practices which have a purely ceremonial character: they are done for the sake of appearances and not with any real engagement. The example in Author(s): The Open University

Introduction

‘Environment’ is one of the more popular words in the management lexicon, most generally understood to be referring to ‘something outside’. But common usage today often interprets the Environment (with or without the capital ‘E’) as referring to the planetary ecosystem. On that basis the Environment includes such things as global warming, the state of the ozone layer, deforestation and the means of energy generation. Organisations need to coexist with their environment, responding
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1.4.1 PROMPT

There is so much information available on the Internet on every topic imaginable. But how do you know if it is any good? And if you find a lot more information than you really need, how do you decide what to keep and who to discard?

In this section we are going to introduce a simple checklist to help you to judge the quality of the information you find. Before we do this, spend a few minutes thinking about what is meant by information quality.

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Introduction

This unit, which contains material from the current Open University second level Politics course DD203 Power, Equality and Dissent, is pitched at the intermediate level. It should take you about 8 hours to study if you attempt the recommended exercises and make summary notes of its key points. Doing so will allow you to practise the crucial academic skill of summary and précis – extracting the gist of an argument – which will be of particular help if you go on to study in related
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4.1 Legacy technology

The aim of Section 5 is to examine some of the issues and problems which affect the devekopment of Internet, e-commerce and e-business applications.

The World Wide Web was developed as a way of dispensing documentation within the large research laboratory at CERN in Geneva. I am sure that the originator of the technology, Tim Berners-Lee, did not realise at that stage how it would expand and become a major component of our economic infrastructure. Because many of the developers o
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3.3 Stage 2: Gathering the course material together

You will need to gather all your course material and lecture notes together, and organise them properly. Your course material or texts should contain an overview of your course. Keep this to hand, as it will prove invaluable in you come to identify the topics you will need to revise.

There are also other sources of information that you can draw on when gathering information for your revision.

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1 Revision and exams

Most likely, you are reading this unit because you feel unsure about your ability to do yourself justice in exams. You may never have taken an exam and are wondering how to prepare yourself. It may have been a long time since you took an exam, and you feel a need to refresh your technique. You may be looking for reassurance and advice because you may have had a bad exam experience in the past. Whatever your reason, we hope that this unit will help.

This unit is a practical one, and we w
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10.1 Further reading

OU books

  • The Good Study Guide, by Andrew Northedge, published by The Open University, 2005, ISBN 0 7492 59744
  • The Sciences Good Study Guide, by Andrew Northedge, Jeff Thomas, Andrew Lane, Alice Peasgood, published by The Open University, 1997, ISBN 0 7492 341 1 3
  • The Arts Good Study Guide, by Ellie Chambers and Andrew Northedge, published by The Open University, 1997, ISBN 0 7492 8745 4

Other boo
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7.1 Reviewing

This phase takes place after a period of study and an assignment have been completed. It is when you focus on reviewing your performance on your assignment as well as the whole cycle of study you have just completed. The two activities of this phase are:

  • learning from feedback
  • reviewing the whole process.

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Introduction

Learning how to learn is a process in which we all engage throughout our lives, although often we do not realise that we are, in fact, learning how to learn. Most of the time we concentrate on what we are learning rather than how we are learning it. In this unit, we aim to make the process of learning much more explicit by inviting you to apply the various ideas and activities to your own current or recent study as a way of increasing your awareness of your own learning.
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