5.13 Conclusion of the BoT enquiry The BoT enquiry issued two reports at the end of the enquiry, one authored by the chair, Mr Rothery, the other by the two other assessors. The Rothery report is Paper 3, linked below. They agreed about most of the issues in contention, as follows (Paper 3, page 47 of report). There is no evidence to show that there has been any movement or settlement in the foundations of the pier 5.11 Further evidence on stability Given the importance of establishing the nature of the stability of the bridge, further witnesses were called at a later stage in the enquiry to shed some light on the problem. If Mr Noble had observed chattering of the joints in the tie bars, had similar phenomena been observed earlier? The key witnesses were the engineers in charge of erecting and finalising the structure before it was opened in May 1878, Major-general Hutchinson, the BoT inspector who approved the structure for publi 5.8 Design problems Table 7 summarises the many design problems of the piers uncovered by Mr Law and his team. We have already seen the numerous fractured lugs in the remains of the bridge, shown in Author(s): 3.4 Building the bridge The contract for the bridge was won by the firm of Charles de Bergue, and a contract signed on 8 May 1871, whereby the contractor undertook to have the bridge ready for traffic in three years at a price of £217 000. In the event the bridge was opened on 31 May 1878, by which time it had cost £300 000. Work started on the south bank of the Tay, with piers laid on to solid rock foundations. As the piers advanced into the estuary, foundations needed to be sunk onto the river bed, and cai 1.1 Overview Why are disasters important? They attract public attention because there is great loss of life, or because the event happened suddenly and quite unexpectedly, or because the accident occurred to a new project that had been regarded as completely safe. Certainly, the aspect of suddenness is one that features in many catastrophes, and indeed, it is this feature by which a catastrophe is defined. Great disasters are always traumatic, especially for those who endure them and come through al 5.6 Developing the Open University hard systems method When the writers of the course T301 Complexity Management and Change, the predecessor to T306 (the course from which this unit is taken), started in 1982 they had to decide what to include and what to leave out (just as we have). They started with the systems analysis approach of the engineers De Neufville and Stafford (1971), which had been developed in a civil engineering group at the Massachusetts Institute of Technology (MIT). De Neufville and Stafford defined systems analysis as â 5.2 What are systems approaches? An approach is a way of going about taking action in a ‘real world’ situation, as depicted in Figure 20. As I have outlined earlier, an observer has choices that can be made for coping with complexity. Here I am assuming that because this unit is about systems approaches, a cho 4.5 Choosing to distinguish between complex situations and complex systems Within some of the lineages of systems thinking and practice (Figure 24), the idea that system complexity is a property of what is observed about some ‘real world’ system, is known as classical or type 1 complexity. Exploring type 1 complexity, Russell Ackoff (1981, pp. 26–33) c 3.6 Learning and effective action I claim that learning is about effective action. It is distinguished when I, or another observer, recognise 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: 3.3 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 2.2 The nature of systems thinking and systems practice There are no simple definitions for either systems thinking or systems practice. It's difficult to find definitions that capture all the perspectives that the ideas carry for people who think of themselves as systems thinkers and systems practitioners. Most systems practitioners seem to experience the same kind of difficulty in explaining what they do or what it means to be systemic in their thinking. Through experience I've developed some criteria by which I characterise systems thinking, bu 4.1 Something different Perhaps it will not surprise you if I say you may experience this unit as rather different to any you may have previously encountered. Like any course of study, you are likely to find surprising and interesting material in it but there are three specific ways this unit may surprise and even challenge you. These three ways are concerned with: The nature of systems thinking and systems practice; A style of learning where you have to tak Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material within this unit: Course image: liz west in Flickr made available under Creative C 16 Part 3: Innovation You can experience this free course as it was originally designed on OpenLearn, the home of free learning from The Open University: Author(s): 11.1 Five steps to invention I've looked at what motivates people and organisations to invent. I'll look more closely now at what's actually involved in inventing something. Wherever invention occurs, whether with a lone inventor or in a creative team within an organisation, there seem to be common factors involved. There have been many attempts over the past 100 years to explain the creative process that occurs while people are attempting to solve problems. I'm going to combine ideas from two such models of the st 5.6 Improver At different stages of the process of invention, design and innovation there's a role that can be played by improvers. The improver is an individual or group whose concern is to do things better by making improvements to existing products or processes. Such people can help transform an inventor's first prototype and early design into a commercial product. Edison's team at Menlo Park included a number of engineers, chemists and mathematicians who contributed to the improvement of the ele Learning outcomes After studying this course, you should be able to: demonstrate a knowledge and understanding of the principles of user-centred designing criticise some everyday products from a user's point of view suggest and apply some appropriate methods for researching how users interact with products apply comparison and evaluation skills, including constructive criticism of everyday products apply observational skills in the conte Introducing philosophy References 2.3 The significance of Volksgemeinschaft in Nazi ideology Hitler made no reference to Kristallnacht in his speeches at the time of the event. Less than three months later, however, on 30 January 1939, he gave a two-hour address to the Reichstag. The speech focused principally on the international situation but contained the ‘prophecy’ that a new war would bring about ‘the destruction Vernichtung of the Jewish race in Europe’. The ‘prophecy’ was singled out in newsreel coverage of the speech, yet neither the official
Ever wondered what it would be like to study philosophy? This free course, Introducing philosophy, will introduce you to the teaching methods employed and the types of activities and assignments you would be asked to undertake should you wish to study philosophy and the human situation. First published on Mon, 01 Jul 2019 as Author(s):
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Baird, R (1982) ‘Religious or non-religious: TM in American courts’, Journal of Dharma, vol.7, no.4, pp. 391–407.
Barker, E. (1989) New Religious Movements – A Practical Introduction, London, HMSO.
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