9.1.5 Immersion Click on the 'View document' link below to read Jordan on 'Immersion'. 9.1.4 Take a trip to the payphone Click on the 'View document' link below to read 'Take a trip to the payphone'. 9.1.3 Take the trip Third, set out and take the trip and record actions, impressions, ideas and thoughts.
8.1.1 Visibility Recall that a key usability design feature identified by Donald Norman – from his analysis of using everyday objects such as doors – was visibility. An everyday object such as a door, or a control such as a button on a product should appear to be obvious about how it is used, and indeed it should perform that obvious function. For example, is it obvious how you insert a disc into a player? Is it obvious how you switch the machine on, adjust volume, and so on? 5 Why not design for the ‘average’ user This section explains why it can be misleading to design for an average user; a complete user population should be considered, and often it is more relevant to design for the smallest, tallest, weakest etc. Designing to include extreme users can also benefit the great majority of users. Even when user needs are being considered in design, it is still relatively easy for the designer to fall into the trap of designing for the average user. On the face of it, it seems a good idea to desig 3.3 Physical characteristics of natural waters A river's physical characteristics include: clarity/turbidity colour speed of flow/turbulence odour the presence of plants and macroscopic animal life. The physical characteristics are determined by location, geology and climate of the catchment area. In turn they influence the chemical and biological characteristics of the watercourse. The physical appearance m 2.5 Air circulation At this stage, air circulation enters and plays a dual role. Firstly, winds transmit moisture horizontally from one location to another. In this way, moisture derived from oceanic evaporation can be transported many miles to a land mass. Secondly, convective or vertical currents arising from unequal heating or cooling can transmit moisture upwards. When it cools, some of the water vapour condenses. It is from these currents that most precipitation develops. 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 Introduction This unit is from our archive and it is an adapted extract from Environmental Control and Public Health (T210) which is no longer in presentation. If you wish to study formally at The Open University, you may wish to explore the courses we offer in this curriculum area. With 4.2 New ways of thinking and acting: systems practice There are a wide variety of concepts and theories relating to management and managing. This unit is centred on the ideas and techniques that we believe define systems thinking, but it also draws upon concepts and theories from other areas where these are deemed to be useful. On top of this we see systems practice as requiring a readiness to use the experiential model of learning set out by Kolb, bringing theory and practice together in a meaningful way. It may be helpful to set out what 3.4 Conclusion The headings alongside each of the activities in this article were there to remind you of the three different types of learning to which you were introduced in Reading 2: memorising, understanding and doing. The three models of the learning process that I have discussed in the present reading – acquisitive, constructivist and experiential – have strengths particularly for each of these three kinds of learning. Some learning goals require that we know information accurately and can r 3 The acquisitive model of learning (Please refer to Reading 3: Models of the learning process, by Mary Thorpe) What happens when we learn? I shall explore three explanations, or models, of learning which attempt to answer this question. These three models have particular strengths and weaknesses. The point is not to choose between them, but to consider which one has the ‘best fit’ for different kinds of learning. The three models are introduced in turn, and each is followed by an activity that invites you to apply th Learning outcomes After completing this unit you should be able to: assess your learning styles and capabilities, using a learning file in which to record your progress; describe the main definitions of learning as a process, and the role played by memorising, understanding and doing; explain the three main categories of theories about learning, namely the acquisitive, constructivist and experiential models of learning; discuss the main conceptions of 3.2 The disaster The 39-year-old Silver Bridge collapsed suddenly at about 5 p.m. on 15 December 1967 when the roadway was filled with rush-hour traffic – 37 vehicles were trapped on the roadway. The first signs of collapse were later recounted by the survivors. Many occupants of the cars on the bridge had felt it ‘quivering’ before it fell. Most witnesses had then heard ‘cracking’ or ‘popping’ noises, some saying that it sounded like a ‘shotgun blast’. After this, the bridge started d 2.5 Corrosion processes: galvanic series A similar concept to the electrochemical series that has been used by engineers for many years is the galvanic series (one example of which is shown in Table 2: here the list should be read down the columns rather than across the rows). It ranks metals and alloys in order of reactivity or Introduction Structural integrity is the study of the safe design and assessment of components and structures under load, and has become increasingly important in engineering design. It integrates aspects of stress analysis, materials behaviour and the mechanics of failure into the engineering design process. This unit is an adapted extract from the Open University course Structural integrity: design Acknowledgements This unit was written by Ms Candida Clark 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 Grateful acknowledgement is made to the following sources for permission to reproduce mater 1.5 Tips on character creation Use a journal to build ideas for character. Consider all the influences that go into the making of your character: age, gender, race, nationality, marital status, religion, profession. Know about your character's inner life: what s/he wants, thinks, remembers, resents, fears, dreams, denies. Know about your character's behaviour, what s/he wears, buys, eats, says, works at and plays at. Kno Learning outcomes By the end of this unit you should: have begun to identify your own strengths and weaknesses as a writer of fiction; have developed a general awareness of fiction writing; have developed a basic vocabulary to discuss fiction. Acknowledgements 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 material in this unit:
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