<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:cc="http://web.resource.org/cc/"><channel><title>Xpert - 25 Most recent items matching the search terms - </title><link>http://www.pat.com</link><description>This RSS feed contains the 25 most recently submitted items from Xpert, matching the search terms - </description><generator>Xpert</generator><language>en-gb</language><copyright>http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ </copyright><dc:publisher>Xpert</dc:publisher><cc:license></cc:license><item><title><![CDATA[UW|360: Kirsten Wind Tunnel]]></title><dc:title><![CDATA[UW|360: Kirsten Wind Tunnel]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=EvV1SwJr99M]]></link><guid><![CDATA[http://www.youtube.com/watch?v=EvV1SwJr99M]]></guid><description><![CDATA[See inside the UW campus building where the wind blows a steady 200 miles per hour. Watch the full episode online at uwtv.org/uw360.]]>
</description><dc:description><![CDATA[See inside the UW campus building where the wind blows a steady 200 miles per hour. Watch the full episode online at uwtv.org/uw360.]]>
</dc:description></item><item><title><![CDATA[Message from Darden's MBA Admissions Dean: RSVPs]]></title><dc:title><![CDATA[Message from Darden's MBA Admissions Dean: RSVPs]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=LCcRO-N7Zbs]]></link><guid><![CDATA[http://www.youtube.com/watch?v=LCcRO-N7Zbs]]></guid><description><![CDATA[In this video blog, MBA Admissions Dean Sara Neher talks about the importance of communication and event attendance.]]>
</description><dc:description><![CDATA[In this video blog, MBA Admissions Dean Sara Neher talks about the importance of communication and event attendance.]]>
</dc:description></item><item><title><![CDATA[Hewlett Challenge Celebration]]></title><dc:title><![CDATA[Hewlett Challenge Celebration]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=BcOIRsgE91M]]></link><guid><![CDATA[http://www.youtube.com/watch?v=BcOIRsgE91M]]></guid><description><![CDATA[At the completion of the landmark Hewlett Challenge -- which raised over $220 million to endow 100 new faculty chairs -- UC Berkeley honored alumni, friends, and the Hewlett Foundation at a celebratory event at the Li Ka Shing Center on campus. The November 2012 celebration included presentations by 5 of the new Hewlett chairholders: Ken Goldberg, Eli Yablonovitch, john a. powell, Serena Chen, and 2011 Nobel Laureate Saul Perlmutter.

http://givetocal.berkeley.edu/]]>
</description><dc:description><![CDATA[At the completion of the landmark Hewlett Challenge -- which raised over $220 million to endow 100 new faculty chairs -- UC Berkeley honored alumni, friends, and the Hewlett Foundation at a celebratory event at the Li Ka Shing Center on campus. The November 2012 celebration included presentations by 5 of the new Hewlett chairholders: Ken Goldberg, Eli Yablonovitch, john a. powell, Serena Chen, and 2011 Nobel Laureate Saul Perlmutter.

http://givetocal.berkeley.edu/]]>
</dc:description></item><item><title><![CDATA[University of St. Thomas Gainey Conference Center]]></title><dc:title><![CDATA[University of St. Thomas Gainey Conference Center]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=UpLdtur6xRw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=UpLdtur6xRw]]></guid><description><![CDATA[A full-service conference and retreat facility located in Owatonna, Minnesota.]]>
</description><dc:description><![CDATA[A full-service conference and retreat facility located in Owatonna, Minnesota.]]>
</dc:description></item><item><title><![CDATA[Reuters Today: Currency war heats up]]></title><dc:title><![CDATA[Reuters Today: Currency war heats up]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=OAaOPkauDQY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=OAaOPkauDQY]]></guid><description><![CDATA[Jan. 14 - The yen sinks to a 2.5-year low versus the dollar as Japan's new administration talks tough on inflation targeting.]]>
</description><dc:description><![CDATA[Jan. 14 - The yen sinks to a 2.5-year low versus the dollar as Japan's new administration talks tough on inflation targeting.]]>
</dc:description></item><item><title><![CDATA[Saft Says: Margins near all time highs]]></title><dc:title><![CDATA[Saft Says: Margins near all time highs]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=frRIuxcXWm4]]></link><guid><![CDATA[http://www.youtube.com/watch?v=frRIuxcXWm4]]></guid><description><![CDATA[Jan. 11 - Reuters Columnist James Saft says margins are near all time highs and the only other time that happened was in 1929 before the Great Depression, World War II and before the last financial crisis.]]>
</description><dc:description><![CDATA[Jan. 11 - Reuters Columnist James Saft says margins are near all time highs and the only other time that happened was in 1929 before the Great Depression, World War II and before the last financial crisis.]]>
</dc:description></item><item><title><![CDATA[Learn English pronounciation (comedy)]]></title><dc:title><![CDATA[Learn English pronounciation (comedy)]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/learn-english-pronounciation-comedy]]></link><guid><![CDATA[http://edutube.org:80/en/video/learn-english-pronounciation-comedy]]></guid><description><![CDATA[<p>Learn to pronounce the difficult phrase &quot;I would like to buy a hamburger&quot; through this funny scene from the Pink Panther movie.</p>
<p><a href="http://edutube.org:80/en/video/learn-english-pronounciation-comedy">read more</a></p>]]>
</description><dc:description><![CDATA[<p>Learn to pronounce the difficult phrase &quot;I would like to buy a hamburger&quot; through this funny scene from the Pink Panther movie.</p>
<p><a href="http://edutube.org:80/en/video/learn-english-pronounciation-comedy">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[Fall 2012 Capstone Presentation - Q & A]]></title><dc:title><![CDATA[Fall 2012 Capstone Presentation - Q & A]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=5ugsViODGX0]]></link><guid><![CDATA[http://www.youtube.com/watch?v=5ugsViODGX0]]></guid><description><![CDATA[On December 13th, students from the Fall Capstone class presented their projects. Taught this semester by Prof. Gavin Shatkin, the Capstone is a required course that all Master's students in the LPP and MURP programs take in their final semester. This semester's students worked with Street-Works and the City of Quincy on a plan for the redevelopment of the Quincy Center MBTA Station.]]>
</description><dc:description><![CDATA[On December 13th, students from the Fall Capstone class presented their projects. Taught this semester by Prof. Gavin Shatkin, the Capstone is a required course that all Master's students in the LPP and MURP programs take in their final semester. This semester's students worked with Street-Works and the City of Quincy on a plan for the redevelopment of the Quincy Center MBTA Station.]]>
</dc:description></item><item><title><![CDATA[Lunch Poems - Aaron Shurin]]></title><dc:title><![CDATA[Lunch Poems - Aaron Shurin]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=GiTJv1DgAlU]]></link><guid><![CDATA[http://www.youtube.com/watch?v=GiTJv1DgAlU]]></guid><description><![CDATA[Aaron Shurin is the author of eleven books of poetry and prose, most recently "Citizen", a collection of prose poems and "King of Shadows", a collection of personal essays. His writing has appeared in over thirty national and international anthologies, and has been translated into seven languages. Shurin's honors include fellowships from the National Endowment for the Arts, the California Arts Council, the San Francisco Arts Commission, and the Gerbode Foundation. He lives in San Francisco.
http]]>
</description><dc:description><![CDATA[Aaron Shurin is the author of eleven books of poetry and prose, most recently "Citizen", a collection of prose poems and "King of Shadows", a collection of personal essays. His writing has appeared in over thirty national and international anthologies, and has been translated into seven languages. Shurin's honors include fellowships from the National Endowment for the Arts, the California Arts Council, the San Francisco Arts Commission, and the Gerbode Foundation. He lives in San Francisco.
http]]>
</dc:description></item><item><title><![CDATA[Studying mammals: Chisellers]]></title><dc:title><![CDATA[Studying mammals: Chisellers]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-chisellers/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-chisellers/content-section-0]]></guid><description><![CDATA[Ever wondered why rats, mice and squirrels seem to reproduce at such an alarming rate? Rodents are among the most successful of all the mammal groups. In this unit you will learn more about some of the evolutionary features that make these creatures so plentiful. This is the third unit in the ‘Studying mammals’ series.<link rel="canonical" href="http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-chisellers/content-section-0" /> First published on Thu, 21 Jul 20]]>
</description><dc:description><![CDATA[Ever wondered why rats, mice and squirrels seem to reproduce at such an alarming rate? Rodents are among the most successful of all the mammal groups. In this unit you will learn more about some of the evolutionary features that make these creatures so plentiful. This is the third unit in the ‘Studying mammals’ series.<link rel="canonical" href="http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-chisellers/content-section-0" /> First published on Thu, 21 Jul 20]]>
</dc:description></item><item><title><![CDATA[4.4 Historical note on the Euler characteristic]]></title><dc:title><![CDATA[4.4 Historical note on the Euler characteristic]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_4.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_4.4]]></guid><description><![CDATA[<p>A little history is instructive here, because it shows how difficult <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_4.3#the003_001">Theorem 9</a> really is. By 1900 the classification of compact surfaces was well understood, although proofs of the major theorems relied more on intuition than would be acceptable today. Attention switched to objects called ‘3-manifolds’, topological s]]>
</description><dc:description><![CDATA[<p>A little history is instructive here, because it shows how difficult <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_4.3#the003_001">Theorem 9</a> really is. By 1900 the classification of compact surfaces was well understood, although proofs of the major theorems relied more on intuition than would be acceptable today. Attention switched to objects called ‘3-manifolds’, topological s]]>
</dc:description></item><item><title><![CDATA[10 Summing up]]></title><dc:title><![CDATA[10 Summing up]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/starting-maths-patterns-and-formulas/content_section_10]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/starting-maths-patterns-and-formulas/content_section_10]]></guid><description><![CDATA[<p>In this unit, you have looked at a variety of problems all of which involved using patterns or formulas and you have also extended some of your strategies for solving problems. One of the first steps in tackling any problem is to check that you understand both the problem and the information you have been given. This step can concentrate on what the question means. However, this can also involve looking up or checking on mathematical terms, notation or definitions as in Goldbach's conjecture.]]>
</description><dc:description><![CDATA[<p>In this unit, you have looked at a variety of problems all of which involved using patterns or formulas and you have also extended some of your strategies for solving problems. One of the first steps in tackling any problem is to check that you understand both the problem and the information you have been given. This step can concentrate on what the question means. However, this can also involve looking up or checking on mathematical terms, notation or definitions as in Goldbach's conjecture.]]>
</dc:description></item><item><title><![CDATA[1.4.1 Introduction]]></title><dc:title><![CDATA[1.4.1 Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_5.1]]></guid><description><![CDATA[<p>Histograms provide a quick way of looking at data sets, but they lose sight of individual observations and they tend to play down ‘intuitive feel’ for the magnitude of the numbers themselves. We may often want to summarize the data in numerical terms; for example, we could use a number to summarize the general level (or <i>location)</i> of the values and, perhaps, another number to indicate how spread out or dispersed they are. In this section you will learn about some numerical summaries]]>
</description><dc:description><![CDATA[<p>Histograms provide a quick way of looking at data sets, but they lose sight of individual observations and they tend to play down ‘intuitive feel’ for the magnitude of the numbers themselves. We may often want to summarize the data in numerical terms; for example, we could use a number to summarize the general level (or <i>location)</i> of the values and, perhaps, another number to indicate how spread out or dispersed they are. In this section you will learn about some numerical summaries]]>
</dc:description></item><item><title><![CDATA[1.1.3 Comparing data sets using boxplots]]></title><dc:title><![CDATA[1.1.3 Comparing data sets using boxplots]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/statistics/interpreting-data-boxplots-and-tables/content_section_1.1.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/statistics/interpreting-data-boxplots-and-tables/content_section_1.1.3]]></guid><description><![CDATA[<div class="oucontent-example oucontent-s-heavybox1 oucontent-s-box " id="exm001_002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Example 1.2 Infants with SIRDS: boxplots</h2><div class="oucontent-inner-box"><p>Boxplots are particularly useful for making quick comparisons. The following example relates to birth weights of infants exhibiting severe idiopathic respiratory distress syndrome (SIRDS), and the question ‘Is it possible to relate the chances of eventua]]>
</description><dc:description><![CDATA[<div class="oucontent-example oucontent-s-heavybox1 oucontent-s-box " id="exm001_002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Example 1.2 Infants with SIRDS: boxplots</h2><div class="oucontent-inner-box"><p>Boxplots are particularly useful for making quick comparisons. The following example relates to birth weights of infants exhibiting severe idiopathic respiratory distress syndrome (SIRDS), and the question ‘Is it possible to relate the chances of eventua]]>
</dc:description></item><item><title><![CDATA[1.1.4 Activity 1.2]]></title><dc:title><![CDATA[1.1.4 Activity 1.2]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/statistics/interpreting-data-boxplots-and-tables/content_section_1.1.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/statistics/interpreting-data-boxplots-and-tables/content_section_1.1.4]]></guid><description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Boxplots of family sizes</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>
The table below contains data on the sizes (numbers of children) of the completed families of two samples of mothers in Ontario. One sample of mothers had had fewer years of education than the other sample (si]]>
</description><dc:description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Boxplots of family sizes</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>
The table below contains data on the sizes (numbers of children) of the completed families of two samples of mothers in Ontario. One sample of mothers had had fewer years of education than the other sample (si]]>
</dc:description></item><item><title><![CDATA[1.2.1 Data sets in different tabular forms]]></title><dc:title><![CDATA[1.2.1 Data sets in different tabular forms]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/statistics/interpreting-data-boxplots-and-tables/content_section_1.2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/statistics/interpreting-data-boxplots-and-tables/content_section_1.2.1]]></guid><description><![CDATA[<p>In much of your statistical work, you will begin with data set, often presented in the form of a table, and use the information in the table to produce diagrams and/or summary statistics that help in the interpretation of the data set. However, in practice, much interpretation of data sets can be done directly from an appropriate table of data, or by re-presenting the data in a rather different tabular form. Dealing with data in tables is the subject of this section and the next. By the time ]]>
</description><dc:description><![CDATA[<p>In much of your statistical work, you will begin with data set, often presented in the form of a table, and use the information in the table to produce diagrams and/or summary statistics that help in the interpretation of the data set. However, in practice, much interpretation of data sets can be done directly from an appropriate table of data, or by re-presenting the data in a rather different tabular form. Dealing with data in tables is the subject of this section and the next. By the time ]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/numbers-getting-grips-division/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/numbers-getting-grips-division/content_section_0/content_section_0]]></guid><description><![CDATA[<p>Do you want to improve your ability to divide one number by another without having to rely on a calculator? This unit will help you get to grips with division and give you some practice in dividing numbers.</p><p>You don’t need to complete the whole unit if only certain sections are relevant to you. I start with the basics, where you’ll have the opportunity to get some practice in dividing small numbers in your head. Then I deal with dividing bigger numbers and decimals. If you are confid]]>
</description><dc:description><![CDATA[<p>Do you want to improve your ability to divide one number by another without having to rely on a calculator? This unit will help you get to grips with division and give you some practice in dividing numbers.</p><p>You don’t need to complete the whole unit if only certain sections are relevant to you. I start with the basics, where you’ll have the opportunity to get some practice in dividing small numbers in your head. Then I deal with dividing bigger numbers and decimals. If you are confid]]>
</dc:description></item><item><title><![CDATA[Learning outcomes]]></title><dc:title><![CDATA[Learning outcomes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/numbers-getting-grips-division/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/numbers-getting-grips-division/content_section___learningoutcomes]]></guid><description><![CDATA[<p>By the end of this unit you will be able to:</p><ul><li><p>divide one number by another;</p></li><li><p>divide using decimals;</p></li><li><p>practise your division skills.</p></li></ul>]]>
</description><dc:description><![CDATA[<p>By the end of this unit you will be able to:</p><ul><li><p>divide one number by another;</p></li><li><p>divide using decimals;</p></li><li><p>practise your division skills.</p></li></ul>]]>
</dc:description></item><item><title><![CDATA[2.2.1 Try some yourself]]></title><dc:title><![CDATA[2.2.1 Try some yourself]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.2.1]]></guid><description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="act002"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p><b>1</b> Here is a poor example of mathematical writing, although the final answer is correct. Rewrite it, correcting the layout and the mathematical punctuation.</p>
<div class="oucontent-equation oucontent-equation-equation oucontent-nocaption" id=]]>
</description><dc:description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="act002"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p><b>1</b> Here is a poor example of mathematical writing, although the final answer is correct. Rewrite it, correcting the layout and the mathematical punctuation.</p>
<div class="oucontent-equation oucontent-equation-equation oucontent-nocaption" id=]]>
</dc:description></item><item><title><![CDATA[1.3.3 The median]]></title><dc:title><![CDATA[1.3.3 The median]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.3.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.3.3]]></guid><description><![CDATA[<p>The median is essentially the middle value of a batch when the values are placed in size order; it is found in the following way.</p><ol class="oucontent-numbered"><li>
<p>First, all the values in the batch are sorted into ascending order; that is, smallest first, then second smallest, and so on, ending with the largest.</p>
</li><li>
<p>Then, see if the batch size is odd or even. If there is an odd number of values in the batch, then the middle value in the list is the median. If there is an]]>
</description><dc:description><![CDATA[<p>The median is essentially the middle value of a batch when the values are placed in size order; it is found in the following way.</p><ol class="oucontent-numbered"><li>
<p>First, all the values in the batch are sorted into ascending order; that is, smallest first, then second smallest, and so on, ending with the largest.</p>
</li><li>
<p>Then, see if the batch size is odd or even. If there is an odd number of values in the batch, then the middle value in the list is the median. If there is an]]>
</dc:description></item><item><title><![CDATA[1.3.6 Weighted mean]]></title><dc:title><![CDATA[1.3.6 Weighted mean]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.3.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.3.6]]></guid><description><![CDATA[<p>The concise formula that you have just used is useful in itself for calculating a mean when you are given data in frequency form. But, even more useful, it can be extended, leading to the idea of a <i>weighted mean</i>, that has many applications, as you will see.</p><div class="oucontent-example oucontent-s-heavybox1 oucontent-s-box " id="exm001_005"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Example 5: Assignment scores</h2><div class="oucontent-inner-box">]]>
</description><dc:description><![CDATA[<p>The concise formula that you have just used is useful in itself for calculating a mean when you are given data in frequency form. But, even more useful, it can be extended, leading to the idea of a <i>weighted mean</i>, that has many applications, as you will see.</p><div class="oucontent-example oucontent-s-heavybox1 oucontent-s-box " id="exm001_005"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Example 5: Assignment scores</h2><div class="oucontent-inner-box">]]>
</dc:description></item><item><title><![CDATA[1.4: Price ratios and price indices]]></title><dc:title><![CDATA[1.4: Price ratios and price indices]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.4]]></guid><description><![CDATA[<p>
<b>
<i>Aims</i>
</b> The main aim of this section is to look at some different ways of measuring price increases.</p><p>In this section you will be looking at measuring price changes using price indices. In order to do this you will need to understand the concept of a price ratio. Price ratios are another way of looking at price increases or decreases, related to the proportional and percentage increases and decreases you have seen before.</p>]]>
</description><dc:description><![CDATA[<p>
<b>
<i>Aims</i>
</b> The main aim of this section is to look at some different ways of measuring price increases.</p><p>In this section you will be looking at measuring price changes using price indices. In order to do this you will need to understand the concept of a price ratio. Price ratios are another way of looking at price increases or decreases, related to the proportional and percentage increases and decreases you have seen before.</p>]]>
</dc:description></item><item><title><![CDATA[1.4.1: Price ratios]]></title><dc:title><![CDATA[1.4.1: Price ratios]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.4.1]]></guid><description><![CDATA[<p>In Chapter 1, Section 1.4 of the <i>Calculator Book</i>, you saw that multiplying a price by, say, 1.30 is equivalent to increasing it by 30%. Similarly, multiplying a price by 0.94 is equivalent to decreasing it by 6%. The figures 1.30 and 0.94 are called <i>price ratios</i>. In <a class="oucontent-crossref" href="http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.2.3#tbl001_006">Table 6</a>, the price of a loaf of bread went up from 50p to 65p. The price ]]>
</description><dc:description><![CDATA[<p>In Chapter 1, Section 1.4 of the <i>Calculator Book</i>, you saw that multiplying a price by, say, 1.30 is equivalent to increasing it by 30%. Similarly, multiplying a price by 0.94 is equivalent to decreasing it by 6%. The figures 1.30 and 0.94 are called <i>price ratios</i>. In <a class="oucontent-crossref" href="http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.2.3#tbl001_006">Table 6</a>, the price of a loaf of bread went up from 50p to 65p. The price ]]>
</dc:description></item><item><title><![CDATA[1.4.3 A price index for the shopping basket]]></title><dc:title><![CDATA[1.4.3 A price index for the shopping basket]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.4.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.4.3]]></guid><description><![CDATA[<p>In the audio session, two methods of constructing a price index for bread were described. They were called the ‘previous year’ method and the ‘base year’ method. In both cases, the value of the index in the base year is 100. So, for the base year method,</p><div class="oucontent-equation oucontent-equation-equation oucontent-nocaption" id="ueqn054"><img src="http://ocw.open.edu/openlearn/pluginfile.php/91839/mod_oucontent/oucontent/771/mu120_2_ue054i.jpg" alt=""/></div><p>For the prev]]>
</description><dc:description><![CDATA[<p>In the audio session, two methods of constructing a price index for bread were described. They were called the ‘previous year’ method and the ‘base year’ method. In both cases, the value of the index in the base year is 100. So, for the base year method,</p><div class="oucontent-equation oucontent-equation-equation oucontent-nocaption" id="ueqn054"><img src="http://ocw.open.edu/openlearn/pluginfile.php/91839/mod_oucontent/oucontent/771/mu120_2_ue054i.jpg" alt=""/></div><p>For the prev]]>
</dc:description></item><item><title><![CDATA[1.5: The UK Government price indices]]></title><dc:title><![CDATA[1.5: The UK Government price indices]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/prices/content_section_1.5]]></guid><description><![CDATA[<p>
<b>
<i>Aims</i>
</b> The main aim of this section is to discuss what the UK Government price indices (CPI & RPI) measure and how they are calculated.</p><div class="oucontent-figure" style="width:511px;" id="fig001_020"><img src="http://ocw.open.edu/openlearn/pluginfile.php/91839/mod_oucontent/oucontent/771/mu120_2_020i.jpg" alt="" width="511" height="201"/></div><p>How often have you read statements like these in the newspapers or heard them on the radio? Have you ever wondered how ‘infla]]>
</description><dc:description><![CDATA[<p>
<b>
<i>Aims</i>
</b> The main aim of this section is to discuss what the UK Government price indices (CPI & RPI) measure and how they are calculated.</p><div class="oucontent-figure" style="width:511px;" id="fig001_020"><img src="http://ocw.open.edu/openlearn/pluginfile.php/91839/mod_oucontent/oucontent/771/mu120_2_020i.jpg" alt="" width="511" height="201"/></div><p>How often have you read statements like these in the newspapers or heard them on the radio? Have you ever wondered how ‘infla]]>
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