2.2 Fixed and adaptive protocols The protocol described above for a simple naming service is an example of a fixed protocol. This is a protocol whose vocabulary is fixed: it is embedded in the client and server's code and data and does not change. An adaptive protocol is one where the protocol changes. A fixed protocol could change over a period of time because the functionality provided by a server changes. However, this change will be over months or years rather than over seconds. There are some instances wher
What is language?: an applied linguistic perspective
This unit serves as an introduction to the discipline of applied linguistics. It examines what is meant by ‘language’, what its main characteristics are, and how human language differs from communication between other animals. It also asks whether theoretical knowledge about language can be applied to professional practice.Author(s):
4.3.1 Start writing Using the format of introduction, main body and conclusion outlined in Section 3, write up your answer to the question.
4.2.4 Plan your time When planning to use the time available, you should: make sure that you are answering the right number of questions divide your time according to the weighting of the questions write down the finishing time for each question try to allow for 10 minutes checking time at the end. Stick to your plan. Evidence indicates that two half-answered questions obtain more marks than one completed
3.6.3 Making audio tapes Why not try recording material from your summary sheets, or cards, onto audio tape? Students who have a strong auditory memory find information sticks if they hear it rather than read it. You could play the tape back to yourself when travelling by train or car.
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
3.1 Introduction This section is the second step in using learning to help you achieve your own personal goals for change and development. This second step is really about developing additional ways to build on the evidence you gathered about yourself in Section 2. In particular it considers how other people can help you change. There are two main aspects to this. The first is about involving other people so that you can get feedback from them and increase the depth of your own self-understanding. The second
References 1.4 Study skills, other skills You will find many references to ‘skills’ in this unit. Before we explain how we will be using this word, we would like you to think about what you understand is meant by ‘skills’. 1.1 Welcome Learning to change is a unit for people who are interested in learning about making changes in their lives. We think that you will find the unit interesting and that it will give you ideas that are useful for bringing about personal change. The aims of this section are to: 5.1 The values represented by the text As we have seen, you are fully immersed in the text while you try to discover how it works and what it is about. But in order to make some judgements of it you have to shift your stance a bit. You have to ‘stand back’, as it were, and ask yourself: What do I think about these things I have discovered? Basically, you need to ask two kinds of question about the text's ‘value’:
What values are represented in the 1 Information and communication This Key Skills Assessment Unit offers an opportunity for you to select and prepare work that demonstrates your key skills in the area of communication. This unit provides you with advice and information on how to go about presenting your key skills work as a portfolio. In presenting work that demonstrates your key skills you are taking the initiative to show that you can develop and improve a particular set of skills, and are able to use your skills more generally in your studie 5.1.2 When are bar charts used? A bar chart is a good method of representation if you want to illustrate a set of data in a way that is as easy to understand as it is simple to read. In general, a bar chart should be used for data that can be counted so, for example, we could use a bar chart to show the number of families with 0, 1, 2 or more children. A bar chart could also be used to show how many people in one area use each of the different modes of transport to get to work. Bar charts are very useful for comparing 3.1.3 How do I design a table? As a student, you are likely to present data in a table after you have carried out an investigation, particularly when you are writing up the report. Some courses include a small-scale project and this is likely to be the point at which knowledge of how to design a table will be useful. The following steps form a reliable guide. Collect the data. In the case of a project, you are likely to collect the data yourself, possibly from other written 1 Getting the most from charts, graphs and tables Do you sometimes feel confused about how to create a chart, graph or table? Are you not always sure which of these to choose to illustrate your set of data? Why do we produce charts, graphs and tables anyway? Spend a few minutes writing down what you think are the reasons why we choose to present data in this way before you read on. One student has said: If an exam or assessment question ask 4.8 Mean, median and mode Most of us are familiar with the word ‘average’. We regularly encounter statements like ‘the average temperature in May was 4 °C below normal’ or ‘underground water reserves are currently above average’. The term average is used to convey the idea of an amount, which is standard; typical of the values involved. When we are faced with a set of values, the average should help us to get a quick understanding of the general size of the values in the set. The mean, median and mode are Make your conference work You can make a big difference to the effectiveness of any conference, and to your tutor group conference in particular. We are going to discuss in turn the four main ways that you can help a conference work well: get involved; help people to get to know you; construct clear messages; take some responsibility. To get the most out of conferencing on your course, get involved 2.3 Learning more Consider your main use for the PC, and check that you have the skills or knowledge you need. Although some students use spreadsheets and databases, the key skills for most students are: word processing study notes and assignments; searching for information on the web; using conferencing and email. If you feel you need to know more about using your computer there are a number of options open to you. 3.2 Using diagrams of your own choice and design This option is the most challenging and most rewarding, as it clearly shows that you have explored and analysed the source material and reworked it for yourself. In many cases, the source material may not contain any diagrams, simply text or numbers, perhaps expressed as a table. Alternatively, you may have had to make some specific observations or undertake an experiment to produce your own data. In this case, you may be expected to produce a diagram to enhance or improve your assignment. If 5.1.6 Languages and Law Your course will recommend appropriate dictionaries, grammars and reference books.
Activity 2 What’s in a word – skills?
