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2.1 Evaluating discussion

The discussion of talk amongst children in Chapter 6 of Words and Minds is concerned with the adequacy of that talk for ‘getting things done’. The next activity will allow you to attempt a reduced version of a similar evaluation. It will also allow you to compare your evaluation with that provided by one of the unit team (in comments following each example). And, finally, it may also allow you to consider the extent to which you feel such evaluations are valid and useful.


Author(s): The Open University

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5.1.1 Starting points

We begin by making some simplifying assumptions about the electric field. This is legitimate because we are not looking for the most general solution to Maxwell's equations, but only for special solutions that exhibit wave-like behaviour. We will ultimately check that our solutions for the fields satisfy all of Maxwell's equations, and hence obtain retrospective support for our initial assumptions.

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Author(s): The Open University

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3.3.4 Examining the parts

Brittle fractures were discovered quickly in the mass of debris hauled from the river. Such samples became the focus of increasing effort as time went by, simply because they were unexpected. So the possible failure mechanisms were immediately narrowed down when brittle fractures of critical components started to emerge from the river.

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1.3 About this unit

This unit is for anyone studying in higher education, such as an Open University course, following a programme of studies leading to a qualification such as a diploma or a degree, or working more generally on their own career and professional development within, or external to, the workplace. You can use the unit at any stage during your learning career whenever you want to improve or update your skills. If you are returning to study, you may find it particularly helpful to use this unit at t
Author(s): The Open University

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