6.4 Scenarios The purpose of a use case is to meet the goal of its associated actor(s), such as a guest making a reservation with a hotel. This implies that a use case should include everything that must be done to meet that goal. For example, if it is necessary to check the availability of rooms in the hotel for the desired length of stay before accepting a reservation, then we expect the use case to contain that check. In general, a use case contains a narrative about the flow of events that specifies a
7.2.1 E-shop This is the most ubiquitous form of commerce on the World Wide Web. It involves a company presenting a catalogue of its wares to internet users and providing facilities whereby such customers can purchase these products. Almost invariably such a site will contain facilities for ordering and paying for products by means of credit cards. The sophistication of sites described by this business model range from just the simple presentation of a static catalogue to the presentation of an interactiv
1.6.3 Supporting users and user processes Use of a database involves user processes (either application programs or database tools) which must be developed outside of the database development. In terms of the three-schema architecture we now need to address the development of the external schema. This will define the data accessible to each user process or group of user processes. In reality, most DBMSs, and SQL itself, do not have many facilities to support the explicit definition of the external schema. However, by using built-in q
1.3 Summary This section briefly discussed the public awareness of computers and how quickly this has developed from a situation where computers hardly impacted on most people to one where they are involved in virtually every facet of modern life. As an illustration, you examined the contents of your wallet to determine how much data about you (your persona) might be kept by a variety of organisations. This sets the scene for developing an understanding of how this affects you as an individual in modern
Exploring childrens' learning
How does a child’s mind and behaviour change as they develop over time? In this unit four theories of child development are explored. Each theory views child development from a different perspective and all have underpinned psychological research for many years, and continue to do so today. By the end of this unit you will have a good understanding of each of the theories and will probably have begun to challenge your own assumptions about how your own children, or children you know, have deve
Working with young people in sport and exercise
This unit examines the special considerations of coaching or instructing young people in sport and exercise. The physiological differences between children and adults will be considered along with the practical implications of coaching young people. First published on Wed, 23 May 2012 as Author(s):
Geometry
Geometry is concerned with the various aspects of size, shape and space. In this unit, you will explore the concepts of angles, shapes, symmetry, area and volume through interactive activities. First published on Tue, 04 Dec 2012 as Geometry. To find out more visit The Open Un
7 Logarithms The equation 23Â =Â 8 means that 3 is the index of the power to which we raise the number 2 to produce 8. A logarithm is an index, and in this example, 3 is the logarithm of 8 to the base 2. We write this as Log2 8Â =Â 3 These two equations are identical: 23Â =Â 8 and log2 8Â =Â 3 They express the same fact in the language of logarithms. 4.1.1 Getting off to a good start You may find it useful to plan the way you will start your exam. Having a routine can be calming when under pressure. This is from a student who recommends a checklist:
I have a mental checklist of what I need to do once I've turned over the paper. I do this because I used to rush in and answer the fir 3.1.1 First find a place to revise Other than the obvious suggestions of having a warm, well-lit and comfortable place to work, we also suggest that you think about choosing a revision place where you can spread out your materials and leave them as they are, without having to pack anything away. This means that you can pick up and put down your revision whenever you find time to revise. This will help you to make the most of your revision time. On the other hand, you may find that you concentrate better away from the dis 9.1 Reflection and the four main phases of learning how to learn If your course encourages this approach to learning, or if you have read other material on learning how to learn, you may have come across the term 'reflection'. Maybe you have been encouraged to reflect on your learning or on your assignments. In this unit, we have deliberately not used the term until now. This is not because we think the term - or the process - is unimportant, but because it can seem vague and not particularly helpful to you as a learner. In fact, all the activities in this 1.2 What do we mean by learning how to learn? This activity will help you to explore what we mean by learning how to learn. Think back to an example of study you have done in the past, or any fairly structured learning opportunity you remember. Focus on a particular ac 4.4 Questioning what you read Another way to keep your mind active while you read is to ask yourself questions about what you are reading. Learning outcomes After studying this unit you should be able to: ask questions to make yourself think about what you read; think about what the key concepts and issues are; detach yourself from disagreements with the author's views. 8 Analysis, argument and critical thinking In this section, we are going to look in detail at analysis and argument. Analytical thinking is a particular type of higher order thinking central to much academic activity. It is concerned with examining 'methodically and in detail the constitution or structure of something' (Oxford English Dictionary). This includes looking at variables, factors, and relationships between things, as well as examining ideas and problems, and detecting and analysing arguments. Many essay questions require ar 5.5 Reflecting on what I have done differently — what was the effect? We hope that the activities in this section have helped you to bring to mind what you have learned. But we also want you to think about whether you have done anything differently from what you might have tried before starting the unit. In other words, we want you to ask yourself whether the unit has given you the confidence, or some ideas that have encouraged you, to take a bit of a risk, or, as Section 4 puts it, to step outside your comfort zone. Do not worry if you cannot say that yo 4.5.3 Formal routes to learning Here we are thinking both of educational institutions (schools, colleges and universities) and work-based learning, such as National Vocational Qualifications (which accredit learning on the job), apprenticeships, and secondments which allow for rehearsal of old skills in new areas, or the development of new skills to take back to the old setting. Hand-in-hand with the emphasis on lifelong learning, there has been a growth in flexibility and in the idea of personalised learning. It is n 4.5.2 Thinking about knowledge and skills As you learned in Section 3, there are various routes to acquiring knowledge and skills including formal and informal learning opportunities, and individual and social routes to learning. We now encourage you to think first about formal approaches to acquiring the knowledge and skills you might need and then about informal learning approaches. 4.5.1 Thinking about resources Modern-day life often means we have so many commitments that it is hard to find the time to do all the things that we would like to do. However, instead of listing ‘not having the time’ as one of your obstacles, an alternative decision might be to ‘make time’ by temporarily dropping another activity that you currently take part in, so that you can make room for the new one. It is a question of working out where your priorities lie; how motivated you are to achieve one goal rather than 3.2.4 Johari window This idea is being introduced at this point so that you can use it as you think about the impact of feedback. The Johari window is named after its originators, Joseph Luft and Harrington Ingram (for some reason there is only ever one ‘r’ in ‘Johari’). It consists of four different areas which are shown in Figure 15 and looks rather like the separate panes of a window. The open area covers what you know about yourself. You know about this aspect and are happy to shar
Activity 1
