Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 18436 result(s) returned

1.2.2 Basic table layout

As Table 2.1 stands, it is hard to assimilate the information. Indeed it is not at all clear what any of the numbers mean. Even doing something as simple as giving the columns proper headings and drawing a few lines to separate the headings from the rest of the data, as in Author(s): The Open University

4.7 Colour

Now what about the issue of colour? You should know enough to answer the question without prompting. So far, we've allocated a suitable number of bits to each pixel to give us the range of shade we need. Clearly, then, we must do the same thing to represent colour. But, how many bits will we need to devote to each pixel to represent a useful range of possible colours?

That all depends, of course. It depends on the answers to two questions.

  1. How i
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4.2 Effect of the ECHR on English law prior to the Human Rights Act 1998

The Human Rights Act 1998 (HRA) received the Royal Assent on 9 November 1998, and the main provisions were brought into effect on 2 October 2000. However, the UK had by then been a signatory to and had ratified the ECHR for nearly fifty years. What was the effect, if any, of the Convention on UK domestic law? We have already noted the supremacy of Parliament as the main law-making body in the UK. Under English law international treaties do not become part of domestic law unless and until some
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8.5 The exclusive-OR operation

The exclusive-OR operation (usually abbreviated to XOR, pronounced ‘ex-or’) combines two binary words, bit by bit, according to the rules:

  • 0 XOR 0 = 0

  • 0 XOR 1 = 1

  • 1 XOR 0 = 1

  • 1 XOR 1 = 0

In other words, the result is 1 when either bit is 1 but not when both bits are 1 or both bits are 0, or the result is 1 when the two bits are different and 0 when they are the sam
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4.1 Introduction

Personal computers, or PCs, are very versatile computers and can perform a huge range of tasks. So whereas the uses of the kitchen scales and the digital camera indicate clearly what types of data are to be represented, the PC leaves the field very broad indeed. I have therefore chosen to consider some of the data representations used when families and friends use emails to keep in touch. Very conveniently, these lead to some different data representations.

At their simplest, emails are
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Activity 3: Your own national culture

Allow 30 minutes for this activity.

So far in this unit you have looked at the definitions of national and organisational culture, and the differences between them. For the rest of the unit the focus will be on just one of these topics – national culture. This is because, as Activity 2 showe
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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.


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1.2.2 Great Scots

2.5 A ‘collective picture of a warming world’

The observed increase in GMST may be the key global indicator of greenhouse warming, but it is far from being the only tangible sign of climate change during the 20th century. This brings us back to the first bullet point at the beginning of Section 2.1. Here, we take a brief look at the growing body of evidence that many different climate variables, as well as physical and biological systems around the world, have been affected by recent climate warming. The examples collected in Box 9 will
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Introduction

This unit introduces some of the main themes and issues in discourse analysis. To do this, it looks at extracts from the late Princess Diana interview screened on Panorama in 1995. The interview not only broke the conventions for British Royal appearances, but also reshaped the usual boundaries between public and private for the Royal family. While the focus here may be on Diana's words, the unit is not in itself concerned with the Diana phenomenon. And while some of the points discour
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Introduction

This unit will help you understand the general issues of children's rights as well as exploring childhood and children's needs. It is also possible to link these ideas to the wider issue of the social construction of difference and power. The materials are primarily an audio file, originally 28 minutes in length and recorded in 1998.

This material is from our archive and is an adapted extract from Social policy: welfare, power and diversity (D218) which is no longer taught by The
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Reading Political Philosophy: From Machiavelli to Mill
The history and development of political philosophy has been dominated by many inspirational and radical thinkers. The tracks on this album offer both an introduction and an in-depth insight into the leading theorists in this field and their most important works. In a series of lively and invigorating discussions, leading political philosophers examine canonical texts and seminal thinkers from the Seventeenth to the Nineteenth Century, highlighting their intellectual and cultural impact and the
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

6.6.3 Identify ways of further developing your IL skills

Think about your overall IL skills and suggest areas where you feel you need to improve, based on the experience you have gained. You might find it useful to discuss with your tutor, manager, another student or work colleague how you might do this. There may be changes you feel you need to make so that you can move forward, such as trying to extend the facilities and resources available to you, changing the way you study to make best use of the time you have, or focusing on improving your own
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Learning outcomes

After studying this course, you should be able to:

  • identify strengths and weaknesses as a writer of fiction;

  • develop a general awareness of fiction writing;

  • develop a basic vocabulary to discuss fiction.


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The Real Numbers
This lesson was the second place winner in the 2012 SoftChalk Lesson Challenge.The lesson has the following objectives: AState the integer that corresponds to a real-world situation.BGraph rational numbers on the number line.CConvert from fraction notation for a rational number to decimal notation.DDetermine which of two real numbers is greater and indicate which, using < or >.EFind the absolute value of a real number.FIdentify numbers that are members of the Real Number System.
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Household Politics: Conflict in Early Modern England

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6.2.2 The role of market forces

The second distinguishing feature of the segmented labour market theory concerns the role of market forces in affecting labour outcomes. Although the impact of market forces is not denied, their role is seen to be in the product market rather than the labour market. The part played by labour market influences, particularly excess demand but also trade unions, is seen as subsidiary to such features of the product market as demand variability, employer power and production technology. Similarly
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4.1 What is ATM protocol architecture?

The asynchronous transfer mode (ATM) protocol architecture is designed to support the transfer of data with a range of guarantees for quality of service. The user data is divided into small, fixed-length packets, called cells, and transported over virtual connections. ATM operates over high data rate physical circuits, and the simple structure of ATM cells allows switching to be performed in hardware, which improves the speed and efficiency of ATM switches.

Figure 24 shows the re
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2.5 Summary

In a rapidly changing world, the objects of analysis with which the social sciences are familiar (such as the state and the national economy) no longer seem to operate in the same way and are possibly becoming redundant. New problems and issues are emerging which demand innovation and flexibility.

The jargon of the disciplines in the social sciences can become a barrier to understanding. As a starting-point, you should simply treat terms as labels for sets of assumptions and ideas and c
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