7.2 Exercises

Exercise 5

Draw an activity diagram for the main success scenario for the check out guest use case.

Answer

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6.12 Self-assessment questions

SAQ 1 Actors

  • (a) Explain why the actors in a use case diagram do not represent actual individuals.

  • (b) Suggest a guideline that will help you decide whether or not to include
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5.1 More information about modelling techniques

The four remaining diagramming techniques are described in separate sections below, which you should now study:

Diagramming Technique Section
Use case modelling Use Cases and Activity Diagrams
Activity diagrams Use Cases and Activity Diagrams
Entity–
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1.6 Implementation

Implementation involves the construction of a database according to the specification of a logical schema. This will include the specification of an appropriate storage schema, security enforcement, external schema, and so on. Implementation is heavily influenced by the choice of available DBMS, database tools and operating environment. There are additional tasks beyond simply creating a database schema and implementing the constraints – data must be entered into the tables, issues relating
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material within this product.

Figure 1 The National Gallery, London;

Figure 3 NOAA-AVHRR image provided courtesy of the Canada Centre for Remote Sensing, Natural Resources Canada;

Figure 4(a) Map extract produced by FWT and reproduced with the kind permission of the Association of Train Operating Companies;

Figure 4(b) Reproduced from multimap.com. Ordnance Survey map with permission
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School Governors: Being strategic
Why are schools in the UK run by school governors? This unit will examine how the role has developed and the main tasks and responsibilities that exist today. We will also look at the need for self-evaluation and how the setting of a clear strategic direction can help governors achieve the required targets. First publis
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1.2 What do we mean by learning how to learn?

Activity 1

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
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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.


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3.3.6 A ‘health warning’ about groups

It can be great to belong to a group, especially if you are a highly respected ‘core’ member. Other people can look up to you and ask you to share your expertise. The process of moving from being a peripheral member to being a core member can also be very satisfying. However, groups are sometimes defined as much by whom they exclude. Groups may not just have ‘insiders’; they have ‘outsiders’ who are not seen as part of the group. Often this may not matter much. No one can be a mem
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2.1 Introduction

This unit is about using learning to bring about personal change. This assumes that learning can help achieve such change. Section 2 aims to be the first step in showing you how this is possible. This section has three separate but related aspects:

  1. Section 2 looks at what the word ‘learning’ includes. This turns out to be a very wide ranging idea that suggests that human beings learn all the time. What we learn has impo
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4 Supply and demand: Kiran's story

The first six months have just flown by. I've really enjoyed working with the two or three schools that I chose following my conversation with my friend who is a student. I feel that I have established a good reputation for reliability as well as keeping the classes moving forward in their work. My family
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9.7.1 Take a leading role in managing an activity

If the planning has been considered and negotiated and schedules and resources identified, managing the group progress may just involve checking on progress against agreed deadlines. You need to know how to obtain and use effectively the resources needed (such as materials, tools, access to equipment, help from others) and try to make constructive use of time, both yours and that of other group members. Managing an activity also means being able to delegate and negotiate quality and standards
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8.9 Drawing ideas together

This key skill has used a three-stage framework for developing your skills. By developing a strategy, monitoring your progress and evaluating your overall approach, you take an active role in your own learning. But learning does not necessarily follow a path of steady improvement, it involves change: revisiting ideas, seeing things from different perspectives, tackling things in different ways.

You are unlikely to be able to complete your work by working through it from beginning to end
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5.2 Summary

We have now looked at a number of different graphs and charts, all of which were potentially misleading. We hope that from now on if you have to work with a graph or a chart, you will always consider the following points:

  • look carefully at any horizontal or vertical scale that is given;

  • consider each graph or chart separately, don't compare them unless you are sure that they have the same scales;

  • if it is not easy to
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2.2 Before your course starts

Allow some time to get yourself ready for a course that involves using a PC.

If you already have a PC:

  • double check it against the PC specification for your course.

  • don't assume that a lower specification will be sufficient.

If your computer doesn't meet the specification, you might:

  • be able to upgrade it. Check with the institution you're studying with. They should have
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4 Where do you go from here?

This unit has given you a good many tips about what is useful and what things to avoid. These tips are just the beginning of the practical ‘know-how’ you'll develop once you've begun your MST study. Some of the skills you'll learn will be specific to the particular subjects you're studying – biologists have different diagrammatic ‘tools of the trade’ from mathematicians, computer enthusiasts and physicists. Other, more general skills will be central to actually studying and to refle
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3.7.1 Technical considerations

Handwriting

Nowadays most people use a word processing package to write essays while some people may use a typewriter. However, if you don't have access to either of these you will need to hand-write your essay. Should this be the case, the ease of reading depends on the quality of your handwriting . It is only fair to your tutor to try to make your writing as legible as possible. This will take time and care. But when you have spent a long time putting an essay togeth
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

Grateful acknowledgement is made to the following sources for permission to reproduce material in this booklet.

Text

Wilson, J. (1998) ‘Hamilton child safety cu
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4 Taking the point: identifying key ideas

As earlier activities have demonstrated, active reading and note taking often come hand-in-hand. In order to read effectively we often have to jot down the main ideas and key words introduced in the text. We might also note down one or two questions as we go along to assist in the ‘thinking’ part of the process. But, like reading, note taking comes in all shapes and sizes, and different kinds of notes can be useful for different purposes. Moreover, good note taking, like purposeful, activ
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Introduction

This unit is about the very basic study skills of reading and taking notes. You will be asked to think about how you currently read and then be introduced to a some techniques that may help you to alter the way you read according to the material you are studying. In the second section you will be asked to look at some useful techniques for note taking and how you may apply them to the notes you make.

This material is from our archive and is an adapted extract from Introducing the soc
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