5.3 Histograms The simplest definition of a histogram is that it is a bar chart with the adjacent bars touching each other. Unlike a bar chart, histograms are usually drawn only with vertical bars. Generally, histograms are used to illustrate continuous data whereas bar charts are used to illustrate discrete data (distinct categories). 6.3 Referencing Once you start using the web for study and research, you'll see how convenient it is to find information that you can use for course notes, essays or reports. One of the most important of all your study skills is the ability to summarise information from other sources in your own words. Whenever you make use of any information that has been created by someone else, the author and the source must be clearly identified and acknowledged through the use of proper referencing. Providin 5.1.5 English Language
McArthur, T. (ed.) (1992) The Oxford Companion to the English Language, Oxford, Oxford University Press. 2.5 Other aspects of writing Now we will look at the way Philip and Hansa wrote and presented their essays. Did you find them both easy to read? As regards Philip's, my answer is, ‘yes and no’. It is sometimes easy because he has a fluent way with words. But it is often difficult because he does not use enough punctuation to help us make sense of his words, and because of certain mistakes he makes. I found Hansa's essay easier to read. Her writing is more technically correct and more assured than Philip's. But 1.3.7 Summary We can learn to use writing of all sorts as evidence by practising how to interpret it and by becoming aware of the conventions attached to its primary purpose for example as personal testimony, journalism, commercially produced material, such as market research and academic writing as well as material produced specifically through research such as interview data. When approaching a piece of writing: 1.2 Disentangling sounds If you are still feeling aggrieved about the shortcomings of evolution, then you might take heart from the remarkable way in which the auditory system has evolved so as to avoid a serious potential problem. Unlike our eyes, our ears cannot be directed so as to avoid registering material that we wish to ignore; whatever sounds are present in the environment, we must inevitably be exposed to them. In a busy setting such as a party we are swamped by simultaneous sounds – people in different pa 3.1.1 Treatment or management? In the preceding paragraph you will notice that we talked generally about the treatment of conditions, but referred to ‘managing’ dyslexia. Why did we do this? It relates to the following important general issues:
Is treatment (i.e. intervention) warranted? We mentioned this issue when we were discussing sociocultural or personal distress based definitions of abnormality. Intervention is not always desi Learning outcomes On completion of this unit, you should be able to: understand how to start SPSS; define a variety of statistical variables; enter basic data into SPSS; carry out a statistical analysis that can test hypotheses. 5 Plotlines – what's your story? Planning is important not only to the success of a lesson but also to the final outcome. Without a clear idea of ‘what, who, why and how’, your project might lose the plot! Storyboarding is an essential part of film-making. At this planning stage, it is important to examine your initial idea in detail.
What ideas do you want to communicate?
Who is your audience?
Why: what response do Learning outcomes The aim of this unit is to: explain the nature and value of the governing body's monitoring role as part of school improvement; familiarise governors with different forms of monitoring and demonstrate ways in which governors can undertake their role as critical friends of the school; reflect upon the importance of sharing information between members of the governing body and school staff; raise awareness of the importance of the evalu 3 Sharing the workload The new terms of reference for the premises committee of one nursery school were clear. The committee would meet three times: in October, February and June. In October they would tour the school with the headteacher and agree what improvements could be made to the school environment. In February they would check how the work was progressing, identify the money that was to be available from the budget in April, and agree thei 2.2 Defining disability So, what do we mean by the term ‘disability’? The Open University doesn't define the term, but offers services to any person with ‘a disability, health problem, mental-health difficulty or specific learning difficulty (such as dyslexia) that affects their ability to study’ (Open to Your Needs
booklet, pdf file, 2005). In the UK the main legislation used to improve the treatment of disabled people and to manage resources is the Disability Discrimination Act (DDA). T 2 Online learning – What does the research tell us? Marion Coomey and John Stephenson review a range of research to try to set out what designers of online learning should learn from experience. Read the article by 3.3 Responding to these initiatives A key implication of both initiatives is greater interagency working, which necessitates more engagement of school staff with other professionals. The DfES notes in Extended Schools: Providing Opportunities and Services for all that schools will need to work in partnership with other groups and agencies to enable: more diverse activities that involve parents, community members and local groups; a ‘joined-up’ approach 2.2 Analytical tools To take matters forward, Davies and Ellison suggest the use of analytical tools to assist with practical target setting when data and information have been collected. They suggest some tools including ‘Boston Growth Matrix’ from the Boston Consulting Group and Little's ‘Lifecycle portfolio matrix’. Perhaps most readers will be familiar with a SWOT analysis – strengths and weaknesses are usually internal while opportunities and threats are regarded as external factors. Davies a 6.2.4 Europe Finally, an area that is subject to much dispute and political discussion is the whole issue of working conditions and the role of the EU. As already mentioned, the background to this is the question of the European Social Chapter. The UK has opted out of this EU initiative, which has to do with establishing common rights and conditions for working environments across the EU member states. A controversial aspect of this concerns the EU's European Works Councils Directive (see www.dti.g 4.2 Observing teachers and pupils Effective observation is crucial in the professional development of all teachers. When beginning to learn this skill it is difficult, as a student teacher, to know how and what to observe. Student teachers may also be so eager to attempt teaching, that they may overlook the advantages for learning about teaching that observation provides. It is important to recognise that how and what is observed will change as teaching skills develop and a new focus for observation emerges. Indeed, observati 1.5.9 Plagiarism Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other people’s work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone else’s work, you should acknowledge the source by giving a correct reference. Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringemen 1.1 An overview of the unit The relationship between observation of children and educational theory is central to the teaching of this unit: the theory should help you make sense of what you observe, while your observations should help you make sense of the theory. This perspective is reflected in the activities you will find in the blocks of study material. We recommend that you keep a notebook as you work through the unit. You can use this both for the activities that you do at home and for those that involve observat 1.3 Shift in core duties Over the last ten years, many teaching assistants across the UK have experienced a notable change in their day-to-day involvement in schools. A student on The Open University's specialist teacher assistant (STA) course, who started working in schools in 1975, described the shift in her role as ‘from pencil sharpener to work planner’. Another student who had extensive experience of working with children with special educational needs talked of moving ‘from just caring, to learning suppor
5.3.1 What is a histogram?
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Activity 2
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