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5.1.2 The human genome

All life is ‘encoded’ chemically in genes. What this means is that the structure of an organism, the organs it possesses, its colouring, and so on are all determined by different genes. A very simple organism may have just a few genes, and a complex one tens of thousands. The ‘map’ of an organism's genes is referred to as its genome. It shows, in essence, which genes give rise to which characteristics or traits of the organism. The word ‘template’ would describe the
Author(s): The Open University

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4.1 Where am I and how do I get to … ?

Computers can be used to find things and the obvious thing they can find is information. The World Wide Web (WWW or just the web) is just one example of a vast store of information which can be searched to find what you want using computers (The web consists of linked data which is accessed via the internet using a browser). But computers can also ‘find’ things in the sense of locating them geographically, either by generating maps that can be used for navigation or by locat
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3.4.1 A computer system is the combination of:

  • the computer (with its processor and storage);

  • other equipment such as a scanner or printer,

  • the software programs that make it all work (software programs that are designed to help with some human task are often referred to as applications).


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2.3 Summary

This section showed that computers pervade our daily lives, but that many of them are invisible to us.

It investigated the information requirements of certain individuals, such as shoppers and doctors. You learned that their requirements can range from the simple and obvious to the complex and not so obvious.

You also learned that it is not just individuals who require information: it is also essential to the operation of organisations. The example of loyalty cards was used
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1.1 What this unit is about

Each venture

Is a new beginning, a raid on the inarticulate …

T. S. Eliot, ‘East Coker’

Some years ago I was playing with my nephew. ‘Guess what’, he said. ‘My gran remembers before there was television!’ He was clearly thinking about the past in terms of ‘before there was television’.

At that time, I was working in computing, and most people couldn't really un
Author(s): The Open University

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Learning outcomes

After studying this unit you should be able to:

  • identify some of the instances in daily life where a computer is, or is likely to be, involved;

  • given a simple scenario, list most of the obvious information or data required by the parties in that scenario, and give some examples of how the information or data might be used;

  • explain briefly what perceptual data is, and how it is turned into a form that can be used by a person for reasoning or by a co
    Author(s): The Open University

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Introduction

This unit is from our archive and it is an adapted extract from Data, computing and information (M150) which is no longer in presentation. If you wish to study formally at The Open University, you may wish to explore the courses we offer in this curriculum area.

Computers are used to find, store, process and share data and information. The World Wide Web is an example
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Introduction

This course examines four of the ‘grand theories’ of child development: behaviourism, social learning, constructivism and social constructivism.

This OpenLearn course provides a sample of Level 2 study in Education.


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Introduction

There are many approaches to using film music in the classroom, including:

  • a focus on pupil experience;

  • a focus on the structure of composition;

  • a focus on the relationship between music and image;

This course will explore some of these approaches through various activities.

Find out more about studying with The Open University by Author(s): The Open University

Prices
This unit looks at a wide variety of ways of comparing prices and the construction of a price index. You will also look at the Retail Price Index (RPI) and the Consumer Price Index (CPI), indices used by the UK Government to calculate the percentage by which prices in general have risen over any given period. You wil also look at the important statistical and mathematical ideas that contribute to the construction of a price index.Author(s): Creator not set

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Introduction

This course introduces you to the concepts of:

  • open educational resources (OERs)
  • issues involved in the creation, use and re-use, and pedagogy of OERs
  • a range of tools and media to support you in developing your own teaching and learning practices.

It will provide you with the skills and confidence to engage in further OER work as both creator and user.

Find out more about studying with The Open University by 
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Am I ready to study in English?
Even if you feel confident using English in everyday situations, studying in English at higher education level might present extra challenges. This free course, Am I ready to study in English?, provides an opportunity for you to reflect on your English language skills through a series of academic exercises. First published on M
Author(s): Creator not set

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Your understanding and attitudes to science
What is meant by 'science'? How do political, philosophical and religious beliefs affect scientific discoveries and developments? In this free course, Your understanding and attitudes to science, you focus on your own experiences and knowledge of science, and you look at creative contexts to support children's scientific learning in primary schools and early years settings.Author(s): Creator not set

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Engaging with educational research
This free course, Engaging with educational research, introduces you to the theoretical toolkit that is an essential part of engaging in educational enquiry. You will consider the types of theories and what their role is in the research process. Two very influential research perspectives are examined to identify differences in ways we think about and study the social world.Author(s): Creator not set

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Youth work: Introducing policy
In this free course, Youth work: Introducing policy, we will look at the meaning of policy, how it works as a mechanism for persuading people to behave in particular ways, its role in shaping our understandings of young people, and the role practitioners can play in mediating and influencing policy. First published on Thu,
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Introduction

This course introduces you to analysing academic writing and, in particular, the way an article might be structured to clearly explain an investigation to other researchers. It explores the issue of observation of children and young people across the age range birth to 18 years using qualitative observation approaches in small-scale studies.

This OpenLearn course provides a sample of level 3 study in Author(s): The Open University

The interplay between leading and learning
Leadership in learning contexts is not confined to those who have it as part of their job title. Everyone has opportunities for leading - be it of learners, of colleagues in curriculum or project development, or more formally. Everyone also has the opportunity for learning. This unit explores the interplay between leadership and learning.Author(s): Creator not set

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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): Creator not set

Learning and practice: Agency and identities
This free course, Learning and practice: Agency and identities, introduces you to a sociocultural approach to understanding and analysing learning in educational institutions, the home and the workplace. First published on Thu, 14 Apr 2016 as Author(s): Creator not set

Understanding early years environments and children’s spaces
This unit considers some of the different environments children encounter in their early years. It encourages you to develop your reflection of children’s environments and provides opportunities for you to investigate and evaluate young children’s experiences and your role in supporting them. First published
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