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
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
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
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
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
Using film music in the classroom
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. First published on Thu, 28 Jul 2011 as Using film music in the classroom. To fi
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):
Creating open educational resources
Are you interested in creating your own open educational resources? This unit will help you to write a learning unit and provide you with links to various resources for open-learning materials. You will learn about the different purposes of self-instruction and receive advice about the techniques and strategies to help the learner. First published on Mon, 22 Aug 2011 as
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 unit provides an opportunity for you to reflect on your English language skills through a series of academic exercises. First published on Mon, 24 Oct 2011 as Author(s):
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 unit 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. First
Engaging with educational research
This unit 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):
Youth work: Introducing policy
In this unit we will look at the meaning of policy, how it works as a mechanism of 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, 16 Feb 2012 as Author(s):
Introducing observational approaches in research with children and young people
This unit 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 observation of children and young people using qualitative observation approaches in small-scale studies. First publishe
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):
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):
Learning and practice: Agency and identities
This unit introduces you to a sociocultural approach to understanding and analysing learning in educational institutions, the home and the workplace. First published on Mon, 11 Jun 2012 as Author(s):
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
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Samantha S.:www.flickr.com/photos/punkyo/371379544/ All materials included in this unit are derived from content originated at the Open University.
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7 Logarithms The equation 23 = 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 8 = 3 These two equations are identical: 23 = 8 and log2 8 = 3 They express the same fact in the language of logarithms. 6 Basic trigonometry We are going to look at some of the basics of trigonometry relating to right angle triangles. So the first question is, What is a right angle triangle? It is a triangle in which one of the angles is 90°, which is commonly referred to as a right angle. The sum of the angles in any triangle is 180°. So if the other two angles are α and β as in Author(s):
