7.4 Evaluating your strategy and assessing your work Present an evaluation that includes a summary of how effective your overall strategy has been in helping you use skills to improve your learning and performance, giving details of: those factors that worked well to help you improve and those that have worked less well; which factors had the greatest effect on your achievement of what you set out to do? an assessment, referring to your review and targets, of your own progress and perfo
7.2 Developing a strategy Present notes/records to show you have planned to use skills to improve your learning and performance. Include: A review of your current capabilities and your goals over an extended period of time (at least three months). Indicate how your goals relate to the context in which you are working and your current capabilities. Your evidence could include a skills audit based on the key skills criteria and other criteria given as part of your course
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1.2.4 Rounding It looks as if there was an extra 0.2 of a person in the last calculation – why was this? Probably because the figure of 85% that we used was not precise. In fact 809 people, as a percentage of 952, is very slightly less than 85%. Values are often rounded, and using these rounded numbers in calculations can give answers like 809.2 people. Here we can round the answer down to 809 people, because we know it must be a whole number and it is more likely to be 809 than 810. When we w
1.1.5 Clearing the previous calculation To clear the previous calculation, click the 'C' button. Provided that no operation has been performed on an entered number, an incorrect entry can be deleted one digit at a time by clicking the 'Backspace' button. (This is labelled 'Back' on some versions of the Windows calculator.)
1.1.2 Launching the Windows scientific calculator From the Start menu on your Windows desktop choose 'Programs', then 'Accessories' and then 'Calculator' (if 'Calculator' doesn't appear on the menu, click the double down arrows at the bottom). If this is the first time you have used the Windows calculator then it is possible that only the standard view of the calculator will be displayed, but you will need to use the scientific view. To display this, click on the View menu in the calculator's menu bar and select 'Scientific'. This will
5.1.3 When is a bar chart not a good format to use? A bar chart is not the best way to show the link or mathematical relationship between two sets of data, for this you would use a line graph.
7.1 Introduction If you want to improve your computing skills or knowledge, there are plenty of resources available to help you. This section aims to get your search started by providing you with some useful websites.
3.1 Introduction One of the most useful and rewarding things you can do with your computer is use it to communicate with your tutor, other students, and course staff. If you like exchanging ideas and information, sharing support with other students, asking questions and getting feedback from your tutor, then online communication can add a whole new dimension to your learning: “Email from another student really kept me going 3.2 Using diagrams of your own choice and design This option is the most challenging and most rewarding, as it clearly shows that you have explored and analysed the source material and reworked it for yourself. In many cases, the source material may not contain any diagrams, simply text or numbers, perhaps expressed as a table. Alternatively, you may have had to make some specific observations or undertake an experiment to produce your own data. In this case, you may be expected to produce a diagram to enhance or improve your assignment. If 5.1.9 Music Blom, E., revised by Cumings, D. (eds) (1991) The New Everyman Dictionary of Music, London, Dent. Isaacs, A., and Martin, E. (eds) (1982) Dictionary of Music, London, Sphere. 2.6.2 Hansa's essay Hansa's essay would get a higher grade than Philip's. But, like his, it has both strong and weak points. Strengths subtle understanding of Ellis's argument excellent focus on the question in the title generally sound structure some very fluent writing in places plenty of attack in the opening – pacey first paragraph good sense of how to draw a conclusion 2.5.1 Sentences We can see that Philip knows what a sentence is because he writes some perfectly good ones. For example: In many ways going into urban life from the countryside was beneficial to woman of the upperclass. This sentence begins with a capital letter and ends with a full stop. It has a subject (urban life) and a main verb (was). As any sentence is, it is a self-contained ‘unit of meaning’. It m 2.3.1 The title The first thing I noticed about Philip's essay is that although it begins with a title it is not the one he was given. This immediately creates two problems. If I were Philip's tutor I would find it difficult to weigh up his essay against the challenge he was actually set. The title he has made up is not a good one, so it weakens his essay from the outset. Philip's title doesn't pose a question for him to answer. S 3.2 Answering the question An essay can be good in almost every other way and yet be judged poor because it ignores the question in the title. Strictly speaking, I should say ‘it ignores the issues presented in the title’ because not every essay title actually contains a question. But, in fact, there is usually a central question underlying an essay title, even when it takes the form of a quotation from a text followed by the instruction ‘Discuss’. And you need to work out what that underlying question is, beca 1.4 Conclusion The aim of this unit has been to try to draw together work on numbers and text, and to try to be helpful to those who, like me, find numbers and statistics rather unapproachable. Evidence is used in social science to convince us of the value of a claim, and is a crucial element in our evaluation of theoretical perspectives. 1.3.3 Stage 1: Preparation The task here is very different from our task when faced with numbers, where we need to deal with a high level of abstraction. Writing is often dense and multi-layered, and usually gives us, if anything, too much surface information about our subject. We need to make a mental effort this time in selecting and abstracting information ourselves. In order to do this effectively we need to be aware of the context of the writing. We need to check if we can, for instance, the political and s 1.3.1 What evidence are we reading? Social scientists use particular methods to gather qualitative evidence, from observation to interview, but they also use autobiographical accounts, journalism, and other documentary material to flesh out and add meaning to statistics. As with reading numbers, reading textual evidence requires us to practise, to set time aside to learn how to do it, and to understand the conventions of writing which operate in the different forms of writing we encounter. One of the main pr Identity In Question 5.1 Introduction Modern techniques for revealing where and when different parts of the brain become active have recently provided a window on the processes of attention. For example, one of these brain-scanning techniques, functional magnetic resonance imaging (fMRI), has been used to show the behaviour of an area of the brain that responds to speech. It turns out also to become activated in a person viewing lips making speech movements in the absence of sound. For this to happen there must be connecti
Key point
This album Investigates recent debates in sociology, cultural theory and psychoanalysis, and explores the nature of social identity, ‘socialisation’, subjectivity and personhood. The case studies explore the value and relevance of different theoretical frameworks for understanding identity by applying the main concepts in real situations. The material is taken from The Open University course D853 Identity in question.Author(s):
