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5.2.1 Transforming the natural to the designed

The artist Christine Martell lives in Oregon in the United States and works with beads and visual images. I asked her to describe how she makes use of a computer to create her visual images of flowers and trees. She writes of her work:

I start by finding flowers that are compelling in some way, most often in form and colour. I take photographs with a 35 mm camera having a macro lens.

I'm usually looking for a
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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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2.2 The organisation: loyalty cards

Many supermarkets and other firms (such as petrol companies and airlines) use loyalty cards: cards that offer a customer some form of incentive, such as a future discount or gift, to continue buying from that firm. For example, the British supermarket chain Tesco issues such cards. The holder of a loyalty card is regularly sent vouchers which give the holder discounts from their shopping bills and also vouchers which enable them to gain a discount on items that the supermarket wishes to promo
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2.1 The individual: an average day

If I take an average day in my life, I find myself surrounded by computers, most of which are invisible to me. This section looks at where computers are found in the course of everyday life. It aims to:

  • place computers in the context of the activities we do and the things we handle in our day-to-day lives.

But it does this from two points of view: the individual and the commercial organisation.


Author(s): The Open University

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Working with charts, graphs and tables
Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information. This unit will help you to develop the skills you need to do this. This unit can be used in conjunction with the ‘More working with charts, graphs and tables’ unit, which looks into more ways to present statistical information and shows y
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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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Copyright © 2016 The Open University

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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Key skills - making a difference
This free course, Key skills - making a difference, focuses on higher level skills. Skills development is complementary to other learning it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and w
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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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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

Acknowledgements

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

Unit Image

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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3.12.4 Modern Languages

In modern languages courses, as you would expect, the emphasis includes listening and speaking skills as well as reading and writing skills. To learn to be creative and spontaneous in the language you are studying, you need to practise listening and speaking throughout the course and in revision. Working through t
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3.11.3 Maths, sciences and technology

The additional points we would want you to be aware of as you plan your revision in these subjects relate to the different ways in which you are called upon to present your answers. These might be:

  • short reports

  • multiple-choice answers

  • dif
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3.10 Thinking about the exam

It is worth noting the difference between exam answers and assignments. Inevitably, a much lengthier and more polished answer can be produced in an untimed assignment. In the short time available in the exam, you need to move quickly through your main points, without paying too much attention to your style. Examiners are fully aware of the constraints exams place on the writer. Focus on the question you have chosen, and underline or highlight the process words or instructions in the question.
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3.9 Understanding process words

Table 2

Process word Meaning
Account for explain, clarify, give reasons for
Analyse resolve into its component parts examine critically or minutely
Assess determine the val
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3.8.2 Analysing and answering essay-based exam questions

For the following activity, you can use questions from a specimen paper, past papers or even questions you have devised for yourself.

Activity 9

Exam questions for essay-based courses often contain 'process words'. These require you t
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3.8.1 Play the examiner

Activity 8

  • Take a particular question from a past or specimen exam paper and imagine that you are the examiner who set it. Note down which particular part of the course you set the question to test, and h
    Author(s): The Open University

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3.8 Stage 6: Rehearsing answering exam questions

Just like assignment questions, exam questions should be read carefully, because you need to demonstrate in your answer that you have understood the question. Examiners frequently complain that students lose vital marks through failing to read and interpret the questions properly.


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3.6.3 Making audio tapes

Why not try recording material from your summary sheets, or cards, onto audio tape? Students who have a strong auditory memory find information sticks if they hear it rather than read it. You could play the tape back to yourself when travelling by train or car.


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