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2.3 Activity 1: Discussion

Responding to the way in which the content and style of photographs are so often limited by the production and distribution processes of the mass media, Owen Logan uses digital technology to produce a new way of seeing the oil industry. As you can see, many of his pictures are made by digitally splicing separate photographs together. The effects of these montages are in part about the relationship between what is put together. For example, to me Logan's use of a photograph of an oil platform
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2.3 Activity 1: Flora Macdonald

temp – ground stewardess – office manager – accountant

Figure 1.4

1 Capturing the oil industry

The oil industry is perhaps the archetypal globalised industry. Dominated by a few multi-national companies, it is highly centralised at the level of corporate power but, like corporations, investment and trade in the oil industry are also highly mobile. The long reach of the global oil economy is a consequence of the distance between the location of significant oil reserves and the location of the major markets for oil. The reserves of oil currently expected to last more than fifty years are
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Introduction

The material presented here focuses on the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995.

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


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Successful IT systems
Information technology (IT) systems are a critical part of our world, in business and the public and voluntary sectors. They are often highly complex and interconnected combinations of technology, organisations and people. Success and failure of IT systems can be seen in many different settings. Many are highly successful; others fail, sometimes spectacularly. This free course focuses on success, to help you understand what is meant by a successful IT system.Author(s): Creator not set

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Introduction

Requires that Windows desktop be used in parallel with reading the book.

Tables and charts are a great way to present numerical information in a clear and concise form. This course explains how to use the Windows calculator to carry out basic operations and calculate percentages. You will then learn how to use charts and tables to represent and interpret information.

This OpenLearn course provides a sample of level 1 study in Author(s): The Open University

2.3 Truth values

We will want to distinguish between statements that are true and statements that are false. Another fundamental form of data allows us to do this. This form of data consists of just two values, which we shall write as true and false.

Not all texts use the same notation: some use T and F; others may use 0 for false and 1 for true (or the reverse!).

We may refer to true and false as truth values, or Boolean values
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3.3 Compression

The previous section mentioned the large file size of bit-map representations of even small pictures. Therefore just a few images use up a great deal of storage space. This can be inconvenient for PC users, but in the case of a digital camera it presents a real problem. In addition, it is becoming increasingly popular to send digital pictures as email attachments, or via mobile phones using multimedia messaging services (MMS), but large files take a long time to transmit.

The way round
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EPOCH Psychology history timeline
This free course, EPoCH Psychology history timeline, uses an interactive resource (EPoCH) to gain a better sense of how the historical and social context influences psychological inquiry. You will examine the different methods used by psychologists to investigate human behaviour and learn to identify the different perspectives that exist in psychology. Author(s): Creator not set

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6 Correlation

Activity 5

0 hours 20 minutes

This activity demonstrates how a simple correlation analysis can be carried out. Correlations tell us about the relationship between pairs of variabl
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References

Lewis, G. and Phoenix, A. (2004) ‘Race ‘ethnicity’ and identity’ in Questioning Identity, K. Woodward (ed.), London, Routledge/The Open University.
The Runnymede Bulletin (1999) ‘Black deaths in police custody’, no.319, September, pp.8–9.
Sardar, Z., Ravetz, J. and Van Loon, B. (1999) Introducing Mathematics, Cambridge, Icon Books.

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5 The pedagogy of open learning

One of the key differences between open learning, where the ‘student’ is remote from the teacher, and a learner just reading a textbook or looking up information for themselves on the internet, is the need to encourage active learning. Whether the material is text, online quizzes or audio-visual elements, the learner should not be a passive absorber of information but actively interacting with the resources. This is grounded in views of how people learn. But I have made some assump
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References

Entwistle, N. (1997) ‘Contrasting perspectives on learning’ in Marton, F., Hounsell, D. and Entwistle, N. (eds) The Experience of Learning: Implications for teaching and studying in Higher Education, Edinburgh, Scottish Academic Press Limited.
Marton, F. and R. Saljo (1997) ‘Approaches to learning’ in Marton, F., Hounsell, D. and Entwistle, N. (eds) The Experience of Learning: Implications for teachi
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8.2 Formulating a question

When you make your own enquiries you draw on your existing knowledge of a discipline or subject area and decide on a specific question to explore; a question that is relevant to some aspect of the subject and which interests you. That means you must have some understanding of what the important questions and issues are in your subject area, and why they are important. In other words, you must have acquired appropriate ‘frameworks for thinking’ within it. That background ensures tha
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6.2 Different kinds of ‘evidence’

The terms you use and the ways in which you support your argument depend on the subject you are studying and what kind of text you are talking or writing about.


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5.1 The values represented by the text

As we have seen, you are fully immersed in the text while you try to discover how it works and what it is about. But in order to make some judgements of it you have to shift your stance a bit. You have to ‘stand back’, as it were, and ask yourself: What do I think about these things I have discovered?

Basically, you need to ask two kinds of question about the text's ‘value’:

  1. What values are represented in the
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2.1 Reading

Before you begin your interrogation of a text, though, you have to get to know it in a general way. In a sense, you can ‘see’ visual texts (such as paintings, sculptures and buildings) all at once; there they are before you. You can move around them, looking at them from different angles. But with written, aural and moving image texts – in which words, sounds or images follow on from one another – you cannot become familiar with the whole thing until
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6.1 What is a pie chart?

A pie chart is a circular chart (pie-shaped); it is split into segments to show percentages or the relative contributions of categories of data.


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5.2.1 Discrete variables

The charts about different modes of transport and that on attendance figures at a range of cultural events all use what might be called ‘word categories’. Each category (e.g. bus, rail, cycle, and walk) is quite distinct from any other in the set of categories. Such distinct categories are known in mathematics as ‘discrete variables’.

Word categories are not the only type of variable that is discrete; numbers can also be discrete. For example, at the beginning of this section, w
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4.1.2 When is a line graph not a good format to use?

When you have a large amount of data without an obvious link. For example, when your data shows shares of a whole, in which case, you would use a pie chart.


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