Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material within this unit. Figure 6 NanoElectronics Japan Figure 30 The Cottingley Fairies © Science and Society Picture Library
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4.2.4 CCD light sensor The CCD light sensor is a transducer that converts light to an electrical signal. CCD stands for ‘charge coupled device’, and physically a CCD light sensor is an integrated circuit with a transparent cover. A photograph of one is shown in Figure 6. Under the cover is a rectangul
Learning outcomes By the time you have completed this unit you should: know the meaning of all the terms highlighted in the text; understand the concept of the ‘network society’; have an awareness of how ICTs impact on your everyday life.
9 Summary This unit has introduced the main concepts used in this course, has given an overview of software development with an object-oriented approach and has discussed some of the issues that are relevant to developing software that can be reused. Here are the main points addressed in the unit. An iterative and incremental model for the development process is more appropriate to object-oriented development than a traditional sequential waterfall model. Itera
8.1 Balanced argument In many instances, we are not just concerned with arguing a particular case or taking a particular point of view, we are interested in looking at all sides of an issue and producing a balanced argument. This can be helpful in drawing conclusions on an issue. 7.3 Drafting essays As you may remember from Activity 4, the main elements of an essay are: the introduction the main body the conclusion. 4.1 Writing requirements Being a successful writer in one area doesn't always make it easy to know what is required in another. Here are some general questions that you can ask to help define the requirements for particular pieces of writing: What will my tutor be expecting? (this is sometimes phrased as ‘think about the audience’) What is the most appropriate format: report or essay? Do I have a choice, or is it stipulated in any guidance notes I've been 6.2.2 Representing visual and symbolic texts We saw that when you discuss your judgements of a visual text such as the landscape painting or The Madonna and Child, you talk about its ‘composition’: the way the ‘picture space’ is organised; the relationships between ‘foreground’ and ‘background’, and between ‘figures’. You discuss the way ‘perspective’ is used in the painting to show ‘depth’; the painting's tonal range’, and its uses of ‘colour’, ‘shape’, ‘line’; ‘light’ and ‘shade†3 Roles Quite often in work situations we are asked to work with a group of people we have not met before and with whom we may seem to have very little in common. The group, which may be labelled a ‘team’, could be tasked to organise or produce something about which some of the members may know more than others. After a period of initial awkwardness perhaps, the group members start to find out more about each other and attend to their task. It is quite likely that each of the members will then te 4.8 Not everyone is participating It can be annoying if there are some people in your tutor group who don't participate in discussions. You may feel that this is unfair, or that you are doing more than your fair share of the work. There's often a minority of people who don't join in at all, for a variety of reasons – pressure of personal circumstances, illness, shyness, or deliberate decision. And different people may be at different stages in the course. A benefit of studying online is that you can fit your studying 2.2 Before your course starts Allow some time to get yourself ready for a course that involves using a PC. If you already have a PC: double check it against the PC specification for your course. don't assume that a lower specification will be sufficient. If your computer doesn't meet the specification, you might: be able to upgrade it. Check with the institution you're studying with. They should have 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 4 Taking the point: identifying key ideas As earlier activities have demonstrated, active reading and note taking often come hand-in-hand. In order to read effectively we often have to jot down the main ideas and key words introduced in the text. We might also note down one or two questions as we go along to assist in the ‘thinking’ part of the process. But, like reading, note taking comes in all shapes and sizes, and different kinds of notes can be useful for different purposes. Moreover, good note taking, like purposeful, activ Introduction The body has traditionally been treated as a biological object in psychology. However, some psychologists believe there is more to our bodies than that as they recognise that it is through the body that we relate to other people and the world about us. This unit explores one particular theoretical perspective on embodiment: the phenomenological psychological perspective. This is an approach to psychology that acknowledges the social nature of embodiment, placing embodied experience centre sta 3.8 Summary Because the subject matter of psychology (ourselves and non-human animals) is complex and reactive, psychologists have to choose from amongst a wide range of methods. Psychologists make use of methods that aim to maximise objectivity; they also use methods that focus on and explore subjectivities and meanings. Depending on the topic they are researching, psychologists can choose to adopt an outsider viewpoint or an insider 3.7 Ethical considerations Since psychological research is mostly done on people and animals, it is often the case that the observations or experimental interventions that a psychologist might want to make have the potential to harm participants and hence raise ethical issues. Furthermore, consequences that might not be directly undesirable for the participants might raise more general ethical principles to do with moral standards and values. Psychologists have increasingly become aware of ethical issues and recognised 1.5 Summary In many societies and cultures psychology is now a very visible part of everyday life. This unit aims to increase your knowledge of psychology and provide you with the tools to think about psychological issues. In many countries psychology has an impact on policy, practice and culture in general. Psychological research and knowledge may sometimes be developed from common sense, but, as a discipline, psychol 1.1 Introduction This online tutorial is designed to help you familiarise yourself with the software package SPSS and learn about basic statistics. You will need to follow the instructions within each activity in the sequence presented to complete the unit. Some activities have questions, whilst others will encourage you to explore the various software options. All are designed to help you think about how SPSS works and how to carry out some basic statistical work. All the required work for this u Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Sue Platt has been a school governor for 21 years, at both primary and secondary p 4 Working with other stakeholders When considering the accountability of the governing body, we need to think about the context of the school and the community it serves. The DfES states quite clearly that the school and its governing body are accountable to anyone who has a ‘legitimate interest’. You might like to spend some time considering who these people are. In terms of providing both high-quality education and, consequently, an educated workforce, pupils, parents and the wider community are the ‘customersâ€
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