1 Evaluate the following:

• (a) 62

• (b) 0.52

• (c) 1.52

## Answer<Author(s): The Open UniversityLicense informationRelated contentExcept for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

By the end of this unit you should be able to:

• evaluate the squares, cubes and other powers of positive and negative numbers with or without your calculator;

• estimate square roots and calculate them using your calculator;

• describe the power notation for expressing numbers;

• use your calculator to find powers of numbers;

• multiply and divide powers of the same number;

• understand and apply negative powers, t
Author(s): The Open University

This unit reminds you about powers of numbers, such as squares and square roots. In particular, powers of 10 are used to express large and small numbers in a convenient form, known as scientific notation, which is used by scientific calculators.

This unit is from our archive and is an adapted extract from Open mathematics (MU120) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in Author(s): The Open University

The content acknowledged below is Proprietary (see terms and conditions) and is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

Example 3 Table: Copyri
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Plans of houses and instructions for assembling shelves, etc., often come in the form of scale diagrams. Each length on the diagram represents a length relating to the real house, the real shelves, etc. Often a scale is given on the diagram so that you can see which length on the diagram represents a standard length, such as a metre, on the real object. This length always represents the same standard length, wherever it is on the diagram and in whatever direction.

Author(s): The Open University

The main teaching text of this unit is provided in the workbook below. The answers to the exercises that you'll find throughout the workbook are given in the answer book. You can access it by clicking on the link under the workbook. Once you have completed the workbook and exercises return to this page and watch the video below, â€˜The arch never sleepsâ€™, which discusses a practical application of some of the ideas in workbook.

Click 'View document' to open the workbook (PDF, 0.8
Author(s): The Open University

On completion of this unit you should be able to:

• convert a vector from geometric form (in terms of magnitude and direction) to component form;

• convert a vector from component form to geometric form;

• understand the use of bearings to describe direction;

• understand the difference between velocity and speed;

• find resultant displacements and velocities in geometric form, via the use of components.

Author(s): The Open University

Mailing or discussion lists are email-based discussion groups. When you send an email to a mailing list address, it is sent automatically to all the other members of the list.

The majority of academic-related mailing lists in the UK are maintained by Jiscmail. You will find details of joining these mailing lists on the Jiscmail website. Mailing lists are useful for getting in touch with like-minded colleagues. They are also handy for keeping up to date with current thinking and research
Author(s): The Open University

Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other peopleâ€™s work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone elseâ€™s work, you should acknowledge the source by giving a correct reference.

Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringemen
Author(s): The Open University

Alley, R. B. (2000) The Two Mile Time Machine, Princeton, Princeton University Press.
Arnakak, J. (2000) â€˜What is Inuit Qaujimajatuqangit?â€™, Nunatsiaq News, 25 August, p. 11.

Author(s): The Open University

The Keeling curve is the plot showing the trend in rising atmospheric CO2 concentrations since 1958 recorded at Mauna Loa in Hawaii. The story of atmospheric CO2 in the last 50 years is a relentless rise derived from human use of hydrocarbons and, as I write this in 2008, the annual mean concentration is 383 parts per million (ppm). When Keeling first collected his CO2 data he travelled around making the measurements at widely spaced locations â€“ but he saw t
Author(s): The Open University

By the end of this unit you should be able to:

• understand why systems thinking might be useful and know something about how it can be applied in the context of environmental responsibility;

• describe the significance of environmental pragmatism and cognitive justice as tools for supporting environmental policy and action.

Author(s): The Open University

Broham, J. (1996) â€˜Postwar development in the Asian NICs: does the neoliberal model fit reality?â€™, Economic Geography, vol.72, pp. 107â€“30.
Castree, N., Coe, N.M., Ward, K. and Samers, M. (2004) Spaces of Work: Global Capitalism and Geographies of Labour, London, Sage.

Throughout this unit, a major concern has been to show how the demand of the antisweatshop movement that we not only respond to, but take responsibility for, economic injustices, no matter how distant, is an intensely controversial one. Claims by campaigning groups such as Oxfam and Christian Aid that consumer demand for cheap branded goods perpetuates poverty wage levels in the sweatshop industries are countered by claims from the pro-market lobby which point in an altogether differen
Author(s): The Open University

• The question of who is responsible for factory sweatshops in the poorer regions of the globe remains a passionate political issue, in North America and beyond. Views on how responsibility for overseas sweatshops should be exercised differ between those who believe that it should be left to market forces to improve conditions and those who consider that everyone, as a consumer, bears some responsibility for their perpetuation and should intervene to bring abo
Author(s): The Open University

For Iris Marion Young, the responsibility of those in North America and Europe towards distant others does indeed rest with their connections to injustices elsewhere, but it would be a mistake to stretch this line of reasoning too far. Although these connections, whether as a consumer, boardroom executive or shop manager, can establish a line of responsibility, as was claimed in Section 3.1, for Young this is only the starting point and not the end point of our involvement. We do not have to
Author(s): The Open University

On this view, market responsibility looks something like this: if left alone, foreign companies will do what they do best, which is to spot an opportunity in the global marketplace, take advantage of it, and then try to keep the spoils of globalisation to themselves until such time that they are forced by market pressures to share them with the local population in the form of higher wages and other such improvements. Or in Krugman's stinging words:

Author(s): The Open University

Holding up the East Asian success story as the way forward has, as I indicated above, little appeal for the antisweatshop movement. For its members, a different image comes to mind of thousands of workers eking out a living from the numerous sweatshops which dot that part of the world: one that involves the perpetuation of poverty wage levels, the use and abuse of poor communities, and the constant taking advantage of what is ready to hand, followed by withdrawal and abandonment. What they se
Author(s): The Open University

From a pro-market standpoint, global market forces and the competitive pressures that they generate leave businesses with no choice but to take advantage of lower labour costs elsewhere. In the textile business or the toy business, lower wage costs are the key to profitability; if your competitors find a cheaper labour source, you either follow their example or go out of business. It is not, so the argument runs, because managers lack integrity or compassion that there are now more manufactur
Author(s): The Open University

The rise of global factories in the 1970s owed much to the rapid improvement in transport and communications technologies which took place at that time and which made it possible to keep in touch with, and control, production processes in different parts of the world. Just as significant was the fragmentation of industrial production whereby parts of the manufacturing process could be relocated over vast distances. Sewing in garment and footwear production, for instance, was among the
Author(s): The Open University