A bar chart is a good method of representation if you want to illustrate a set of data in a way that is as easy to understand as it is simple to read. In general, a bar chart should be used for data that can be counted so, for example, we could use a bar chart to show the number of families with 0, 1, 2 or more children. A bar chart could also be used to show how many people in one area use each of the different modes of transport to get to work.

Bar charts are very useful for comparing
Author(s): The Open University

A bar chart is a diagram in which the numerical values of the different variables are represented by the height or length of lines or rectangles of equal width. The bars or lines can be drawn vertically or horizontally.

Figure 4 shows three bar charts illustrating the same data: the first has vertical bars, the second horizontal bars and the third has lines instead of bars.

Author(s): The Open University

This section covers line graphs. We define the format, give some ideas about when it should be used, and draw some graphs. You can have a go at drawing a line graph in Activity 6, based on data that we supply.

A line graph, at its simplest, is a diagram that shows a line joining several points, or a line that shows the best possible relationship between the points. Sometimes the line will go through all of the points, and sometimes it will show the best possible fit. The line does not h
Author(s): The Open University

Cognitive Psychology
The consciousness of the human mind has long been a topic of fascination and curiosity amongst writers, artists and psychologists, from Carl Jung and Salvador Dali to Virginia Wolfe and Gertrude Stein. This album explores our understanding of consciousness, and features a discussion on some of psychology's most complex questions: what does it mean to be a conscious human, and what purposes our consciousness serves. This material forms part of The Open University course DD303 Cognitive psychology
Author(s): The OpenLearn team

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## Study another free course

There are more thanÂ 800 coursesÂ on OpenLearnÂ for you to
Author(s): The Open University

Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals, and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles.

(Qualifications and Curriculum Authority (2004) www.nc.uk.net/esd/teaching/pe/index.htm)

What does this mean for PE teachers? How can PE teachers effectively help to
Author(s): The Open University

## Define the acronyms

### Question 1

What do the followi
Author(s): The Open University

A key implication of both initiatives is greater interagency working, which necessitates more engagement of school staff with other professionals.

The DfES notes in Extended Schools: Providing Opportunities and Services for all that schools will need to work in partnership with other groups and agencies to enable:

• more diverse activities that involve parents, community members and local groups;

• a â€˜joined-upâ€™ approach
Author(s): The Open University

We oppose

â€˜any prophetic pedagogy

which knows everything before it happens,

which teaches children

that every day is the same,

that there are no s
Author(s): The Open University

Read the poem below, â€˜The Hundred Languages of Childrenâ€™ by Loris Malaguzzi (translated from the Italian by Lella Gandini). Consider how the school curriculum and environment may or may not encourage creativity in children. Do you agree or disagree with the statements expressed in the poem? Note down your thoughts or the thoughts of your group so you can review them as you continue to work through this unit and engage with some of the debates on creativity.

Author(s): The Open University

Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools!

Missing so far in this discussion has been the voice of the students who are on the â€˜receiving endâ€™ of geography lessons. After all, they are the people who will
Author(s): The Open University

This unit has highlighted some of the fundamental aspects of dance skills, and given you ideas as to what to include and possible approaches to developing such skills in class. It has also looked at the development of performance skills and the use of feedback. You might like to use the Unit Forum to discuss and debate any dance-related issues, share ideas or ask questions.

Dance UK, â€˜Warming Up and Cooling Downâ€™, Information Sheet 3, Articles by Carolin
Author(s): The Open University

Beginnersâ€™ Chinese
Do you want to learn some basics in Mandarin Chinese? The tracks presented here are designed to give you a taste of Mandarin Chinese language and culture. Youâ€™ll hear short conversations where people greet each other, introduce themselves and their families, describe where they come from and what they do for a living. Youâ€™ll hear them talk about sports, ask for directions, buy things, order food in a restaurant, invite someone to dinner â€“ or simply share their experience of learning Chines
Author(s): The OpenLearn team

We have explored the challenges of entering into situations which are ambiguous and open to competing interpretations. But what happens in a situation where nobody knows what is going on, where established meanings have collapsed altogether? Tom Heller gives a graphic account of such a situation in his description of his experience of the Hillsborough football stadium disaster.

Click to read Author(s): The Open University

The body uses oxygen in a chemical process that produces fuel for the muscles. You might think that the transfer of oxygen from the lungs to the rest of the body is vitally important for all athletes. However, you might be surprised to hear that although this process is important in many sports, it doesn't matter very much at all in quite a few. The reason for this is fairly straightforward: the transfer of oxygen from the lungs to the rest of the body takes time. In events that don't
Author(s): The Open University

In this course â€˜the patientâ€™ has been referred to on several occasions. One reason is the universal usage of the term and the ease with which it is understood. To identify someone as a patient immediately situates them as someone in receipt of medical treatment. However, the term itself is not without difficulty, as sociologists critical of medicine have been quick to point out, since it carries associations of power and authority.

Labelling theory is a useful concept that assesses
Author(s): The Open University

â€˜Riskâ€™ is a word which is used frequently and in many different contexts. On the face of it, it can seem as though the word has a clear meaning, but when you start to examine the different ways it is used it seems less straightforward. This is because â€˜riskâ€™ is not a real thing in the world, it is a concept, which simply means it is an idea expressed in words. In fact, the more you explore it, the more you realise risk is a problematic concept: it has been defined in a number o
Author(s): The Open University

In another context Shakespeare asked, â€˜What's in a name?â€™, and suggested by way of an answer that a rose may smell as sweet whatever it is called. In the context of social boundaries, however, the language used is actually very important in determining â€˜who's inâ€™ and â€˜who's outâ€™.