5.2.2 Continuous variables

Not all numbers are discrete. Consider the following measurements:

  • times to run a marathon

  • temperatures recorded at intervals during a day

  • weight of each bunch of grapes sold at a supermarket yesterday.

Time, temperature and weight are all examples of numerical data, but there is not a restricted set of values that they can take. Whereas you can have 2 or 3 children in a family but not 2.5, with tempe
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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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7.2 Reorganizing notes

The technique of re-reading completed notes and supplementing them with comments and queries is a useful way of processing ideas. Another way of processing ideas is to reorganize notes around a set of questions or thematic headings. This is particularly useful for those notes that you will be drawing upon for planning and writing assignments. They can be reworked and key concepts and ideas can thus be applied to different types of questions and issues.

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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

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

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4 Useful addresses

Advisory Centre for Education Ltd (ACE)

Tel: 0808 800 5793 (2–5pm, Monday to Friday)

1C Aberdeen Studios, 22 Highbury Grove, London N5 2DQ.

Website: www.ace-ed.org.uk/

An independent advice centre for parents, offering information on state education in England and Wales for 5 –16 year olds. Produces a Special Education Handbook.

Alliance for Inclusive Education (Allfie)

Tel: 020 7737 6030

336 Brixton Road, London SW9 7AA


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2.3.3 Plans for action

  • Agree what the student teacher needs to do to progress, and make constructive practical suggestions to move practice forward.

  • Agree short-term achievable targets.

  • Agree to discuss the outcome of the observation and the arrangements for the next steps in their learning at the mentor session.

  • Provide the student teacher with a copy of the mentor's written observations and summary of action planning.


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Supporting professional development in ITT: introduction

This unit is for mentors, tutors and student teachers. It also provides useful information for school co-ordinators.

The following sections will help mentors and student teachers work together effectively to develop student teachers' professional skills and understanding.


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Learning outcomes

After studying this unit you will:

  • have an understanding of the role of mentor in relation to supporting a student teacher in the early stages of becoming a teacher;

  • recognise the skills of coaching, support and guidance required of the role;

  • have considered the issues connected with the assessment of teacher competencies.


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Introduction

The OU PGCE has been developed by The Open University and its partner schools to provide an innovative, student-teacher centred approach to initial teacher education. We aim to build on the skills, knowledge and experience that student teachers bring to the profession, and then to prepare them for a career in teaching. The course leads to the award of PGCE, and Qualified Teacher Status (QTS) conferred by the appropriate statutory body. Working with a Partner Schools Network, the OU PGCE provi
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Acknowledgements

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

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2.7 The failure of CAM therapeutic relationships: breach of boundaries

In this section, failures caused by breach of boundaries are discussed under the following headings:

  • ‘wounded healers’

  • creating dependency to satisfy practitioners’ emotional and financial needs

  • sexual abuse and exploitation.

To reiterate a point made earlier, breaches of the therapeutic relationship cover a spectrum. Some breaches invariably thwart a successful therapeutic outcome (for example,
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Mental Energizer!
Get students moving with this video for students in fourth through sixth grades. The exercises do not take up too much floor space and students can do the exercises at their desks. The music featured is fast-paced. (05:15)
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Learning outcomes

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

  • define and use each of the terms printed in bold in the text.

  • understand the basic principles of signal transduction mechanisms, in particular the concepts of response specificity, signal amplitude and duration, signal integration and intracellular location;

  • give examples of different types of extracellular signals and receptors, and explain their functional significance;

  • describe
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3.2 QSO spectra

It only became apparent that these quasi-stellar objects were not stars when their spectra were examined. At first astronomers could not interpret their spectra because the spectral lines did not appear at appropriate wavelengths for atoms of any known chemical element. The spectrum shown in Figure 4 provided the
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2 Black holes: a reminder

You may have previously met the formation of a black hole at the end of the life of a massive star. Accreting black holes, which were formed in this way, are members of close binary star systems.

A black hole is formed when self-gravity causes material to collapse to such high densities that the escape speed (or escape velocity) reaches the speed of light. Using Newtonian dynamics we can calculate the magnitude of the escape velocity from planet Earth (mass M E
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