Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 8605 result(s) returned

8 Technical glossary

This glossary is intended to provide a basic explanation of how a number of common mathematical terms are used. Definitions can be very slippery and confusing and at worst can replace one difficult term with a large number of other puzzling concepts. Therefore, where an easy definition is available it is provided here, where this has not been possible an example is used. If you require more detailed or complete definitions, you should refer to one of the very good mathematical dictionaries th
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

2.8.1 Learning about verbs

You and Christine go to a shop to buy a film for your visit to the museum.

Key Learning Points

  • Talking about time

  • Asking for goods and services

  • Learning about verbs

  • Using verb forms:
    Author(s): The Open University

    License information
    Related content

    Copyright © 2016 The Open University

4.2.2 Read the whole exam paper through carefully

Students often describe feeling that everyone else starts writing confidently, straight away. Make sure you allow yourself at least 5 minutes to read calmly through the paper. It is tempting to grab at familiar questions, possibly even misreading them and turning them into the questions you want to answer. If you carefully and steadily unpack the questions, you will inevitably make a better selection.


Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

References

Badham, B. and Wade, H. (revised edition 2005) Hear By Right Standards for the Active Involvement of Children and Young People, Leicester and London: National Youth Agency and Local Government Association.
Leverett, S. (2008) ‘Children's participation’ in Foley, P. and Leverett, S. (eds) Connecting with Children: Developing Working Relationships, Bristol: Policy Press.
Author(s): The Open University

License information
Related content

Copyright © 2013 The Open University

MSU Real L.I.F.E. Budgeting
MSU Real L.I.F.E. goes into detail about how to budget money as a student.
Author(s): No creator set

License information
Related content

3.3.1 Writing out electronic configurations

In Section 3.2, we described Figure 21 as an energy-level diagram, which represented the build-up of electronic configurations as electrons were inserted into sub-shells of progressively increasing energy. However, Figure 21 has been designed for just one purpose: to generate the correct electronic configurations in our tho
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

6.1 Introduction

In recent years different explanations of how labour markets operate have been proposed by a number of economists dissatisfied with neoclassical theory in general and its explanation for labour market disadvantage in particular. Some of these alternatives simply extend neoclassical models to include the effects of various institutional factors. Others, however, have sought to develop a new theoretical approach. All reject a predominantly competitive analysis and emphasise instead the fragment
Author(s): The Open University

License information
Related content

Copyright © 2013 The Open University

The week ahead: More twists in the Russian enigma
Our US editor John Prideaux discusses the seemingly endless probes, counterprobes, allegations and counter-allegations in the enquiry into Team Trump's ties to Russia. Also on the show: Conflicts across the African continent have put a staggering 20 million people at risk of starvation. And what do you do when the enemy taking aim at you is a nine-year-old? Christopher Lockwood hosts.
Author(s): No creator set

License information
Related content

6.2.1 Studio conventions in street photography

Activity 23

Look at Images 81 and 82. Given your knowledge of conventional studio portraiture, can you see any similarities between studio and street practice?

Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

Season 2 – Lesson 05 – Coffee Break Spanish
Coming up in this lesson:

In lesson 5 Mark and Kara look further at making arrangements using the tricky Spanish verb quedar.

Please note that lesson 05 of Season 2 was originally known as lesson 205 of Coffee Break Spanish. We have renumbered the lessons of each season as lessons 1-40 to make things more simple for our listeners.

Accessing the Premium Version

The premium version of Coffee Break Spani
Author(s): No creator set

License information
Related content

Class Room Instructions for ADHD
Class Room Instructions for ADHD. Part of the series: How to Tell if Your Child Has ADHD. Learn about class room instructions for ADHD in this children's health video.
Author(s): No creator set

License information
Related content

2.1.1 Try some yourself

Activity 15

The size of a population of micro-organisms doubles every hour. If there are two of these creatures to start with, how many will there be after five hours?


Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

What's Love Got to Do With It? Chapter 3 (for mature audiences)
What's Love Got to Do With it? Chapter 3 701 Whaley St. February 14, 2009 Columbia area artists participating in the exhibition "What's Love Got to Do With It? Chapter 3" discuss their work, the...

www.columbiamuseum.org questions: pnugent@columbiamuseum.org

Author(s): No creator set

License information
Related content

Mysteries of Deep Space: To the Edge of Space (2 of 6)
Part 2 of 6. This video explores the revolution in astronomy launched by the Hubble Space Telescope.  In this episode they explore to the edge of Space as far as possible.  It gives great information that has been received from studies of information from the Hubble telescope.
Author(s): No creator set

License information
Related content

8.2 Evidence

The purpose of the evidence you present is to show you can use different ways to learn. This means your example could be an assignment, project report, video recording, etc. that includes activities where you have taken responsibility for when and how you learned, perhaps as part of a distance-learning course (independent learning), and work you have learned using a different approach, perhaps by attending a tutorial, seminar, taking part in an e-conference, workshop, training session with a
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

1 Rule making in England and Wales

One of the most important functions of any legal system is to state the legal rules by which the society in question is to operate. Legal rules are not necessarily the only codes which prescribe social behaviour (morals and etiquette are others), but legal rules are distinct in that they constitute an official code which has the backing of state powers of enforcement and sanctions. This course explores the major sources of legal rule making in England and Wales – the Westminster Parliament.
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

4.5 Fibre in LANs

Fibre has been slower to be exploited in LANs than in the core transmission network, for similar reasons to the delay in the use of fibre in the access network, but as the data rate demanded of LANs has increased, the case for using fibre has strengthened.

Although Ethernet specifications (IEEE 802.3 series) have contained standards for the use of fibre backbones for some time, it was with the development of Gigabit Ethernet and 10 Gigabit Ethernet (10 GbE) standards that fibre became t
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

3.4 Variability of income

This applies to investments where the return is defined in generic terms but the actual amount of the return may fluctuate in an unpredictable manner. As we have seen, the most obvious example is the company share, but there are others, such as debt instruments (such as many bank deposits) where there is a contractual right to interest but the interest rate fluctuates according to some formula – or even simply at the whim of the bank! An important example of this type of security is the Flo
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

4.4 Professional values and a code of practice

Student teachers on school experience will be treated as professional colleagues and this role brings with it the professional responsibilities all teachers share, as well as the requirement for a degree of sensitivity as a visitor in the school. All who are awarded qualified teacher status must uphold the professional code of the General Teaching Council and demonstrate professional values and practice. The following areas have been identified as important for student teachers to consider as
Author(s): The Open University

License information
Related content

Copyright © 2016 The Open University

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431