1.8 Maintenance Databases are one of the more enduring software engineering artefacts; it is not uncommon to find database implementations whose use can be traced back for 15 years or more. Consequently, maintenance of the database is a key issue. Maintenance can take three main forms: Operational maintenance, where the performance of the database is monitored. If it falls below some acceptable standard, then reorganisation of the database, usuall
1.7 Testing The aim of testing is to uncover errors in the design and implementation of the database, its structure, constraints and associated user and management support. Testing is usually considered to involve two main tasks – validation and verification. Without adequate testing users will have little confidence in their data processing. Validation answers the question: has the right database been developed to meet the requirements? It attempts to confirm that the right database has been co
6.1.1 The user interface An interface to a washing machine does not need to be like the interface to a personal computer (a user interface is a display/control panel that enables the user to control a machine or interact with a program). It is specific to the task of washing laundry, which involves two things: displaying the choices that relate to washing laundry (such as type of laundry to be washed, water temperature, and spin speed); displaying some indica
4.2.2 Using the web more effectively: gateways A gateway on the web is a website intended to direct users to other preselected websites containing information on a particular topic. It can also refer to a computer that acts as a message router on the internet University librarians often set up gateways for particular areas of study, although they may be set up by anyone with sufficient expertise in a topic. Gateways may be fairly general, such as a gateway site for sciences, or more specific, such as a gateway for part
3.4.1 A computer system is the combination of: the computer (with its processor and storage); other equipment such as a scanner or printer, the software programs that make it all work (software programs that are designed to help with some human task are often referred to as applications).
3.1 Making sensation make sense In the previous section you learned something about what data is, where it can be found, and how it can be used. But have you ever thought about how we get data in the first place? As human beings, we are so used to reading, writing, speaking and observing that we rarely think about the true origins of the data we commonly use with such ease. I don't intend taking you back to these origins – that would take too long. Rather, I want to describe how human beings ‘get’ data and put it into
2.1.2 Data and information So far, I have used two words in connection with computers: data and information. Did you see any differences in the way the two terms have been used? Let me point out one. Data refers to discrete items, such as the price of an item on the shelf of a supermarket, or the type of product listed on a sign over a supermarket aisle. The word ‘data’ is a plural Latin word but it is generally used as a singular word in English. In contrast, information involves linking
Introduction School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This course will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated. This OpenLearn course provides a sample of postgraduate study in Author(s):
Introduction This course introduces you to analysing academic writing and, in particular, the way an article might be structured to clearly explain an investigation to other researchers. It explores the issue of observation of children and young people across the age range birth to 18 years using qualitative observation approaches in small-scale studies. This OpenLearn course provides a sample of level 3 study in Author(s):
Geometry
Geometry is concerned with the various aspects of size, shape and space. In this unit, you will explore the concepts of angles, shapes, symmetry, area and volume through interactive activities. First published on Tue, 04 Dec 2012 as Geometry. To find out more visit The Open Un
4.3.1 Start writing Using the format of introduction, main body and conclusion outlined in Section 3, write up your answer to the question.
4.2.3 Choose the questions and order them During your first read through the paper, put an asterisk or star sign (*) in pencil against the questions you think you could possibly answer. Then read through your starred questions and put an additional star against the ones that you prefer. Choose the questions with the highest star rating.
3.11.3 Maths, sciences and technology The additional points we would want you to be aware of as you plan your revision in these subjects relate to the different ways in which you are called upon to present your answers. These might be: short reports multiple-choice answers dif 3.10 Thinking about the exam It is worth noting the difference between exam answers and assignments. Inevitably, a much lengthier and more polished answer can be produced in an untimed assignment. In the short time available in the exam, you need to move quickly through your main points, without paying too much attention to your style. Examiners are fully aware of the constraints exams place on the writer. Focus on the question you have chosen, and underline or highlight the process words or instructions in the question. 3.8.2 Analysing and answering essay-based exam questions For the following activity, you can use questions from a specimen paper, past papers or even questions you have devised for yourself. Exam questions for essay-based courses often contain 'process words'. These require you t 3.7 Memory and Understanding Exams are rarely tests of memory, but much more to do with the selection, presentation and interpretation of materials. When you have understood what you have read, you can think about it and use it. Nonetheless, you may still be concerned about your ability to remember the info 3.6.5 Self-help groups - revising with others There is a great deal to be said for working with another student, or group of students, when you are revising. Other students can help you keep the whole revision process in perspective, rather than letting it make you over-anxious. At another level, there is no reason why you shouldn't share marked assignments, revision tips and plans with members of a revision group. You may find that one of your group is good at devising a manageable revision timetable, and another can share some valuable 3.6.4 Using a computer Besides other things, a computer offers the opportunity to organise, reorganise, and delete material, without having to write everything out every time you make a change. It also allows you to make notes as you go along, file them easily, and add and update them in your revision period. You may even find that one of your software packages supports a facility for making notes. You will certainly have a range of layout facilities and graphics to enhance your notes. 3.3 Stage 2: Gathering the course material together You will need to gather all your course material and lecture notes together, and organise them properly. Your course material or texts should contain an overview of your course. Keep this to hand, as it will prove invaluable in you come to identify the topics you will need to revise. There are also other sources of information that you can draw on when gathering information for your revision. 2.1 Finding out your key concerns Each one of us has a different set of concerns about preparing for and taking exams. It is worth spending a little time reflecting on these concerns and identifying what your individual needs are, in order to set up good support strategies for yourself.
Activity 9
Memory and understanding
Activity 1
