2.3 Searching for information on the Web

What do you do if you don't know the URL of the website you are looking for, or haven't been able to browse to it? The Web is not like a library – it isn't carefully organised and catalogued, and it is growing all the time. Luckily, there are search sites that can help you find what you want.

2.3.1 Portals

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2.2 Browsing for information on the Web

One way to find what you are looking for on the Web is to start from sites that you know are likely to have useful ‘links’ on them, like the main Open University pages or the Open University Library pages. These opening pages are known as home pages and are a bit like the contents page of a book. The home page usually gives you some information about the content of the website, often with links to other pages of information held on that site and on sites elsewhere. By clicking on a link
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Learning outcomes

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

  • use search engines confidently to locate information and images on the Web;

  • critically address resources that you locate on the Web;

  • describe some of the processes underlying search engines.


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7.2 An overview of RFID

The technology behind RFID is relatively straightforward and has been in use in some form for many years. You may have even used it yourself or seen it in use – for example in a ‘proximity card’ entry system in buildings, and in pet identification where a microchip is inserted just below an animal's skin. But you are likely to hear a lot more about it in the future and increasingly to see it deployed. This is because, at the time of writing (early 2005), the technology is receiving a st
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7.3 Using flowcharts to describe a task

Application programs are designed to perform specific tasks. These tasks range from the relatively simple to the extremely complex. In this section you will look at what is involved in planning a program to perform some simple tasks.

In order to write a program, the task the program will perform has to be first written as a list of actions. The actions have to be given in an order that will ensure the task is carried out successfully.

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2.7 Digitisation of the news

Into the digital era

Remember that this paper was written in 1995, at which time digital techniques were just beginning to take over in electronic newsgathering. Taylor therefore concludes his paper with comments on the nature and impact of changing to digital techniques.


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Acknowledgements

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Grateful acknowledgement is made to the following for permission to reproduce material:

Ince, D. Developing Internet Applica
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6.3 Summary

This section examined how computers can be used to control machines. It used the household washing machine as a case study and explored how the microcomputer contained in such a machine is programmed to:

  • provide an interface for the user to operate the machine;

  • control the way the machine carries out the operations chosen by the user.

The washing machine case study also illustrated the necessity of building safety fea
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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).


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Youth work: Introducing policy
In this free course, Youth work: Introducing policy, we will look at the meaning of policy, how it works as a mechanism for persuading people to behave in particular ways, its role in shaping our understandings of young people, and the role practitioners can play in mediating and influencing policy. First published on Thu,
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What is language?: an applied linguistic perspective
This free course, What is language?: an applied linguistic perspective, serves as an introduction to the discipline of applied linguistics. It examines what is meant by 'language', what its main characteristics are, and how human language differs from communication between other animals. It also asks whether theoretical knowledge about language can be applied to professional practice.Author(s): Creator not set

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Method 1

First of all, do some of the relaxation exercises we have described above. Then imagine yourself in this calm state taking the exam. You feel purposeful and confident. You see yourself at a desk in the exam room environment. You feel entirely at home and attuned to that moment, working effectively and concentrating well.

Now practise visualising this positive, clear, realistic image over and over again.


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3.6.1 Making summary sheets or cards

Andrew Northedge, in The Good Study Guide uses a diagram to illustrate this (reproduced as Figure 4). He notes that:

To boil the course down in this way, so as to extract its concentrated essences, is extremely valuable because it converts the broad themes and the detailed discussions of the course
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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 1


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1 Revision and exams

Most likely, you are reading this unit because you feel unsure about your ability to do yourself justice in exams. You may never have taken an exam and are wondering how to prepare yourself. It may have been a long time since you took an exam, and you feel a need to refresh your technique. You may be looking for reassurance and advice because you may have had a bad exam experience in the past. Whatever your reason, we hope that this unit will help.

This unit is a practical one, and we w
Author(s): The Open University

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Learning outcomes

This unit will:

  • help you to manage your time more effectively when you're revising and in the exam itself

  • help you to learn, or brush up on, revision and exam skills

  • offer reassurance to those of you who experience anxiety and stress at exam time.


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Introduction

Do you feel that sometimes you don't do yourself justice in exams? Perhaps you've never taken an exam and are wondering how to prepare yourself. It may have been a long time since you took an exam, and you feel a need to refresh your technique. You may be looking for reassurance and advice because you've had a bad exam experience in the past.

This unit aims to help you to improve your own revision and exam techniques and reassure others who experience anxiety and stress over exams.


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8.2 Preparing

Both activities in this phase - analysing the task and making a plan - are critically important when it comes to preparing for an exam. Start by gathering together everything you have been sent that relates to the exam or end-of-course assessment for your current course. Also collect any advice you have had in the past about exam preparation. But the really important thing at this stage is to try and obtain a specimen exam paper or any detailed instructions relating to your end-of-course asse
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5.2 Studying the materials

This is the period when you will be working on your course materials in preparation for the assignment. This may include working through written or electronic texts, any other associated reading or media components, possibly attending a tutorial, accessing any other information that you need and making notes or records of it. Some courses give you a lot of direct guidance on how to work through the course materials; others present you with a range of options and routes. Some courses, particul
Author(s): The Open University

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3.1 Introduction to applying your learning

In this part of the unit we invite you to apply some of the ideas we have introduced in a more structured way. One of the easiest ways to really understand learning how to learn as a process, rather than as a series of individual activities, is to apply it to a section of the course you are currently studying. Choose a section that is complete in itself - for example, a block of the course - and that leads to an assignment. We suggest that you read through the whole of this section and
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