4.5 Ellipse (0 < e < 1)
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

4.4 Parabola (e = 1)
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

4.3 Focus–directrix definitions of the non-degenerate conics
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

4.2 Circles
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

4.1 Conic sections
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

The overall plan will indicate the start dates for each group of activities, or each task. A useful way of focusing activities on achieving outcomes is to provide clear dates for completion of stages and of final outcomes. If there are a number of different types of team, these may start and finish tasks at different times. Where the work of one team depends on another having completed in time, there are important issues to consider. Although a good control system will provide information abo
Author(s): No creator set

3.4 Further exercises
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

3.3 Equation of a plane in three-dimensional Euclidean space
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

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

• contribute to the implementation of project activities;

• monitor, and recommend adjustments to, activities, resources and plans;

• maintain communications with project stakeholders;

• contribute to developing solutions to project problems.

The focus of this unit is on implementing a project. The first part considers how the activities of a project start. Although planning and action run side by side, it is often difficult to initiate action to progress the first tasks. Once things start to happen, the project enters a new stage. Management of the project changes, from stimulating the initial action to monitoring and reviewing it in order to control the project's progress. Control systems are essential in managing a project of a
Author(s): No creator set

Analyzing and Developing Role-Based Access Control Models
Role-based access control (RBAC) has become today's dominant access control model, and many of its theoretical and practical aspects are well understood. However, certain aspects of more advanced RBAC models, such as the relationship between permission usage and role activation and the interaction between inheritance and constraints, remain poorly understood. Moreover, the computational complexity of some important problems in RBAC remains unknown. In this thesis we consider these issues, develo
Author(s): Chen, Liang

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

• understand the common issues that arise in projects;

• practise project management tools and techniques;

• understand how to avoid some of the common problems that arise in project management;

• practise project management decisions;

• understand the interaction of the rational and the more subjective and affective elements of project management.

Author(s): Creator not set

The default learning path in this unit takes a problem-based approach to learning about project management. You work through a realistically complex and messy example of project management and engage in a series of tasks associated with the case-study materials. At each stage of the case study you have access to project management resources which describe useful approaches to project management and introduce useful frameworks and tools. However, these are provided as an aid to your learning n
Author(s): Creator not set

Om de prehistorie in te leiden, maakte ik gebruik van de documentaire Het prehistorisch leven van Ooggetuigen. De verwerking bestaat uit vijf werkbladen die je hier …

Author(s): No creator set

Bundel met toets waarbij de leerlingen de wisseleigenschap leren gebruiken bij optellingen tot honderd. Eerst wordt de getalstructuur (T/E en splitsen) geoefend om daarna over te gaan naar de oefeningen.

Je kan zowel de bewerkbare …

Author(s): No creator set

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

## Unit Image

Zohar_Manor-Abel

All other materials included in this unit are derived from content originated at the Open University.

Craig, S. and Jassim, H. (1995) People and Project Management for IT, Maidenhead, McGraw-Hill.
Elbeik, S. and Thomas, M. (1998) Project Skills, Oxford, Butterworth-Heinemann.
Gulliver, F.B. (1987) ‘Post-project appraisals payâ€™, Harvard Business Review, Marchâ€“April.
Sabbagh, K. (2000) Power into Art
Author(s): No creator set

1.3 Parallel and perpendicular lines
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

1.2 Lines
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University

1.1 Points, lines and distances in two-dimensional Euclidean space
Attempts to answer problems in areas as diverse as science, technology and economics involve solving simultaneous linear equations. In this unit we look at some of the equations that represent points, lines and planes in mathematics. We explore concepts such as Euclidean space, vectors, dot products and conics.
Author(s): The Open University