4.1.2 Geographical data Modern maps are now mostly assembled by computers using very large collections of geographical data, such as latitude, longitude, altitude, roads and towns. Collections of data like this (stored in databases) aim to eliminate the need to duplicate data. The data in databases is described in symbols that the computer can handle, i.e. numbers. Even the names of features are symbolised using numbers. If I were trying to tell you the way to a particular street in a town, using only t
Sharing power and transforming educational practice
This free course, Sharing power and transforming educational practice, explores the notion of a life of learning and interrogates 'common-sense' assumptions about schooling. It considers what is the research process and how becoming a co-researcher with the people with whom you work can transform your expectations and practice.
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Learning to teach: making sense of learning to teach
This free course, Making sense of learning to teach, is the first of four courses which comprise the course Learning to teach. It draws on what we know about how people learn to become teachers. It explores the different approaches to teacher education and the different routes into teaching. It will help you to understand the philosophical and practical differences between the different approaches. It draws on research about students' experiences of learning to teach and considers the implicatio
Learning to learn: Learning can mean change
This free course, Learning to learn: Learning can mean change, starts to explore what it takes to learn and change. Through the use of activities and introducing academic skills and evaluating websites, it will give you the opportunity to start to think about what change and learning means to you.
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Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Course image: woodleywonderworks in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. All materials included in th
7 Logarithms The equation 23Â =Â 8 means that 3 is the index of the power to which we raise the number 2 to produce 8. A logarithm is an index, and in this example, 3 is the logarithm of 8 to the base 2. We write this as Log2 8Â =Â 3 These two equations are identical: 23Â =Â 8 and log2 8Â =Â 3 They express the same fact in the language of logarithms. 4.1.1 Getting off to a good start You may find it useful to plan the way you will start your exam. Having a routine can be calming when under pressure. This is from a student who recommends a checklist:
I have a mental checklist of what I need to do once I've turned over the paper. I do this because I used to rush in and answer the fir 3.1.1 First find a place to revise Other than the obvious suggestions of having a warm, well-lit and comfortable place to work, we also suggest that you think about choosing a revision place where you can spread out your materials and leave them as they are, without having to pack anything away. This means that you can pick up and put down your revision whenever you find time to revise. This will help you to make the most of your revision time. On the other hand, you may find that you concentrate better away from the dis 7.3 Review the whole process Before you file away your assignment and return to your current study, spend a little time reviewing the whole process of preparing, exploring, implementing and reviewing your assignment. Review what you did and how you did it in each of the four phases. Trying to identify just one thing that went well and one thing that you could have done differently can help you in your future study. Remember that your review should focus on the process of the preparation 4.1 Preparing In the preparation phase you should pause before starting a new section of work and think about it as a whole. What needs to be covered? What are the various components of this block of work? What are the learning objectives or outcomes? What will you need to know and be able to do at the end of it? What is required in the assignment? There are two main activities during this phase, both directly related to your course work and assignment: 3.2 A summary of the phases and activities of learning how to learn We can represent the process of learning how to learn in a diagram with four phases (Figure 1). 3.1 Introduction to applying your learning In this part of the course 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 a 2.3 Coping with difficult parts Salim and Lewis mentioned that they found some sections of Layard's article difficult. So did I; for example, anyone without a background in economics would have difficulty grasping the arguments in paragraphs 13 and 14. So what should you do when you can't make sense of what you read? Should you search online to find out about taxation theory? For my own satisfaction I searched for a definition of ‘marginal rate of taxation’ just to get the gist of it. I also tried to write down th 3 Different kinds of thinking Thinking is something we do all of the time. Briefly write the story of your day so far reflecting carefully on the amount and types of thinking you have done. 1.2.5 Coping when things go wrong Personal computing is not a mature technology. It is changing so fast and becoming so complex that it never gets a chance to settle down and become really reliable. You need to learn ways of coping with this unreliability, to learn to laugh at the frustrations you will encounter and find ways of minimising the damage. There are various ways of coping with computing problems: Save your work often – every few minutes, not every few hours. Keep on learning   There are more than 800 courses on OpenLearn for you to c 7.4 Writing the first draft Now that you are beginning to draft, keep the assignment's title in front of you. Refer back to it regularly in ordering your material. Are you doing what you are asked to do, or are you writing about what you want to write about? 8.6 Research skills This kind of work teaches some very valuable skills: how to set about an enquiry how and where to find source material and information how to make your own investigations strategic planning time management cutting corners and being pragmatic analysing and interpreting primary and secondary source material forming your own conclusions< 3.2 Carrying out an analysis Here, then, is the two-verse poem we will focus on in the next few sections of the course. As you see, I have left out the ends of the lines in the second verse. So it presents you with a kind of ‘puzzle’. (But I have included the punctuation, and added line numbers for ease of reference.) The grey sea and the long black land; And the yellow half-moon large and low; And the startled little waves that leap 9.7.3 Identify ways of further developing your skills in working with others Use your assessment and reflective comments to suggest ways of improving your own performance in working with others. How do you intend to make these changes? Working in a group is a skill that you may need to go on developing throughout your course of study and in the workplace. All groups vary, and to enhance the performance of any group, as well as to help individual group members develop their skills, it is helpful to look at how the group has operated.
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Activity 3
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