6.2.1 Using a sales website A visitor to a sales website is usually able to: browse through the details of the goods for sale; search for a particular product; check on the availability of goods; read reviews of the products by other purchasers; register to receive newsletters which detail new items of interest; buy products using credit or debit cards, and in some cases, other payment methods such as cheq
5.2.1 Transforming the natural to the designed The artist Christine Martell lives in Oregon in the United States and works with beads and visual images. I asked her to describe how she makes use of a computer to create her visual images of flowers and trees. She writes of her work: I start by finding flowers that are compelling in some way, most often in form and colour. I take photographs with a 35 mm camera having a macro lens. I'm usually looking for a 5.1.2 The human genome All life is ‘encoded’ chemically in genes. What this means is that the structure of an organism, the organs it possesses, its colouring, and so on are all determined by different genes. A very simple organism may have just a few genes, and a complex one tens of thousands. The ‘map’ of an organism's genes is referred to as its genome. It shows, in essence, which genes give rise to which characteristics or traits of the organism. The word ‘template’ would describe the 5.1.1 What is DNA? DNA (deoxyribonucleic acid) is frequently in the news for four main reasons. DNA can be used in crime detection to eliminate innocent suspects from enquiries or, conversely, to identify with a very high degree of probability the guilty. DNA is now used in medicine to detect the possibility that diseases having a genetic origin may occur in an individual. This enables doctors to prescribe preventative treatments. It is hope 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 Learning to teach: making sense of learning to teach Learning to learn: Learning can mean change 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 23 = 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 8 = 3 These two equations are identical: 23 = 8 and log2 8 = 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
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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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
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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