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1.4.1 PROMPT

There is so much information available on the internet on every topic imaginable. But how do you know if it is any good? And if you find a lot more information than you really need, how do you decide what to keep and who to discard?

In this section we are going to introduce a simple checklist to help you to judge the quality of the information you find. Before we do this, spend a few minutes thinking about what is meant by information quality.

Author(s): The Open University

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De kosmos : De wetenschap vertelt
1.jpg

Dit dossier van EOS wetenschap bundelt artikels over onze kosmos. Volgende onderwerpen komen in dit dossier onder meer aan bod:

  • buitenaards leven; 
  • evolutie van het heelal;
  • kenmerken van de zon;
  • planeten in ons zonnestelsel;

Author(s): No creator set

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4.1 Looking at the evidence

Some analysis of the data shown in Figures 4 (a) and 4 (b) is needed to set it in a wider context. We need to k
Author(s): The Open University

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TALAT Lecture 3204: The Freezing of Castings
This lecture provides an introduction to solidification theory; it aims at achieving an essential background understanding of solidification and cast structures. Basic knowledge of the solidification of metals is assumed.
Author(s): TALAT,Richard A Harding, Interdisciplinary Researc

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http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
Author(s): The Open University

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5.1 Introduction: the general framework

The general framework of systems engineering adopted in the course consists of: a hierarchy of elements; aims associated within its outputs and process; a set of principles; a division into technical and managerial components of the process.

The lexicon of system engineering used in the course contains the hierarchy of elements:

  • strategy: meaning the accumulated decisions concerning the areas in which an organisation operates and its lon
    Author(s): The Open University

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Foundations in evidence based practice
This is a module framework. It can be viewed online for downloaded as a zip file. As taught in Spring Semester 2010. This module is taught on the Diploma/BSc in Nursing and covers an introduction to evidence-based practice; the nature of evidence; an introduction to the research process; reflective thinking and writing; portfolio development skills; searching/accessing information/literature; summarising literature; referencing literature sources; reviewing literature; an introduction to law
Author(s): University of Nottingham. School of Nursing Midwif

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Except for third party materials (materials owned by someone other than The University of Nottingham) and where otherwise indicated, the copyright in the content provided in this resource is owned by

How to Draw A Cross Inside a Circle
This short video shows the step by step process of how to draw a cross inside a circle without lifting your pencil (Running Time 0:58).
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3.1 The Extended Schools initiative

The last few years have seen a plethora of initiatives for English schools: two significant initiatives are ‘Extended Schools’ and the ‘Every child Matters’. What are the implications for a business manager?

Government thinking places schools at the centre of local provision for a wide range of options, from health centres to full community facilities. These ‘extended schools’, as the government terms them, offer an opportunity for schools to contribute to and work more clos
Author(s): The Open University

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Lesson 07 - One Minute Luxembourgish
In lesson 07 of One Minute Luxembourgish you will learn to say that it's nice to meet someone in Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.
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Full Hypothesis Test Examples
Alexander Holmes

Some Rights Reserved

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4.6 Diagrams for planning and implementation

The first principle in planning is: be clear about your own direction and purpose – in other words, your values and why you are doing anything. You can use the technique of asking why? And then why? of the answer. And then why? of the answer to that. Keep repeating this process until you get back to your underlying values to create an objectives tree or network to help you define the direction in which you wish to go and the steps necessary to get there.

In an objectives
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Digital Ambassador ePortfolio Template
Use this template to create your Digital Ambassador Summary Report.
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10 Part 2: 6 Review

In Part 2 of this unit, you have undertaken a major piece of work. In encountering the case study you were engaging with a set of events, issues, actors, stakeholders and intentions that was, by any standards, complex. In addition, you brought your own complexity to it, your own stakeholdings and understandings, your own reactions and feelings.

You used systems diagrams to structure the complexity you encountered in the case study. That then structured and clarified the situation in way
Author(s): The Open University

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Stage 6: Debate on feasible and desirable changes

The comparison undertaken in the previous stage can have two results.

  • It can cause opinions to change on the problem situation and the issues arising from it.

  • It can provide an agenda for change.

In either case (though both may result), the objective of this stage is to debate, with all concerned, the changes proposed to ensure that they are both desirable and feasible. The aim is to arrive at consensus about the prop
Author(s): The Open University

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2.1.1 Preparation

Prepare to watch the video in just the same way as you would prepare to study written material. You will need to have a suitable environment in which you should be relatively undisturbed and able to concentrate for the full length of each video extract. You will need to be able to take some notes as you watch – it is easy to forget the key points if you leave note taking until the video is finished, and it will be important to record your immediate reactions to some of the images.

I
Author(s): The Open University

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Colorado River Integrated Management South of the Border: From Theory to Practice
J. Francisco Zamora-Arroyo - Colorado River Integrated Management South of the Border: From Theory to Practice
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2.2 Bell and Tainter improve the phonograph

If Edison was not willing to continue development of the phonograph then others were. Alexander Graham Bell, who had risen to prominence through his invention of the telephone, took a great interest in recording sounds, even suggesting to Edison that they might collaborate. Edison refused, so Bell set about developing a recording machine with the assistance of his cousin Chichester Bell, a chemical engineer, and Charles Tainter, a scientist and instrument maker. By 1887 Bell and Tainter had s
Author(s): The Open University

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Stem Cell Therapies are no More Drugs Than Soufflés are Fast Food
Stemcell discoveries make great news stories, but their actual translation into routine clinical practice is still a major hurdle. Is it reasonable to expect the big pharmaceutical companies to manufacture these living therapies or is the paradigm shift from today’s drugs to ‘living cells as therapies’ overwhelming? Would McDonald’s ever put delicate soufflés on their fast-food menus? This lecture will use examples from current cell and tissue-engineered clinical therapies to illustrate
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4.1.3 No dynamic web pages

Another example of a problem with web servers which arises from their original functionality is the fact that web pages were designed to be static: they were files which were stored on a computer and delivered in their stored form to anyone using a browser to access them. Many e-commerce and e-business applications require something much more dynamic, for example there are a number of financial service sites on the web which provide customers with up-to-date stock and share prices. These pric
Author(s): The Open University

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Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

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