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2.3 ICTs and you

Sometimes it's useful to stop and think a bit about your own experiences and focus on your own views. This can help you understand issues in more depth. For example, when studying the impact of ICTs on everyday life, your own experiences are a useful resource.

Activity 4

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6.12 Self-assessment questions

SAQ 1 Actors

  • (a) Explain why the actors in a use case diagram do not represent actual individuals.

  • (b) Suggest a guideline that will help you decide whether or not to include
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6.4 Scenarios

The purpose of a use case is to meet the goal of its associated actor(s), such as a guest making a reservation with a hotel. This implies that a use case should include everything that must be done to meet that goal. For example, if it is necessary to check the availability of rooms in the hotel for the desired length of stay before accepting a reservation, then we expect the use case to contain that check. In general, a use case contains a narrative about the flow of events that specifies a
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7.1 What is a business model?

The aim of this section is to look at some of the business models which have been used to drive internet applications. A business model is a high-level description of an application type which contains all the common features which can be found in specific examples of the model. For example, one of the most popular business models is the e-shop which describes a website that sells products. The model is general in that it does not describe the item that is sold or the mechanisms that a
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5.2 Programming and abstraction

In the early 1990s programming an application for the internet was a tough proposition. I remember that I once had an application which required a very simple form of communication with another application located at a remote computer. I used a technology known as Winsocks which required me to carry out some pretty arcane code development just to send a simple test message to another computer and to receive a reply from that computer.

Java, when it appeared in 1996, enabled developers t
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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to c
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2.1 What is a group?

Our tendency to form groups is a pervasive aspect of organisational life. As well as formal groups, committees and teams, there are informal groups, cliques and cabals.

Formal groups are used to organise and distribute work, pool information, devise plans, coordinate activities, increase commitment, negotiate, resolve conflicts and conduct inquests. Group working allows the pooling of people's individual skills and knowledge, and helps compensate for individual deficiencies. It has been
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Snow White, Part 2 of 3
Second part of the Disney-like animated cartoon fairy tale, Snow White and the Seven Dwarves,  from Grimm Brothers' collection.  The Dwarves find her in their home and she tells them why she is there; her stepmother tried to have her killed.  The good news is, a prince is looking for her!  She takes a bite from the poisoned apple.  Good quality picture with voices, music, sound effects can be enjoyed by all ages.   (10:00)

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3.1 The World Wide Web

The aim of Section 4 is to describe briefly the main facilities of the Internet that are used to support e-commerce and e-business systems.

The web is nothing more than a collection of files stored at locations throughout the world. These files are written using a special language known as the Hypertext Markup Language (HTML). A file written using this language will contain text which forms the information content of the file, together with instructions which define how th
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1.1.2 La mairie/l'hôtel de ville

The French use both la mairie and l'hôtel de ville when referring to the town hall. In general, la mairie is used in smaller towns and villages. La mairie is also used to describe the range of functions and services headed by le maire (the mayor).


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1.6.4 Supporting data management strategies

Most of the development we've covered so far in this unit has focused on meeting specific user requirements – that is, ensuring the right data are constrained correctly and made available to the right user processes. However, other questions must also be addressed in order to support a data management strategy: How frequently should data be backed-up? What auditing mechanisms are required? Which users will be permitted to perform which functions? Which database tools and user processes wil
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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
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Introduction

This unit is from our archive and it is an adapted extract from Data, computing and information (M150) which is no longer in presentation. If you wish to study formally at The Open University, you may wish to explore the courses we offer in this curriculum area.

Computers are used to find, store, process and share data and information. The World Wide Web is an example
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Learning and practice: Agency and identities
This free course, Learning and practice: Agency and identities, introduces you to a sociocultural approach to understanding and analysing learning in educational institutions, the home and the workplace. First published on Thu, 14 Apr 2016 as Author(s): Creator not set

4.3.3 After the exam

When you come out of the exam try to forget it. Going over what you have written with other students can make you worry about areas you haven't covered. Go and enjoy a planned treat as a personal reward for all your hard work.


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3.13 Stage 7: Checking and making arrangements - a week before the exam

Mistakes often happen because students are anxious and pressured for time when preparing for an exam. We suggest that, a week before the exam, you check and make notes along the following lines.

  1. The date and time of the exam.

  2. The whereabouts of the exam centre. If time is going to be at a premium on the day of the exam, it would be well worth checking how to get to the exam centre, and how long it will take. You can then decide on you
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3.11.3 Maths, sciences and technology

The additional points we would want you to be aware of as you plan your revision in these subjects relate to the different ways in which you are called upon to present your answers. These might be:

  • short reports

  • multiple-choice answers

  • dif
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9.2 What is reflection?

Is reflection different to just thinking about your study? And how do we do it? Can someone teach you how to reflect or is it a matter of practice? Can everyone be reflective or are some students - and some people - more reflective than others?

There is no clear definition of reflection or precise way of describing what we mean by a reflective learner. But we can discuss some characteristics of the process, and encourage you to develop your own preferred ways of developing it.

Ref
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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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8.1 Introduction

Once you have got a general understanding of the process of learning how to learn, and have tried applying it to an assignment, you may be able to see how the same approach can be applied to revision, exams or any other form of assessment at the end of your course. This section looks at how the four phases (preparing, exploring, implementing and reviewing) relate to revision and exams. You may want to remind yourself of the overall process by looking again at
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