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8.2 Octave pitch and frequency increments

Because a doubling of frequency corresponds to an octave increase of pitch, it follows that there is no constant increment of frequency that always corresponds to a one-octave increment of pitch. That is to say, there is no fixed amount by which a frequency can be augmented that will always produce a one-octave pitch rise.

For instance, starting at the pitch A4 with a frequency of 440 Hz, we need to augment the frequency by 440 Hz to get the pitch one octave above (880 Hz). B
Author(s): The Open University

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Teddy Graham Graphing
In this video, a teacher demonstrates a simple graphing activity for young children. Each child is given a choice of a kind of teddy graham and asked which is his or her favorite. The choices are then shown on a chart using different colored chips. (2:41)
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Lustre - Lakeside's annual craft makers' market
Lustre is Lakeside's annual craft makers' market, held every November and featuring the work of over 55 makers. Visit http://www.lakesidearts.org.uk for details on Lustre this year. Video by Debs Storey http://www.linkedin.com/in/debsstorey
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8 Summary

  • We are biologically predisposed to provide for our offspring and may try to ensure that this provision continues after our death. However, our interactions with other members of society are wide-ranging and many people leave legacies to benefit the wider community.

  • All species alter their environment to some extent because they do not live in isolation from one another. The study of the interactions between plants, animals and their environ
    Author(s): The Open University

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The Fed’s James Bullard: The State of the U.S. Economy and What Lies Ahead
Wharton's Jeremy Siegel interviews St. Louis Fed president James Bullard about the future of interest rates, inflation, the economy, monetary policy, and the possible over-valuation of stock prices.
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How to Build Trust and Lead Effectively
Developing trust is necessary to lead effectively. Counterintelligence expert Robin Dreeke shares his five steps to generating trust at work and in life.
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Introduction

This course examines life stories. It looks at the way in which objects, trends, cultures or disabilities may contribute to a person's identity. This course also considers the contribution that our own life stories make to who we are, and how remembering and revisiting our past may help us to move forward with our lives.

This OpenLearn course provides a sample of Level 1 study in Author(s): The Open University

2.5 Defining surfaces

In Section 2.1 we gave a provisional definition of a surface. The aim of this section is to formalise that definition. To do that, we need to specify three further requirements of a candidate topological space, beyond those given in the provisional definition.

The first requirement is that the surface should be in
Author(s): The Open University

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Learning outcomes

After studying this course, you should be able to:

  • make an effective business case for a change to an operations activity or similar using appropriate written and/or oral forms of communication;

  • show the widespread utility of operations management principles at all levels across all types of organisation;

  • introduce a transformation model of operations management, with stakeholder value as the principle output;

  • provide models, concepts
    Author(s): The Open University

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#388: The power of a warm welcome: Forging a humanitarian response to refugees amid negative media i

Are refugees fleeing persecution today generally seen as people who need help, or problems to be pushed away? Migration and refugee researcher Prof. Uma Kothari discusses how media representations of asylum seekers influence us in how we attend and respond to the plight of individuals and groups fleeing their countries in search of safety. Pres
Author(s): up-close@unimelb.edu.au (University of Melbourne)

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1.2 Audio files

The following files accompany the exercise in Section 4.2

Clicking on the link below opens an extract from Section 4.2 of the course (PDF, 1.7 MB) which accompanies the audio clips, also below. Listen to each of them in turn with the extracted pages open (you may like to print them out). Work on the problems at the appropriate places – you'll find the answers at the foot of this page.

Author(s): The Open University

The Coming of the American Revolution, 1764-1776
By investigating the lives and events recorded in newspapers, official documents and personal correspondence from the collection of the Massachusetts History Society, you will immerse yourself in the past and discover the fears, friction and turmoil that shaped the tumultuous times from 1774 through 1776.  Specifically, the website will 1) provide an easily understood chronology of key events leading up to the war; 2) present crucial documents relating to those events; 3) offer co
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24.06J Bioethics (MIT)
This course does not seek to provide answers to ethical questions. Instead, the course hopes to teach students two things. First, how do you recognize ethical or moral problems in science and medicine? When something does not feel right (whether cloning, or failing to clone) — what exactly is the nature of the discomfort? What kind of tensions and conflicts exist within biomedicine? Second, how can you think productively about ethical and moral problems? What processes create them? Why do
Author(s): Hare, Caspar,Jones, David

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

Surveying the scene: learning metaphors, survey design and the workplace context
The skills debate has for many years been preoccupied with the supply of qualified individuals and participation in training events. This emphasis is reflected in the sources of systematic data currently available. However, recent case study work suggests that qualifications and training are partial measures of skill development as most learning arises naturally out of the demands and challenges of everyday work experience and interactions with colleagues, clients and customers. This paper ar
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Keep on learning

Study another free course

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

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4.2 The perspective of the stranger

One way in which it is possible to build links between everyday experience and social scientific research is to adopt the approach recommended by the philosopher and sociologist Alfred Schütz (1899–1959). As a refugee from Austria in the late 1930s, he found himself transported to America and encountered considerable difficulties in reorienting himself to new conditions and a new culture. This personal experience of not having familiar bearings, and of encountering the impact of cultural d
Author(s): The Open University

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4 Excitation

For a player to be able to sound a musical instrument, there must be a means of inputting energy to set up the vibration. This energy may be introduced in a short, sharp burst or continuously over a period of time.

In the case of brass instruments such as the trumpet and trombone, and woodwind instruments such as the flute and oboe, the player feeds in energy by blowing air into the instrument. The energy can be supplied in a short burst – in which case short-lived ‘staccato’ note
Author(s): The Open University

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Learning outcomes

After studying this course, you should be able to:

  • understand and give information on a French town

  • seek clarification on where to stay and things to do

  • deal confidently with numbers and tell the time

  • identify a personal development in oral fluency and reading skills.


Author(s): The Open University

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3.8 Section summary
The management of processes or operations is the very essence of any kind of business enterprise, and it is critically important that they are designed and managed well. This course taster uses case studies and models to illustrate the importance of effective operations management and outlines the steps to preparing your own operations proposal.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

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