5.1.4 How do I draw a bar chart? First, you need to decide what it is you want your chart to illustrate. This may be governed by the data you have access to or you might need to collect the data yourself. Then the process is as below. Decide on a clear title. The title should be a brief description of the data that you want to show. Identify how many bars are needed. The bars correspond to the number of categories you have. For instance, if you are look
5.1.3 When is a bar chart not a good format to use? A bar chart is not the best way to show the link or mathematical relationship between two sets of data, for this you would use a line graph.
5.1.2 When are bar charts used? A bar chart is a good method of representation if you want to illustrate a set of data in a way that is as easy to understand as it is simple to read. In general, a bar chart should be used for data that can be counted so, for example, we could use a bar chart to show the number of families with 0, 1, 2 or more children. A bar chart could also be used to show how many people in one area use each of the different modes of transport to get to work. Bar charts are very useful for comparing
3.1.3 How do I design a table? As a student, you are likely to present data in a table after you have carried out an investigation, particularly when you are writing up the report. Some courses include a small-scale project and this is likely to be the point at which knowledge of how to design a table will be useful. The following steps form a reliable guide. Collect the data. In the case of a project, you are likely to collect the data yourself, possibly from other written
4.3.1 Pie charts A pie chart is a diagram in the form of a circle, with proportions of the circle clearly marked. A pie chart is a good method of representation if we wish to compare a part of a group with the whole group. It gives an immediate idea of the relative sizes of the shares. So, for example, it can be used to consider advertising income. It can also be used to look at, say, shares of market for different brands, or different types of sandwiches sold by a store. 4.1 Reading data from tables Tables are used as a way of describing what you are talking about in a structured format. They tend to be used to present figures, either as a summary or as a starting point for discussion. Tables are also probably the most common way of presenting data in educational courses. Tables have always been compiled by someone. In doing so, the compiler may have selected data and they will have chosen a particular format, either of which may influence the reader. You need to be aware of the co 7.1 Introduction If you want to improve your computing skills or knowledge, there are plenty of resources available to help you. This section aims to get your search started by providing you with some useful websites. Make your conference work You can make a big difference to the effectiveness of any conference, and to your tutor group conference in particular. We are going to discuss in turn the four main ways that you can help a conference work well: get involved; help people to get to know you; construct clear messages; take some responsibility. To get the most out of conferencing on your course, get involved 3.1 Introduction One of the most useful and rewarding things you can do with your computer is use it to communicate with your tutor, other students, and course staff. If you like exchanging ideas and information, sharing support with other students, asking questions and getting feedback from your tutor, then online communication can add a whole new dimension to your learning: “Email from another student really kept me going 2.5 Find out how computers work The BBC offers an Absolute Beginners' Guide to Using Your Computer (accessed 8 November 2006). This guide is ideal for anyone really new to computers. If you're interested in the more technical aspects of how computers work and how they've developed over time, have a look at the BBC/Open University Information Communication Technology portal (accessed 8 November 2006). 2.3 Learning more Consider your main use for the PC, and check that you have the skills or knowledge you need. Although some students use spreadsheets and databases, the key skills for most students are: word processing study notes and assignments; searching for information on the web; using conferencing and email. If you feel you need to know more about using your computer there are a number of options open to you. 3.2 Using diagrams of your own choice and design This option is the most challenging and most rewarding, as it clearly shows that you have explored and analysed the source material and reworked it for yourself. In many cases, the source material may not contain any diagrams, simply text or numbers, perhaps expressed as a table. Alternatively, you may have had to make some specific observations or undertake an experiment to produce your own data. In this case, you may be expected to produce a diagram to enhance or improve your assignment. If 3.1 Using diagrams from course materials or other sources So far in this unit we have been looking at how you can improve your understanding of other people's texts and diagrams. I have shown you some study techniques that you can use to ‘translate’ text into diagrams and diagrams into meaningful text. However, this discussion has been focused on what you can do for yourself. At some point, you'll have to produce assignments that require, or will be enhanced by, the use of diagrams. One of the first decisions you'll face is whether to use an exi 2.2 Reading diagrams When you're studying, following the sense of a piece of text may not be straightforward. Often, you'll need to rewrite the text as notes or a diagram. Equally, some diagrams will need careful reading, and you'll have to make notes or draw other diagrams. So, how can we read different types of diagrams? 2.1 Analysing text Some people find it easy to use diagrams in their studies. But I realise that there are others who don't take to diagrams at all enthusiastically. If this is how you feel, please read what follows, as I am convinced that everyone can get something from using diagrams to help their thinking. However, if after working through these sections, you still believe that diagramming as an aid to studying is ‘not for you’, then don't force yourself into an approach that doesn't suit y 5.1.11 Religious Studies
Hinnells, J. R. (ed.) (1995) A New Dictionary of Religions, Oxford, Blackwell. 5.1.9 Music
Blom, E., revised by Cumings, D. (eds) (1991) The New Everyman Dictionary of Music, London, Dent.
Isaacs, A., and Martin, E. (eds) (1982) Dictionary of Music, London, Sphere. 5.1.5 English Language
McArthur, T. (ed.) (1992) The Oxford Companion to the English Language, Oxford, Oxford University Press. 5.1.4 History There is no general dictionary or companion to the study of history as such. However, there are period and subject-specific companions and indexes, such as:
Jones, C. (1990) The Longman Companion to the French Revolution, London, Longman. Consult those appropriate to your course. 3.7 Writing clearly A final point that emerged from our analysis of Philip's and Hansa's essays was that a good essay is easy to read. Grand-sounding phrases and elaborate sentences do not make an essay impressive. Clarity and economy are what count. Such ease of reading is achieved at several levels.
