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Tujuan penulisan ini adalah untuk memberi input yang berguna kepada rakan rakan sekerja yang kurang mengenali Google Scholar pada peringkat awalnya. Mereka selama ini bergantung kepada enjin carian pilihan mereka semasa membuat rujukan. Ada antaranya mengenali enjin carian Google tetapi tidak mengetahui tentang produk aplikasi yang ditawarkan oleh pihak Google. Penulisan ini menceritakan pengenalan enjin carian oleh Google, dan juga bagi mengenali lebih lanjut aplikasi- aplikasi yang terdapat pada Google. Fungsi – fungsi Google Scholar iaitu bagi penggunaan semasa penulisan ilmiah juga turut di tulis agar dapat di manfaatkan dengan berguna. Selain daripada itu, ciri - ciri yang ada pada Google Scholar iaitu “Search”, “Find”, “Locate” dan “Learn” turut dihuraikan. Maklumat berkaitan golongan pengguna Google Scholar juga dinyatakan agar kesemua golongan serta lapisan masyarakat yang menggunakan perkhidmatan enjin carian Google menyedari kehadiran aplikasi yang berguna ini.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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