The History Fair research process involves three stages of increasing specificity:
1) Basic background research using general secondary sources to develop a broad understanding.
2) Focused research on the topic using more specialized secondary sources and some primary sources to narrow the topic.
3) In-depth research using expert secondary sources and archival primary sources to tell the story.
Anthropology
REFERENCES:
Ember, C. (2007). Anthropology. Singapore: Pearson Educational South Asia.
Ember, C., Ember, M., & Peregrine, P. (2009). Human evolution and culture: Highlights of anthropology. (6th ed.). New Jersey: Pearson Prentice Hall, Inc.
Ervin, A. (2005). Applied anthropology: Tools and perspectives for contemporary practice. Boston: Pearson.
Kottak, C. (2011). Anthropology: Appreciating cultural diversity. New York: Mc Graw-Hill.
Kottak, C. (2008). Anthropology: The explanation of human diversity. Boston: Mc Graw-Hill.
Launda, R. (2010). Core concepts in cultural anthropology. Boston: McGraw-Hill Higher Education.
Nanda, S. (2007). Cultural anthropology. Belmont, California: Walsworth/Thomson Learning.
An overview of ethical research practices by Malcolm MacLean, Chair of UoG Research Ethics Committee.
Reader in the Culture & History of Sport, Faculty of Applied Sciences
Research Strategies: Laying the Foundation for Art Historical Researchrfleming2175
Presentation given by librarians at the Thomas J. Watson Library, Metropolitan Museum of Art in September and October 2010. (http://libmma.org/portal/)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
12. Google, Yahoo are NOT sources – they are S earch Engines (It might help to think of them as library card catalogs… that get you to the sources you need.)
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16. WHAT’S UP WITH Wikipedia? It’s a beginning reference -- just like a general encyclopedia which means its only background information – not a valid History Fair secondary source. The citations, however, can be useful in finding real books and articles.
17. Secondary Sources are First!* *but you will find primary sources along the way, too!
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20. Links to other entries Primary source Author Important secondary sources recommended by author Similar narrow topic can be very helpful in building knowledge
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23. CPL has two “pathfinders” to support History Fair research
24. Shows the library, location, and call # -- an efficient way to find similar topics If not at your local branch, place a “hold” on book and it will be delivered to your local library Books are categorized a number of ways. Use subjects to find related titles
25. Another way to use the CPL catalog The “tags” or groups that appear on the side can lead more materials on the topic – choose what seems most relevant for your needs
28. PRIMARY SOURCES: A person’s “PAPERS” in Special Collections or newspaper articles written at that time SECONDARY SOURCES: Journal and newspaper articles, books, & dissertations
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30. History journals such as Chicago History or the Journal of American History contain both secondary & primary sources These kinds of journals are INDEXED in “America: History & Life” and J-Stor.
31. J-STOR offers FULL TEXT quality secondary source articles by historians and other scholars dating from as far back as 1899 until the 1990s. Now available at all CPL branches (but not from home)!
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33. History Fair Bibliographies at www.chicagohistory.org Use CHM bibliographies to find as many sources as possible through CPL, so when you go to the resource center at CHM, you are looking at sources you can’t get elsewhere!
34. Amazon.com can help find recent books that may be important for your research. Many new books will show Table of Contents or Index so you can figure out if you need to look at it. Also, “other books bought” and tags can take you to more sources to look for at the library. Do you think CPL will have this book?
35. Primary Sources All kinds of material from the time period that are the “voices from the past” and can be found wherever things have been saved. Depending on the topic, search online, at libraries-archives-special collections, organizations and businesses, and perhaps your even your own home!
36. Primary sources are the “stuff of history” that make history come alive and are the evidence for your argument.
37. Portals lead to the websites that contain primary sources… For example…
41. The best websites are composed mostly of primary sources. In some cases, they are subject-based and organized.
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43. Chicago History Museum sources that contain both primary and secondary sources. Ask to see the printed materials, and Special Collections—but only after you’ve done your background research!
44. J-STOR: available online AT any Chicago Library branch Why is this article a primary source? What might you gain from reading it?
48. Where to Find Special Collections History Fair website
49. Websites often list what RECORDS & PAPERS they hold offer a description of what a research may find. The librarians and archivists know their collections best, so call to talk about research before going.
50. Some websites even have “finding aids” so you can see exactly what is in the collection!
51. Chicago Historical Museum Research Center Students must make an appointment to use research center. The real treasures are in the Manuscripts & Papers, printed catalog, and photo archives. Check out “Archie” to begin your search into the special collections. A CHM librarian’s support is crucial.
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54. Visit Historic Sites & Museums Going to the places where history happened or taking a close look at the "real stuff" in museums helps students visualize the history that they've been researching and is an exciting part of doing History Fair. The guides at historic sites and museums can offer many insights – still, they are secondary sources.
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56. Bibliographic Information maybe either MLA or Turabian (CMS) style. The annotation summarizes the source and explains how it was used in project. Primary and Secondary Sources should be separated.
57. There are 3 parts to an annotated bibliography “ Battle for the World’s Fair Site.” Chicago Daily Tribune 23 September 1889, 4. In this article, the Chicago Tribune stated that Chicago would only have to worry about New York getting the World’s Fair, which I used to prove that because Washington did not have enough money, and St. Louis entered the competition late, they were not big competitors. Summary of the information used Explanation of how it was used for evidence The Citation
58. If you have access to the internet, use Easybib.com or Citationmaker.com Best style for projects is “CMS” which means “Chicago Manual of Style” otherwise known as “Turabian.” MLA is acceptable. (Remember to save on your own disk in a Word file!) Tips for Citations
Looking at the tier from another angle, students go from broad searches to narrow searches.
History Helpers covers every aspect of doing research and completing a final project. Students will find everything from analysis sheets to recommended websites.
J-Store or History Cooperative will be available at college libraries or Newberry Library. The CPL or America: History and Life will take students to scholarly articles, AHL doesn’t begin til 1954.
Websites that are based on actual primary sources and contain essays by historians are highly recommended.
Students can also find PRIMARY SOURCES through journal articles. Look at citation and ask students to discuss why this article might be considered a primary source.
Many Special Collections will list the collections available. At UIC, they even organize it for History Fair students by topic! Other places, students will need to look at the list and see if anything sounds right, or call the archives and describe their topic.
Sample of a Finding Aid. Using the “real stuff” can take your students’ projects—and enthusiasm—to new heights!
This is not an example of the best annotated bibliography. How could it be improved? Check out the bibliographies in our “Gallery.”