8th grade research
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The document provides guidance on conducting research for a school project on World War II and D-Day. It instructs to narrow the topic, identify related search terms, evaluate website reliability based on domain name, and distinguish between primary and secondary sources. The document also suggests choosing an organizational structure like chronological order and reminds to properly cite sources in the paper and bibliography.
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Dear Governors,
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Referents*
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The document provides guidance on structuring a persuasive essay. It recommends beginning with an attention-grabbing introduction that presents both sides of the issue before stating your thesis. The body should contain three paragraphs with evidence to support the thesis. The conclusion restates the thesis and arguments and encourages further thought with a "clincher." Strategies discussed include using an objective tone and placing the weakest argument in the middle paragraph.
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The document asks 5 questions about a story involving characters named Jake and Max. Jake is feeling lonely and the questions aim to understand his identity and relationship to Max based on words used in the story. The questions also ask about whether dogs can truly be considered a man's best friend.
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Here is a draft letter to the school governors putting forward the proposal and attempting to persuade them:
Dear Governors,
I am writing to you today on behalf of the student council to propose a change to the school uniform policy for the summer months.
As you may be aware, many students have been voicing their discomfort with having to wear ties during the hotter summer weather. With temperatures rising, ties can feel constricting and cause students to feel warm and distracted during lessons.
We believe removing the requirement for ties from the start of the summer term until September would have clear benefits for student wellbeing and learning. It would allow students to feel more comfortable in the warmer conditions and remain focused on their studies.
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Librarian Kent Carrico's PowerPoint slides from the Benedictine Library's Engaging Our Digital Natives event - February 15, 2015
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Definition of nonfiction; types of nonfiction text; strategies for reading nonfiction; features and structure of nonfiction text...Contact me for original ppt slides; these are screenshot images to retain fonts & spacing during conversion/upload.
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For #IUday, Filippo Menczer presents research on online misinformation from the Center for Complex Networks and Systems Research, IU School of Informatics and Computing, and IU Network Science Institute. Watch the Facebook Live talk at https://www.facebook.com/fil.menczer/posts/10108970712372359
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Note Please read all the directions for the writing assignment. I.docx
Note: Please read all the directions for the writing assignment.
In just the first month of our COM 107 class this Spring, a number of major events are scheduled to take place: the Grammy awards, Iowa caucuses, New Hampshire primaries, and the 50th Super Bowl. These are opportunities we ought not ignore. We can use them to examine how new and old media
—
legacy, digital, and social
—
shape a single event differently.
4
Your assignment is to select ONE of these four events and examine how various media outlets cover it the day after. You will need to plan ahead and start thinking about your paper assignment now so that you can pay attention to media coverage leading up to the event, as the lead-up will likely inform the introductory paragraph of your paper.
On the day of your event you should plan to watch the television coverage and follow social media buzz during it. This will inform your analysis. Then you should monitor the coverage of, and information flow about, that event as it appears in a variety of media and platforms, on the day after. Clearly you cannot monitor everything in all media being published and broadcast, even about a single event. So to simplify your analysis, you should choose one outlet from each of the following five types:
a general interest (legacy) news source such as The New York Times, CNN, Wall Street Journal, or NPR
an industry specific news source such as Sports Illustrated for the Super Bowl, Politico for politics, or Entertainment Tonight for the Grammys
an industry owned source such as the Twitter feed of the NFL, Grammys, or Republican National Convention
an international news source (anything produced outside the US)
a niche media outlet that is created for and by a marginalized group (LGBTQ, Hispanic,
Black, women’s media)
Your sample MUST include examples of all five types listed above so that you can compare and contrast how different media outlets, with different audiences and missions, frame stories differently. Again, you should plan ahead by selecting your media outlets even before your event happens.
For example, if you choose the Iowa caucuses, you might choose to monitor New York Times
coverage; Politico coverage; the RNC’s website, the Guardian, and theroot.com. Or you might choose, instead, the coverage on the Chicago Tribune’s website, politifact.com, the DNC’s
Twitter feed, Le Monde, and latinomagazine.com. If you are covering the Grammys you might choose the LA Times, Variety, @theGRAMMYs on Twitter, the BBC, msmagazine.com.
That should provide you with a diversified sample of media content about which to make some judgments. If you have any question about the sample of media you have chosen, see us and clear the sample.
Once you have all your data in front of you, analyze it. Think about it. Figure out what lessons you can learn from it. In writing the paper, below are examples of the kinds of questions you might choose to answer. These are not exclusive.
OLLI Workshop : Beyond The Basics of Google Searching April 2009
- Google began in 1998 and focused on searching the entire web rather than organizing content into categories like other search engines at the time.
- As of July 2008, Google indexed about 1 trillion unique URLs while other search engines indexed far fewer websites.
- Google remains the dominant search engine, handling over 60% of search queries as of 2009, while other competitors like Yahoo and MSN handled smaller percentages.
Tips for effective online research (1)
This document provides tips for effective online research. It emphasizes the importance of evaluating sources for accuracy, validity, appropriateness, and context. Students are advised to check sources by evaluating the website, date, and authority. When searching, students should ask specific questions to get more targeted results rather than broad terms. The document also outlines different domain suffixes (.com, .edu, .gov, etc.) and what types of organizations typically use each domain. It stresses citing sources using MLA format.
Dean R Berry Determining the Credibility of Sources
The document provides guidance on evaluating the credibility of internet sources. It recommends asking questions about the author's expertise, potential biases, use of evidence, and publication venue. Credible sources include well-established websites from experts in the field, as well as mainstream news sites. Government and educational websites ending in .gov and .edu require additional scrutiny. Fact-checking sites can help verify questionable information. Overall, critical evaluation of sources is important to determine what can reasonably be considered factual.
Finding Web Resources
The document provides tips and strategies for effectively searching the web using search engines or subject directories. It discusses using specific keywords, limiting keywords, quotation marks, synonyms, and refining searches. It also provides tips for evaluating websites, such as looking at the URL, perimeter of the page, and quality indicators. The document includes example search queries and answers.
Online Searching Tips
This document summarizes online searching tips presented by Mindy McAdams from the University of Florida. It discusses advanced search options on Google, evaluating the trustworthiness of websites, investigating website sources, top-level domains, open directories, the Wayback Machine, health information resources, blog searching, and using critical thinking to evaluate online information.
#smxlondon Everything You Need to Know About How GraphSearch Works in 15-ish ...
acebook’s recently unveiled Graph Search is currently being rolled out as a small private beta, but over time all billion-plus users will have access to it, so it’s something all online marketers should start thinking about. While it’s currently not a direct threat to Google, it’s very good at people search, local & vertical search and entertainment search. Come hear our panel discuss how graph search is unique, how it will change SEO, and the opportunities and challenges it’s likely to present for advertisers and marketers.
WebSite Evaluating
This document discusses evaluating sources for credibility and bias. It addresses the differences between primary and secondary sources and how to assess usefulness, credibility and bias. Key factors include credentials of authors and publishers, date of publication, accuracy, presence of bias, and corroboration by other sources. Red flags for credibility include anonymity, lack of documentation, and conflicts of interest. The type of website domain (.edu, .gov, .org, etc.) can provide clues about the source.
Mis Web 2,0
The document discusses several technology blogs and collaboration tools. It provides summaries of blogs including ZDNet, GigaOM, Techspot, Harvard Business Review, Hubspot's Marketing Blog, Quora, Buzzfeed, Slash Film, and Reddit. It also summarizes collaboration tools such as Google Drive, Dropbox, Evernote, and LinkedIn. Finally, it discusses the importance of collective intelligence and provides definitions from Wikipedia.
Crowdsourcing, storify, seo & hashtags
This document defines and provides examples of crowdsourcing, Storify, SEO, and hashtags. It explains that crowdsourcing focuses community power on a topic by harnessing community help. Examples include news sites gathering citizen reports on disasters. Storify aggregates social media by topic to create stories. SEO involves optimizing content for search engines using keywords. Hashtags make terms searchable on social media when prepended with #. The document advises choosing keywords based on search volume and following Google best practices.
Scholarly, Peer Reviewed, and Other Credible SourcesSource type.docx
Scholarly, Peer Reviewed, and Other Credible Sources
Source type
What is it?
Examples
Best used for
Scholarly
A source written by scholars or academics in a field. The purpose of many scholarly sources is to report on original research or experimentation in order to make such information available to the rest of the scholarly community. The audience for scholarly sources is other scholars or experts in a field. Scholarly sources include references and usually use language that is technical or at a high reading level.
*Note: Different databases may define “scholarly” in slightly different ways, and thus a source that is considered “scholarly” in one database may not be considered “scholarly” in another database. The final decision about the appropriateness of a given source for a particular assignment is left to the instructor.
Scholarly Journals
· Journal of Management Information Systems
· American Journal of Public Health
· Early Childhood Research Quarterly
Scholarly Books (published by a university press or other high-quality publisher)
· Shari’a Politics: Islamic Law and Society in the Modern World
· The Grand Design: Strategy and the U.S. Civil War
· The Hidden Mechanics of Exercise: Molecules That Move Us
Journal articles:
· Recent research on a topic
· Very specific topics or narrow fields of research
· NOT good for an introduction to or broad overview of a topic
Books:
· In-depth information and research on a topic
· Putting a topic into context
· Historical information on a topic
Peer Reviewed
A publication that has gone through an official editorial process that involves review and approval by the author’s peers (experts in the same subject area). Many (but not all) scholarly publications are peer reviewed.
*Note: even though a journal is peer reviewed, some types of articles within that journal may not be peer reviewed. These might include editorials or book reviews.
**Note: some publications (such as some trade journals) can be peer reviewed but not scholarly. This is not common.
See “Scholarly Journals” above
Books go through a different editorial process and are not usually considered to be “peer reviewed”. However, they can still be excellent scholarly sources.
See above
Credible
A source that can be trusted to contain accurate information that is backed up by evidence or can be verified in other trusted sources. Many types of sources can fall into this category.
*Note: The final decision about the appropriateness of a given source for a particular assignment is left to the instructor.
See above. Also:
· Newspapers
· Magazines
· Books
· Trade journals or publications
· Government websites
· Websites from educational institutions (like universities)
· Websites or other publications from reputable organizations (like the Mayo Clinic)
· Encyclopedias (general or subject)
Many websites could be considered credible. The more information provided about the source, the more likely they are to be credible. Look .
Google Search tips
The document provides tips for effective searching, such as asking clarifying questions to define search terms, using keywords and synonyms, applying Boolean operators like + and -, searching broad terms first and then narrowing, and utilizing tools on specific sites like Google Scholar, Books, and domain-specific searches. It also recommends exploring related articles and background information to refine searches that return too many initial results.
Source Credibility
This document discusses how to evaluate the credibility of sources. It provides signs that a source is or isn't credible, including if it is written by an expert, peer-reviewed, published by a reputable organization, has transparency around authorship and purpose, and isn't outdated. It also examines domains like .edu, .gov and .org to provide clues about the publisher and discusses evaluating Wikipedia articles for credibility based on editing policies and quality indicators. The overall message is to carefully examine sources using these criteria before relying on the information.
Week 5 Persuasive Messages 2
This document provides guidance on building credibility when presenting persuasive messages or proposals. It discusses the importance of credibility and having trustworthy, believable sources. The document advises appearing knowledgeable on the topic while also appearing dynamic and excited. It also discusses evaluating internet sources based on their top-level domains as well as citing sources using APA style with in-text citations and a references page.
The Social Media Privacy Flap
This document discusses privacy issues related to social media and the internet. It notes that personal information like court records, driving records, and criminal records are readily available online. It also mentions that common internet searches relate to finding information about other people and privacy solutions. The document then discusses how social media sites like Facebook can reveal private information if privacy settings are not managed properly and alternatives to Facebook that are emerging.
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8th grade research
- 1. OK. So you have to do research. NOW WHAT?
- 2. Got your topic? Narrow it down. Identify related ideas Identify specific people, events, places For example. Your teacher wants you to research World War II. Google World War II. How many results did you get? There’s no way to do research on the whole entire war. Narrow it down to World War II…Europe…D-Day. Now Google D-Day How many results did you get? Fewer or more than World War II? Could you narrow D-Day down even further? How?
- 3. Now figure out some search terms. What other terms are related to D-Day? People Places Dates Events Battles Now go to Google and search for “Normandy + D- Day” How many search results were returned? Can you tell which are reliable?
- 4. It’s on the web so it’s reliable. Right?? There are lots of different types of websites and with technology today, ANYONE can make a website. Learn to distinguish reliable from unreliable and ONLY use reliable sites. .com – a commercial site typically sponsored by a company or for the purpose of making money .gov – a government site typically provided for informational purposes .edu – an educational site typically provided for educational purposes .org – an organization’s site typically provided for informational purposes of that particular organization There are others (.net, .mil) but these are most common. Look over the website to determine if the site looks professionally made and who sponsors the page. Be cautious of Wikipedia.
- 5. Try this out. You’re researching Normandy and D-Day but want a website that is from an organization. Go to Google and type: Normandy + D-Day .org The only results you receive are web pages provided by organizations whose web pages end in .org You’re researching General Eisenhower and D-Day but only want government web pages. Go to Google and type: Eisenhower + D-Day .gov The only results you receive are web pages provided by the government whose web pages end in .gov
- 6. But what about primary and secondary sources? Confusing, I know. Let’s see if we can figure them out… From: http://www.library.unr.edu/instruction/help/primary.html
- 7. Now decide on an angle for your paper. Chronological order… Talk about what happened first, then what happened, and so on and so on until you’ve covered the main points Spatial order… Describe the battlefield from the layout point of view. Where were the trenches and cannons and tanks? Cause and effect… What caused D-Day and what were the effects of it on WWII? Question and answer… Pose a question related to D-Day and then answer it based on findings from your research. Compare and contrast… Compare D-Day from the Allied perspective vs. Nazi perspective
- 8. Be sure to give credit where credit is due. Always give a parenthetical citation in your paper where you borrow information. For example, I borrowed a sentence from the National D-Day Organization website and copied it word-for-word into my paper. It now looks like this: “The terms D-Day and H-Hour are used for the day and hour on which a combat attack or operation is to be initiated” (The National D-Day Memorial Foundation). I put the source for the sentence I just borrowed in parentheses immediately after the direct quotation.
- 9. Still giving credit. Once you’ve given credit in your paper for the actual text you cited directly (copied word-for-word) or paraphrased (put someone else’s ideas into your own words), you need to give a works cited sheet or bibliography. Here’s the citation for the source we just copied word-for-word: The National D-Day Memorial Foundation. 3 April 2008 <http://www.dday.org/index.php?page=whatitmeans>. Always include as much pertinent information as you can find: author, title, publication date, access date (if the source is online), journal, book, pages, volume, issue. Not all information sources will have this information available.
- 10. Still giving credit. Once you’ve given credit in your paper for the actual text you cited directly (copied word-for-word) or paraphrased (put someone else’s ideas into your own words), you need to give a works cited sheet or bibliography. Here’s the citation for the source we just copied word-for-word: The National D-Day Memorial Foundation. 3 April 2008 <http://www.dday.org/index.php?page=whatitmeans>. Always include as much pertinent information as you can find: author, title, publication date, access date (if the source is online), journal, book, pages, volume, issue. Not all information sources will have this information available.