The document outlines how information about events is reported and analyzed over time through different media sources, from immediate news reports through academic journals, books, and government reports, with each medium providing more in-depth context and analysis the more time has passed since the event. The information evolves from the basic facts in news reports to detailed empirical research and analysis in academic publications to establishing the event as settled knowledge in reference works. The intended audience also shifts from a general public to specialized scholars and professionals with each subsequent stage of coverage.
Chapter 13 - Dealing with Sources of Information - JNL-2105 - Journalism Eth...Linda Austin
The presentation helps journalism students identify the difference among on the record, on background, on deep background and off the record. It also teaches them to examine the motives of anonymous sources and deal with sources who are not public figures with sensitivity. It goes with Chapter 13 of The Ethical Journalist by Gene Foreman. Professor Linda Austin created it for her JNL-2105 Journalism Ethics students at the National Management College in Yangon, Myanmar.
Chapter 13 - Dealing with Sources of Information - JNL-2105 - Journalism Eth...Linda Austin
The presentation helps journalism students identify the difference among on the record, on background, on deep background and off the record. It also teaches them to examine the motives of anonymous sources and deal with sources who are not public figures with sensitivity. It goes with Chapter 13 of The Ethical Journalist by Gene Foreman. Professor Linda Austin created it for her JNL-2105 Journalism Ethics students at the National Management College in Yangon, Myanmar.
I used this presentation to explain to Foundation course students how to search for reliable information online. I defined pros and cons of different sources of information they may come across online, and I answered questions they had come up with at the end of the workshop.
ash pol 303 week 5 dq 1 what right to privacy new,pol 303 week 5 dq 2 discrimination and the future of marriage,pol 303 week 5 final paper,ash pol 303 week 5,pol 303 week 5,ash pol 303 week 5 tutorial,ash pol 303 week 5 assignment,ash pol 303 week 5 help
1 HIS 200 Project 1 Guidelines and Rubric Overvie.docxjeremylockett77
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
I used this presentation to explain to Foundation course students how to search for reliable information online. I defined pros and cons of different sources of information they may come across online, and I answered questions they had come up with at the end of the workshop.
ash pol 303 week 5 dq 1 what right to privacy new,pol 303 week 5 dq 2 discrimination and the future of marriage,pol 303 week 5 final paper,ash pol 303 week 5,pol 303 week 5,ash pol 303 week 5 tutorial,ash pol 303 week 5 assignment,ash pol 303 week 5 help
1 HIS 200 Project 1 Guidelines and Rubric Overvie.docxjeremylockett77
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
This just a discussion question no title page is needed. Just answ.docxamit657720
This just a discussion question no title page is needed. Just answer questions as is. Sorry short notice but under the weather. Havent had the energy to complete subject.
Topic: Where do you get your information from?
To answer everyday questions, you turn to information that is made readily available to you at the click of a button. In today’s fast-paced world you are often bombarded with more information than any one person can handle. With the 24-hour news cycle, the media tries to capture your attention with sensational stories and catchy headlines. However, there are many other headlines that do not seem to have the widespread marketable appeal—and therefore they are largely unnoticed by the general public.
Communication of scientific results usually takes place in a peer-reviewed journal. A peer-reviewed journal is one in which other experts in the specific field read and critique the author’s article, including their research and results, before it can be published in the journal. This process is done to maintain the standards of research.
On the other hand, there are many publications that do not use peer-review, such as newspapers and magazines. These publications rely on the judgment of the editor to ensure that the material contained is appropriate and at the set standard of the publication.
Think about how scientists conduct their work and report it to the world, compared to how the media (including newspapers, magazines, radio, television, and the internet) broadcast information. In your posts this week answer the following questions:
How often do you rely on media for scientific information to make decisions in your life?
Provide a specific example of scientific results being reported in media (e.g., a flu epidemic, a projected storm, or fracking). Be sure to include the headline, APA citation, and one sentence summary of the report.
Are there times when it is more appropriate to rely on media-reported science and other times when it is more appropriate to rely on peer-reviewed scientific results? Explain.
What do you think is the primary difference between communication of scientific results in the scientific community (peer-reviewed journals) and news media reporting?
Can the media influence the decisions that you make and how you feel about a topic on scientific research? Provide at least one example.
Be sure to review the Discussion Board Grading Rubric provided under course home.
For help with citations, refer to the
APA Quick Reference Guide
.
Use this reference when referring to your text:
Trefil, J., & Hazen, R.M. (2013).
The sciences: An integrated approach.
Hoboken, NJ: John Wiley & Sons, Inc.
...
Where do you get your information fromTo answer everyday questi.docxcooperapleh
Where do you get your information from?
To answer everyday questions, you turn to information that is made readily available to you at the click of a button. In today’s fast-paced world you are often bombarded with more information than any one person can handle. With the 24-hour news cycle, the media tries to capture your attention with sensational stories and catchy headlines. However, there are many other headlines that do not seem to have the widespread marketable appeal — and therefore they are largely unnoticed by the general public.
Communication of scientific results usually takes place in a peer-reviewed journal. A peer-reviewed journal is one in which other experts in the specific field read and critique the author’s article, including their research and results, before it can be published in the journal. This process is done to maintain the standards of research. To find an example of a research article that has gone through the peer-review process, use the “Biology Newsfinder” tool in the Wiley Plus® “Science in the News” resource. Access this tool through the link in the left hand navigation for this unit.
On the other hand, there are many publications that do not use peer-review, such as newspapers and magazines. These publications rely on the judgment of the editor to ensure that the material contained is appropriate and at the set standard of the publication.
Think about how scientists conduct their work and report it to the world, compared to how the media (including newspapers, magazines, radio, television, and the internet) broadcast information. In your posts this week answer the following questions:
How often do you rely on media for scientific information to make decisions in your life?
Provide a specific example of scientific results being reported in media (e.g., a flu epidemic, a projected storm, or fracking). Be sure to include the headline, APA citation, and one sentence summary of the report.
Are there times when it is more appropriate to rely on media-reported science and other times when it is more appropriate to rely on peer-reviewed scientific results? Explain.
What do you think is the primary difference between communication of scientific results in the scientific community (peer-reviewed journals) and news media reporting?
Can the media influence the decisions that you make and how you feel about a topic on scientific research? Provide at least one example.
.
Where do you get your information fromTo answer everyday question.docxcooperapleh
Where do you get your information from?
To answer everyday questions, you turn to information that is made readily available to you at the click of a button. In today’s fast-paced world you are often bombarded with more information than any one person can handle. With the 24-hour news cycle, the media tries to capture your attention with sensational stories and catchy headlines. However, there are many other headlines that do not seem to have the widespread marketable appeal — and therefore they are largely unnoticed by the general public.
Communication of scientific results usually takes place in a peer-reviewed journal. A peer-reviewed journal is one in which other experts in the specific field read and critique the author’s article, including their research and results, before it can be published in the journal. This process is done to maintain the standards of research. To find an example of a research article that has gone through the peer-review process, use the “Biology Newsfinder” tool in the Wiley Plus® “Science in the News” resource. Access this tool through the link in the left hand navigation for this unit.
On the other hand, there are many publications that do not use peer-review, such as newspapers and magazines. These publications rely on the judgment of the editor to ensure that the material contained is appropriate and at the set standard of the publication.
Think about how scientists conduct their work and report it to the world, compared to how the media (including newspapers, magazines, radio, television, and the internet) broadcast information. In your posts this week answer the following questions:
How often do you rely on media for scientific information to make decisions in your life?
Provide a specific example of scientific results being reported in media (e.g., a flu epidemic, a projected storm, or fracking). Be sure to include the headline, APA citation, and one sentence summary of the report.
Are there times when it is more appropriate to rely on media-reported science and other times when it is more appropriate to rely on peer-reviewed scientific results? Explain.
What do you think is the primary difference between communication of scientific results in the scientific community (peer-reviewed journals) and news media reporting?
Can the media influence the decisions that you make and how you feel about a topic on scientific research? Provide at least one example.
Be sure to review the Discussion Board Grading Rubric provided in the Course Syllabus.
For help with citations, refer to the
APA Quick Reference Guide
.
Use this reference when referring to your text:
Trefil, J., & Hazen, R.M. (2013).
The sciences: An integrated approach.
Hoboken, NJ: John Wiley & Sons, Inc.
.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
The Day of an Event Television, The Internet, and RadioThe information:Is primarily provided through up-to-the-minute resources like broadcast news, Internet news sites, and news radio programs.Is quick, generally not detailed, and regularly updated.Explains the who, what, when, and where of an event.Can, on occassion, be inaccurate.Is written by authors who are primarily journalists.Is intended for a general audience.The Day After an Event NewspapersThe information:Is longer as newspaper articles begin to apply a chronology to an event and explain why the event occurred.Is more factual and provides a deeper investigation into the immediate context of events.Includes quotes from government officials and experts.May include statistics, photographs, and editorial coverage.Can include local perspectives on a story.Is written by authors who are primarily journalists.Is intended for a general audience.The Week of or Weeks After an Event Weekly Popular Magazines and News MagazinesThe information:Is contained in long form stories. Weekly magazines begin to discuss the impact of an event on society, culture, and public policy.Includes detailed analysis of events, interviews, as well as opinions and analysis.Offers perspectives on an event from particular groups or geared towards specific audiences.While often factual, information can reflect the editorial bias of a publication.Is written by a range of authors, from professional journalists, to essayists, to commentary by scholars or experts in the field.Is intended for a general audience or specific nonprofessional groups.Six Months to a Year After an Event and On...Academic JournalsThe information:Includes detailed analysis, empirical research reports, and learned commentary related to the event.Is often theoretical, carefully analyzing the impact of the event on society, culture, and public policy.Is peer-reviewed. This editorial process ensures high credibility and accuracy.Often narrow in topic.Written in a highly technical language.Includes detailed bibliographies.Is authored by scholars, researchers, and professionals, often with Ph.D's.Is intended for other scholars, researchers, professionals, and university students in the field.A Year to Years After an Event and On...BooksThe information:Provides in-depth coverage of an event, often expanding and detailing themes, subjects, and analysis begun in academic research and published in journals.Often places an event into some sort of historical context.Can provide broad overviews of an event.Can range from scholarly in-depth analysis of a topic, to popular books which provide general discussions and are not as well-researched.Might have a bias or slant, but this dependent on the author.Includes bibliographies.Is often written by scholars, specialists, researchers, and professionals, though credentials of authors vary.Can be intended for a broad audience depending on the book, ranging from scholars to a general audience.Government ReportsThe information:Comes from all levels of government from state, federal, and international governmentsIncludes reports compiled by governmental organizations and summaries of government-funded researchIs factual, often including statistical analysisOften focuses on an event in relation to public policy and legislationAuthored by governmental panels, organizations, and committeesIs intended for all audiences.Reference MaterialThe information:Is considered established knowledge.Is published years after an event takes place, in encyclopedias, dictionaries, textbooks, and handbooks.Includes factual information, often in the form of overviews and summaries of an event.May include statistics and bibliographies.Often not as detailed as books or journal articles.Authored by scholars and specialists.Often intended for a general audience, but may be of use to researchers, scholars or professionals.
The Day of an Event Television, The Internet, and RadioThe information:Is primarily provided through up-to-the-minute resources like broadcast news, Internet news sites, and news radio programs.Is quick, generally not detailed, and regularly updated.Explains the who, what, when, and where of an event.Can, on occassion, be inaccurate.Is written by authors who are primarily journalists.Is intended for a general audience.The Day After an Event NewspapersThe information:Is longer as newspaper articles begin to apply a chronology to an event and explain why the event occurred.Is more factual and provides a deeper investigation into the immediate context of events.Includes quotes from government officials and experts.May include statistics, photographs, and editorial coverage.Can include local perspectives on a story.Is written by authors who are primarily journalists.Is intended for a general audience.The Week of or Weeks After an Event Weekly Popular Magazines and News MagazinesThe information:Is contained in long form stories. Weekly magazines begin to discuss the impact of an event on society, culture, and public policy.Includes detailed analysis of events, interviews, as well as opinions and analysis.Offers perspectives on an event from particular groups or geared towards specific audiences.While often factual, information can reflect the editorial bias of a publication.Is written by a range of authors, from professional journalists, to essayists, to commentary by scholars or experts in the field.Is intended for a general audience or specific nonprofessional groups.Six Months to a Year After an Event and On...Academic JournalsThe information:Includes detailed analysis, empirical research reports, and learned commentary related to the event.Is often theoretical, carefully analyzing the impact of the event on society, culture, and public policy.Is peer-reviewed. This editorial process ensures high credibility and accuracy.Often narrow in topic.Written in a highly technical language.Includes detailed bibliographies.Is authored by scholars, researchers, and professionals, often with Ph.D's.Is intended for other scholars, researchers, professionals, and university students in the field.A Year to Years After an Event and On...BooksThe information:Provides in-depth coverage of an event, often expanding and detailing themes, subjects, and analysis begun in academic research and published in journals.Often places an event into some sort of historical context.Can provide broad overviews of an event.Can range from scholarly in-depth analysis of a topic, to popular books which provide general discussions and are not as well-researched.Might have a bias or slant, but this dependent on the author.Includes bibliographies.Is often written by scholars, specialists, researchers, and professionals, though credentials of authors vary.Can be intended for a broad audience depending on the book, ranging from scholars to a general audience.Government ReportsThe information:Comes from all levels of government from state, federal, and international governmentsIncludes reports compiled by governmental organizations and summaries of government-funded researchIs factual, often including statistical analysisOften focuses on an event in relation to public policy and legislationAuthored by governmental panels, organizations, and committeesIs intended for all audiences.Reference MaterialThe information:Is considered established knowledge.Is published years after an event takes place, in encyclopedias, dictionaries, textbooks, and handbooks.Includes factual information, often in the form of overviews and summaries of an event.May include statistics and bibliographies.Often not as detailed as books or journal articles.Authored by scholars and specialists.Often intended for a general audience, but may be of use to researchers, scholars or professionals.
The Day of an Event Television, The Internet, and RadioThe information:Is primarily provided through up-to-the-minute resources like broadcast news, Internet news sites, and news radio programs.Is quick, generally not detailed, and regularly updated.Explains the who, what, when, and where of an event.Can, on occassion, be inaccurate.Is written by authors who are primarily journalists.Is intended for a general audience.The Day After an Event NewspapersThe information:Is longer as newspaper articles begin to apply a chronology to an event and explain why the event occurred.Is more factual and provides a deeper investigation into the immediate context of events.Includes quotes from government officials and experts.May include statistics, photographs, and editorial coverage.Can include local perspectives on a story.Is written by authors who are primarily journalists.Is intended for a general audience.The Week of or Weeks After an Event Weekly Popular Magazines and News MagazinesThe information:Is contained in long form stories. Weekly magazines begin to discuss the impact of an event on society, culture, and public policy.Includes detailed analysis of events, interviews, as well as opinions and analysis.Offers perspectives on an event from particular groups or geared towards specific audiences.While often factual, information can reflect the editorial bias of a publication.Is written by a range of authors, from professional journalists, to essayists, to commentary by scholars or experts in the field.Is intended for a general audience or specific nonprofessional groups.Six Months to a Year After an Event and On...Academic JournalsThe information:Includes detailed analysis, empirical research reports, and learned commentary related to the event.Is often theoretical, carefully analyzing the impact of the event on society, culture, and public policy.Is peer-reviewed. This editorial process ensures high credibility and accuracy.Often narrow in topic.Written in a highly technical language.Includes detailed bibliographies.Is authored by scholars, researchers, and professionals, often with Ph.D's.Is intended for other scholars, researchers, professionals, and university students in the field.A Year to Years After an Event and On...BooksThe information:Provides in-depth coverage of an event, often expanding and detailing themes, subjects, and analysis begun in academic research and published in journals.Often places an event into some sort of historical context.Can provide broad overviews of an event.Can range from scholarly in-depth analysis of a topic, to popular books which provide general discussions and are not as well-researched.Might have a bias or slant, but this dependent on the author.Includes bibliographies.Is often written by scholars, specialists, researchers, and professionals, though credentials of authors vary.Can be intended for a broad audience depending on the book, ranging from scholars to a general audience.Government ReportsThe information:Comes from all levels of government from state, federal, and international governmentsIncludes reports compiled by governmental organizations and summaries of government-funded researchIs factual, often including statistical analysisOften focuses on an event in relation to public policy and legislationAuthored by governmental panels, organizations, and committeesIs intended for all audiences.Reference MaterialThe information:Is considered established knowledge.Is published years after an event takes place, in encyclopedias, dictionaries, textbooks, and handbooks.Includes factual information, often in the form of overviews and summaries of an event.May include statistics and bibliographies.Often not as detailed as books or journal articles.Authored by scholars and specialists.Often intended for a general audience, but may be of use to researchers, scholars or professionals.
The Day of an Event Television, The Internet, and RadioThe information:Is primarily provided through up-to-the-minute resources like broadcast news, Internet news sites, and news radio programs.Is quick, generally not detailed, and regularly updated.Explains the who, what, when, and where of an event.Can, on occassion, be inaccurate.Is written by authors who are primarily journalists.Is intended for a general audience.The Day After an Event NewspapersThe information:Is longer as newspaper articles begin to apply a chronology to an event and explain why the event occurred.Is more factual and provides a deeper investigation into the immediate context of events.Includes quotes from government officials and experts.May include statistics, photographs, and editorial coverage.Can include local perspectives on a story.Is written by authors who are primarily journalists.Is intended for a general audience.The Week of or Weeks After an Event Weekly Popular Magazines and News MagazinesThe information:Is contained in long form stories. Weekly magazines begin to discuss the impact of an event on society, culture, and public policy.Includes detailed analysis of events, interviews, as well as opinions and analysis.Offers perspectives on an event from particular groups or geared towards specific audiences.While often factual, information can reflect the editorial bias of a publication.Is written by a range of authors, from professional journalists, to essayists, to commentary by scholars or experts in the field.Is intended for a general audience or specific nonprofessional groups.Six Months to a Year After an Event and On...Academic JournalsThe information:Includes detailed analysis, empirical research reports, and learned commentary related to the event.Is often theoretical, carefully analyzing the impact of the event on society, culture, and public policy.Is peer-reviewed. This editorial process ensures high credibility and accuracy.Often narrow in topic.Written in a highly technical language.Includes detailed bibliographies.Is authored by scholars, researchers, and professionals, often with Ph.D's.Is intended for other scholars, researchers, professionals, and university students in the field.A Year to Years After an Event and On...BooksThe information:Provides in-depth coverage of an event, often expanding and detailing themes, subjects, and analysis begun in academic research and published in journals.Often places an event into some sort of historical context.Can provide broad overviews of an event.Can range from scholarly in-depth analysis of a topic, to popular books which provide general discussions and are not as well-researched.Might have a bias or slant, but this dependent on the author.Includes bibliographies.Is often written by scholars, specialists, researchers, and professionals, though credentials of authors vary.Can be intended for a broad audience depending on the book, ranging from scholars to a general audience.Government ReportsThe information:Comes from all levels of government from state, federal, and international governmentsIncludes reports compiled by governmental organizations and summaries of government-funded researchIs factual, often including statistical analysisOften focuses on an event in relation to public policy and legislationAuthored by governmental panels, organizations, and committeesIs intended for all audiences.Reference MaterialThe information:Is considered established knowledge.Is published years after an event takes place, in encyclopedias, dictionaries, textbooks, and handbooks.Includes factual information, often in the form of overviews and summaries of an event.May include statistics and bibliographies.Often not as detailed as books or journal articles.Authored by scholars and specialists.Often intended for a general audience, but may be of use to researchers, scholars or professionals.
The Day of an Event Television, The Internet, and RadioThe information:Is primarily provided through up-to-the-minute resources like broadcast news, Internet news sites, and news radio programs.Is quick, generally not detailed, and regularly updated.Explains the who, what, when, and where of an event.Can, on occassion, be inaccurate.Is written by authors who are primarily journalists.Is intended for a general audience.The Day After an Event NewspapersThe information:Is longer as newspaper articles begin to apply a chronology to an event and explain why the event occurred.Is more factual and provides a deeper investigation into the immediate context of events.Includes quotes from government officials and experts.May include statistics, photographs, and editorial coverage.Can include local perspectives on a story.Is written by authors who are primarily journalists.Is intended for a general audience.The Week of or Weeks After an Event Weekly Popular Magazines and News MagazinesThe information:Is contained in long form stories. Weekly magazines begin to discuss the impact of an event on society, culture, and public policy.Includes detailed analysis of events, interviews, as well as opinions and analysis.Offers perspectives on an event from particular groups or geared towards specific audiences.While often factual, information can reflect the editorial bias of a publication.Is written by a range of authors, from professional journalists, to essayists, to commentary by scholars or experts in the field.Is intended for a general audience or specific nonprofessional groups.Six Months to a Year After an Event and On...Academic JournalsThe information:Includes detailed analysis, empirical research reports, and learned commentary related to the event.Is often theoretical, carefully analyzing the impact of the event on society, culture, and public policy.Is peer-reviewed. This editorial process ensures high credibility and accuracy.Often narrow in topic.Written in a highly technical language.Includes detailed bibliographies.Is authored by scholars, researchers, and professionals, often with Ph.D's.Is intended for other scholars, researchers, professionals, and university students in the field.A Year to Years After an Event and On...BooksThe information:Provides in-depth coverage of an event, often expanding and detailing themes, subjects, and analysis begun in academic research and published in journals.Often places an event into some sort of historical context.Can provide broad overviews of an event.Can range from scholarly in-depth analysis of a topic, to popular books which provide general discussions and are not as well-researched.Might have a bias or slant, but this dependent on the author.Includes bibliographies.Is often written by scholars, specialists, researchers, and professionals, though credentials of authors vary.Can be intended for a broad audience depending on the book, ranging from scholars to a general audience.Government ReportsThe information:Comes from all levels of government from state, federal, and international governmentsIncludes reports compiled by governmental organizations and summaries of government-funded researchIs factual, often including statistical analysisOften focuses on an event in relation to public policy and legislationAuthored by governmental panels, organizations, and committeesIs intended for all audiences.Reference MaterialThe information:Is considered established knowledge.Is published years after an event takes place, in encyclopedias, dictionaries, textbooks, and handbooks.Includes factual information, often in the form of overviews and summaries of an event.May include statistics and bibliographies.Often not as detailed as books or journal articles.Authored by scholars and specialists.Often intended for a general audience, but may be of use to researchers, scholars or professionals.
