Evaluating sources
•Download as DOCX, PDF•
3 likes•2,438 views
The CRAAP test is an evaluation tool used when assessing the credibility, authorship, and possible uses of online resources. Handout collboratively designed by Information Fluency Team, Red Deer College, Fall 2010. Adapted from various sources.
Report
Share
Report
Share
Recommended
Evaluating Web Pages Worksheet
This document provides a worksheet to evaluate the authority, accuracy, currency, coverage, and objectivity of a web page. It prompts the user to consider questions about the author, publisher, sources cited, date published, depth of information, purpose, and presence of bias on the page. The overall goal is to assess the reliability and usefulness of the web page for a research paper.
Website evaluation checklist
The document provides a checklist for evaluating websites. It includes sections for assessing the authorship and credentials, the website domain and type of extension, the purpose and content of the site, and the currency, functionality and design. The checklist is to be used to evaluate two example websites, www.dhmo.org and www.watercure.com, by indicating whether each site meets various criteria related to these sections. The goal is to determine which of the two websites is most credible based on the analysis.
Website Evaluation
This document provides guidance on how to evaluate websites for reliability and quality. It recommends checking the domain name to determine the sponsor, with .edu, .gov and .org domains generally being more reliable. It also recommends considering the 5 W's - Who, What, When, Where, Why - such as checking for the author's credentials, purpose of the site, when it was last updated. Finally, it suggests examining website characteristics like load speed, easy navigation, lack of errors or interfering ads. An example compares two dragonfly websites, finding one superior for research due to more complete information like author and date.
Evaluating Internet Sources RADAR Worksheet
The document provides guidelines for evaluating internet sources, including criteria for assessing the relevance, authority, date, appearance, and reason of a source. It introduces the RADAR worksheet as a tool to help rank these categories from 1-10 for a source and determine its overall quality and appropriateness for coursework based on the total score. Key questions are provided under each category to guide evaluation.
Evaluating Internet Sources
This document provides guidance on how to evaluate the credibility and reliability of information found online. It outlines several steps and criteria to consider when assessing a website or web page, including analyzing the domain name and server information to determine the publisher; researching the author's qualifications and potential biases; evaluating the currency and documentation of the information; determining if multiple viewpoints are presented; and assessing the overall purpose and usefulness of the site. The goal is to develop skills for critically examining online information and determining what can validly be proven or concluded based on the source.
Website evaluation
This document outlines criteria for evaluating web pages:
1. Accuracy - It addresses who wrote the page and whether their contact information is available.
2. Authority - It discusses who published the document and checking the domain suffix (e.g. .edu, .org, .com) and whether the author lists credentials.
3. Objectivity - It mentions determining if any bias exists by examining if the site is an advertisement or has an organizational motive and what the site's goals are.
Website evaluation
The document provides guidance on evaluating websites for credibility and reliability to determine if they are appropriate sources to cite in a research paper. It outlines several criteria to consider, including assessing the author's credentials, accuracy and bias of the information, date of publication, documentation of sources, and purpose and intended audience of the site. Students are encouraged to think critically about the credibility of online information and not rely solely on free websites, but also use library databases and consult their teacher-librarian for source recommendations.
Website Evaluation
The document discusses five criteria for evaluating websites: authority, accuracy, objectivity, currency, and coverage. It poses questions to help assess each criteria, such as identifying the author and organization, checking for cited sources, looking for evidence of bias, verifying dates, and determining the depth of information covered. Applying these criteria can help determine the usefulness and reliability of the information on a website.
Recommended
Evaluating Web Pages Worksheet
This document provides a worksheet to evaluate the authority, accuracy, currency, coverage, and objectivity of a web page. It prompts the user to consider questions about the author, publisher, sources cited, date published, depth of information, purpose, and presence of bias on the page. The overall goal is to assess the reliability and usefulness of the web page for a research paper.
Website evaluation checklist
The document provides a checklist for evaluating websites. It includes sections for assessing the authorship and credentials, the website domain and type of extension, the purpose and content of the site, and the currency, functionality and design. The checklist is to be used to evaluate two example websites, www.dhmo.org and www.watercure.com, by indicating whether each site meets various criteria related to these sections. The goal is to determine which of the two websites is most credible based on the analysis.
Website Evaluation
This document provides guidance on how to evaluate websites for reliability and quality. It recommends checking the domain name to determine the sponsor, with .edu, .gov and .org domains generally being more reliable. It also recommends considering the 5 W's - Who, What, When, Where, Why - such as checking for the author's credentials, purpose of the site, when it was last updated. Finally, it suggests examining website characteristics like load speed, easy navigation, lack of errors or interfering ads. An example compares two dragonfly websites, finding one superior for research due to more complete information like author and date.
Evaluating Internet Sources RADAR Worksheet
The document provides guidelines for evaluating internet sources, including criteria for assessing the relevance, authority, date, appearance, and reason of a source. It introduces the RADAR worksheet as a tool to help rank these categories from 1-10 for a source and determine its overall quality and appropriateness for coursework based on the total score. Key questions are provided under each category to guide evaluation.
Evaluating Internet Sources
This document provides guidance on how to evaluate the credibility and reliability of information found online. It outlines several steps and criteria to consider when assessing a website or web page, including analyzing the domain name and server information to determine the publisher; researching the author's qualifications and potential biases; evaluating the currency and documentation of the information; determining if multiple viewpoints are presented; and assessing the overall purpose and usefulness of the site. The goal is to develop skills for critically examining online information and determining what can validly be proven or concluded based on the source.
Website evaluation
This document outlines criteria for evaluating web pages:
1. Accuracy - It addresses who wrote the page and whether their contact information is available.
2. Authority - It discusses who published the document and checking the domain suffix (e.g. .edu, .org, .com) and whether the author lists credentials.
3. Objectivity - It mentions determining if any bias exists by examining if the site is an advertisement or has an organizational motive and what the site's goals are.
Website evaluation
The document provides guidance on evaluating websites for credibility and reliability to determine if they are appropriate sources to cite in a research paper. It outlines several criteria to consider, including assessing the author's credentials, accuracy and bias of the information, date of publication, documentation of sources, and purpose and intended audience of the site. Students are encouraged to think critically about the credibility of online information and not rely solely on free websites, but also use library databases and consult their teacher-librarian for source recommendations.
Website Evaluation
The document discusses five criteria for evaluating websites: authority, accuracy, objectivity, currency, and coverage. It poses questions to help assess each criteria, such as identifying the author and organization, checking for cited sources, looking for evidence of bias, verifying dates, and determining the depth of information covered. Applying these criteria can help determine the usefulness and reliability of the information on a website.
Evaluating internet sites with info on how search engines work
This document provides guidance on evaluating internet sites for research purposes. It emphasizes checking a site for authority, objectivity/bias, content and accuracy, and currency. Key factors include examining the author's credentials, potential agenda, sourcing and documentation of information, and date of publication. Students should use authoritative sources like online encyclopedias whenever possible rather than potentially unreliable or biased personal websites.
Web evaluation presentation
This document provides guidance on how to evaluate the credibility of websites and online information. It introduces the CARS method of evaluating credibility, accuracy, reasonableness, and support. It then discusses the "5 W's and 1 H" questions to consider: who authored the information, what type of information is provided, when was the site created, where is the information sourced from based on the URL, why was the site created, and how is the site organized. Evaluating websites based on these questions can help determine whether the information is trustworthy.
Evaluating websites
This document provides guidance on evaluating online information sources and websites. It discusses evaluating electronic information for accuracy, relevance, appropriateness, comprehensiveness, and bias. It also discusses evaluating new information resources and technological innovations based on their appropriateness for specific tasks. Key factors for evaluating websites discussed include considering who authored the site, what the purpose and potential biases are, when it was created and last updated, where the information comes from, and why the information would be useful. A checklist of "5 W" questions is provided to systematically evaluate websites.
C.A.R.S. Method for Evaluating Internet Validity
The document outlines the C.A.R.S. method for evaluating website credibility. C.A.R.S. stands for Credibility, Accuracy, Reasonableness, and Support. For each category, the document provides goals and questions to consider to determine a website's credibility. Credibility focuses on the author's expertise, Accuracy examines how current and consistent the information is, Reasonableness looks at potential biases, and Support analyzes whether sources can be verified.
Website evaluation
This document provides guidance on evaluating websites for research purposes. It outlines 5 key things to check on a website: currency, authority, accuracy, relevance, and point of view. For each category, it describes characteristics of both good and bad websites. For example, for authority it notes good websites list author credentials and have reputable domain names, while bad websites do not provide author information or have questionable domain names. The document aims to help students critically evaluate websites and determine their reliability and usefulness for research.
Evaluating Internet Sources
This document provides guidance on evaluating online sources for research. It instructs the reader to assess sources by considering how they were found, credentials, currency, objectivity, bias, and advertising. It differentiates between subjective and objective sources and emphasizes constructing a complete picture by considering multiple sources as pieces of a puzzle. Useful references for learning to evaluate sources are also provided.
Website Evaluation
This document provides guidance on evaluating websites for research purposes. It outlines five criteria to consider: authority, accuracy, objectivity, currency, and coverage. Authority refers to the credentials of the author/sponsor. Accuracy checks for factual errors or inconsistencies. Objectivity considers the balance/bias of perspectives presented. Currency evaluates how recently the site was updated. Coverage assesses the depth/breadth of information provided. Students are advised to apply these criteria to critically analyze a website's value before using it for research. Considering the criteria together provides a holistic evaluation of a website's reliability and usefulness.
Evaluating internet sources
The document discusses how to evaluate information sources for reliability. It introduces CARRDS, a tool for evaluating credibility, accuracy, reliability, relevance, date, source, and scope/purpose of information. Questions are provided for each element of CARRDS to help determine if a source is trustworthy enough to be used. The document also discusses how to use domain suffixes to gauge the validity and potential bias of a source. Sources like .edu and .gov are generally reliable while .com may have built-in bias and .org could be biased towards the organization.
How Do I Identify Credible Sources for Research Papers?
This document provides guidance on how to identify credible sources when conducting research. It outlines 5 questions to consider: 1) Does the information seem too good to be true? 2) Who wrote the information and what are their credentials? 3) When was the information written and is it up to date? 4) Can the information be verified through other sources? 5) Does the tone or style of writing reflect credibility? Examples are given for each question to illustrate how to determine if a source is reliable based on the answers. The overall message is to carefully evaluate sources using these questions rather than relying on superficial factors like the design of a website.
Evaluating information sources graphic organizer checklist fall 2014 rust
This document provides a framework for evaluating information sources based on currency, relevance, authority, accuracy, and purpose. It includes criteria for assessing each category on a scale of 0 to 5, with 0 being the worst and 5 being the best. The purpose is to help students evaluate how helpful an information source may be during the research process by considering factors like timeliness, expertise of the author, reliability of content, and the intended goal of the information.
Website evaluation methods power point 2
This presentation discusses methods for evaluating websites for grades 6-8. It covers defining website evaluation, the importance of evaluation based on the lack of standards online, and the AASL standards that evaluation is based on, which focus on inquiry, critical thinking, and knowledge application. The presentation outlines evaluating websites based on 5 areas - authority, accuracy, objectivity, currency, and coverage - and providing students a form to assess those areas through relevant questions. It emphasizes the "ABCs" of always considering who, what, when, where, and why when evaluating websites.
5 Factors for Evaluating Websites
This document outlines 5 factors for evaluating websites: authority, currency, content/purpose, audience, and structure/workability. It discusses evaluating who is responsible for the site, how current the information is, what purpose and content the site has, who the intended audience is, and how easy the site is to use.
Carol jones evaluating web sites
There are five main criteria for evaluating whether a website is suitable for research: relevancy, authority, objectivity, currency, and suitability. A researcher should consider whether the information is on-topic, who authored it and their credentials, whether it is fact-based or opinionated, how up-to-date it is, and whether it is at an appropriate level for the intended audience and purpose. Researchers should critically evaluate websites using these standards and determine if higher-quality sources exist before citing a website in academic work.
Web page evaluation quick checklist
This document provides a quick checklist for evaluating web pages. It includes criteria for examining the URL, authority of the author, currency of information, quality/reliability of sources and content, navigation and layout, writing style, links, alternative formats, and overall purpose. The goal is to assess whether the information quality is comparable to journal articles or books so it can be used with confidence for academic purposes.
Website Evaluation For Learning For Life
This document provides guidance on how to evaluate websites as sources of information and introduces the "ABC" method for website evaluation. It teaches students that they must be "web detectives" to distinguish reliable sources from unreliable ones on the internet. It lists several criteria ("Author", "Bias", "Content", "Dates", "Editor") students should consider when assessing websites for a school assignment on creating anti-smoking ads. Several potential source websites on smoking are provided as examples to evaluate.
Evaluating Websites For Learners
The document discusses the importance of evaluating websites for learners and provides criteria and tools that teachers can use to evaluate websites. It notes that with the amount of information on the web, evaluating websites is important to find credible sources and prevent learners from accessing inappropriate content. It then provides detailed criteria for teachers to use to evaluate websites, including evaluating the authority, content, and design of websites. Lastly, it discusses alternatives to evaluating websites like using specialized search engines designed for kids and creating a customized search engine.
Website Evaluation1
This document provides guidance on how to evaluate the quality and reliability of information found on websites. It outlines several key factors to consider: accuracy, authority, objectivity, currency, and functionality. For accuracy, you should check for errors, contact information, and citations. For authority, consider the author's credentials and the top-level domain. For objectivity, determine if the site has a clear purpose or bias. Currency involves checking for recent updates. Functionality means evaluating how easy the site is to navigate. Government, education, and nonprofit domains are generally more trustworthy than commercial sites.
Good information
This document provides guidelines for evaluating the reliability of information sources. It discusses asking questions about the relevance, timeliness, accuracy, and credentials of authors and publishers of research, websites, newspapers/periodicals, and books. Key questions include considering the purpose and date of information as well as whether multiple people contributed. Websites ending in .edu, .org, or .gov are generally more trustworthy than personal .com or .net sites run by individuals.
Website Evaluation Lesson
A website evaluation lesson for an elementary classroom, prepared for an Instructional Technology university course.
Evaluating Web Sources For Research
This document provides guidance for evaluating web sources for research by beginning MBA students. It outlines criteria for evaluating sources, including authority, accuracy, content, currency, and objectivity. For each criterion, it poses questions to consider and provides techniques for evaluating the source based on that criterion, such as looking for information about authors and publishers to judge authority, consulting additional sources to verify claims and check for errors when evaluating accuracy, and examining links and references for signs of bias or an agenda when analyzing objectivity. The document encourages using these criteria and techniques to make sense of excessive online information and develop critical thinking skills.
CRAAP Test Slidshow
This document evaluates a website about Martin Luther King Jr. using the CRAAP test. It finds that the website lacks currency as it has not been updated, has questionable relevance as the information seems elementary and biased, has no credible authority as there is no information about the publisher and biased authors, has inaccurate accuracy as the authors and sources cannot be verified, and has a clear purpose of propaganda to portray Martin Luther King Jr. in a negative light through biased opinions.
3.11 a
SpringBoard7 language arts lesson on the motif of "seeing" as it demonstrated in the novel Tangerine.
More Related Content
What's hot
Evaluating internet sites with info on how search engines work
This document provides guidance on evaluating internet sites for research purposes. It emphasizes checking a site for authority, objectivity/bias, content and accuracy, and currency. Key factors include examining the author's credentials, potential agenda, sourcing and documentation of information, and date of publication. Students should use authoritative sources like online encyclopedias whenever possible rather than potentially unreliable or biased personal websites.
Web evaluation presentation
This document provides guidance on how to evaluate the credibility of websites and online information. It introduces the CARS method of evaluating credibility, accuracy, reasonableness, and support. It then discusses the "5 W's and 1 H" questions to consider: who authored the information, what type of information is provided, when was the site created, where is the information sourced from based on the URL, why was the site created, and how is the site organized. Evaluating websites based on these questions can help determine whether the information is trustworthy.
Evaluating websites
This document provides guidance on evaluating online information sources and websites. It discusses evaluating electronic information for accuracy, relevance, appropriateness, comprehensiveness, and bias. It also discusses evaluating new information resources and technological innovations based on their appropriateness for specific tasks. Key factors for evaluating websites discussed include considering who authored the site, what the purpose and potential biases are, when it was created and last updated, where the information comes from, and why the information would be useful. A checklist of "5 W" questions is provided to systematically evaluate websites.
C.A.R.S. Method for Evaluating Internet Validity
The document outlines the C.A.R.S. method for evaluating website credibility. C.A.R.S. stands for Credibility, Accuracy, Reasonableness, and Support. For each category, the document provides goals and questions to consider to determine a website's credibility. Credibility focuses on the author's expertise, Accuracy examines how current and consistent the information is, Reasonableness looks at potential biases, and Support analyzes whether sources can be verified.
Website evaluation
This document provides guidance on evaluating websites for research purposes. It outlines 5 key things to check on a website: currency, authority, accuracy, relevance, and point of view. For each category, it describes characteristics of both good and bad websites. For example, for authority it notes good websites list author credentials and have reputable domain names, while bad websites do not provide author information or have questionable domain names. The document aims to help students critically evaluate websites and determine their reliability and usefulness for research.
Evaluating Internet Sources
This document provides guidance on evaluating online sources for research. It instructs the reader to assess sources by considering how they were found, credentials, currency, objectivity, bias, and advertising. It differentiates between subjective and objective sources and emphasizes constructing a complete picture by considering multiple sources as pieces of a puzzle. Useful references for learning to evaluate sources are also provided.
Website Evaluation
This document provides guidance on evaluating websites for research purposes. It outlines five criteria to consider: authority, accuracy, objectivity, currency, and coverage. Authority refers to the credentials of the author/sponsor. Accuracy checks for factual errors or inconsistencies. Objectivity considers the balance/bias of perspectives presented. Currency evaluates how recently the site was updated. Coverage assesses the depth/breadth of information provided. Students are advised to apply these criteria to critically analyze a website's value before using it for research. Considering the criteria together provides a holistic evaluation of a website's reliability and usefulness.
Evaluating internet sources
The document discusses how to evaluate information sources for reliability. It introduces CARRDS, a tool for evaluating credibility, accuracy, reliability, relevance, date, source, and scope/purpose of information. Questions are provided for each element of CARRDS to help determine if a source is trustworthy enough to be used. The document also discusses how to use domain suffixes to gauge the validity and potential bias of a source. Sources like .edu and .gov are generally reliable while .com may have built-in bias and .org could be biased towards the organization.
How Do I Identify Credible Sources for Research Papers?
This document provides guidance on how to identify credible sources when conducting research. It outlines 5 questions to consider: 1) Does the information seem too good to be true? 2) Who wrote the information and what are their credentials? 3) When was the information written and is it up to date? 4) Can the information be verified through other sources? 5) Does the tone or style of writing reflect credibility? Examples are given for each question to illustrate how to determine if a source is reliable based on the answers. The overall message is to carefully evaluate sources using these questions rather than relying on superficial factors like the design of a website.
Evaluating information sources graphic organizer checklist fall 2014 rust
This document provides a framework for evaluating information sources based on currency, relevance, authority, accuracy, and purpose. It includes criteria for assessing each category on a scale of 0 to 5, with 0 being the worst and 5 being the best. The purpose is to help students evaluate how helpful an information source may be during the research process by considering factors like timeliness, expertise of the author, reliability of content, and the intended goal of the information.
Website evaluation methods power point 2
This presentation discusses methods for evaluating websites for grades 6-8. It covers defining website evaluation, the importance of evaluation based on the lack of standards online, and the AASL standards that evaluation is based on, which focus on inquiry, critical thinking, and knowledge application. The presentation outlines evaluating websites based on 5 areas - authority, accuracy, objectivity, currency, and coverage - and providing students a form to assess those areas through relevant questions. It emphasizes the "ABCs" of always considering who, what, when, where, and why when evaluating websites.
5 Factors for Evaluating Websites
This document outlines 5 factors for evaluating websites: authority, currency, content/purpose, audience, and structure/workability. It discusses evaluating who is responsible for the site, how current the information is, what purpose and content the site has, who the intended audience is, and how easy the site is to use.
Carol jones evaluating web sites
There are five main criteria for evaluating whether a website is suitable for research: relevancy, authority, objectivity, currency, and suitability. A researcher should consider whether the information is on-topic, who authored it and their credentials, whether it is fact-based or opinionated, how up-to-date it is, and whether it is at an appropriate level for the intended audience and purpose. Researchers should critically evaluate websites using these standards and determine if higher-quality sources exist before citing a website in academic work.
Web page evaluation quick checklist
This document provides a quick checklist for evaluating web pages. It includes criteria for examining the URL, authority of the author, currency of information, quality/reliability of sources and content, navigation and layout, writing style, links, alternative formats, and overall purpose. The goal is to assess whether the information quality is comparable to journal articles or books so it can be used with confidence for academic purposes.
Website Evaluation For Learning For Life
This document provides guidance on how to evaluate websites as sources of information and introduces the "ABC" method for website evaluation. It teaches students that they must be "web detectives" to distinguish reliable sources from unreliable ones on the internet. It lists several criteria ("Author", "Bias", "Content", "Dates", "Editor") students should consider when assessing websites for a school assignment on creating anti-smoking ads. Several potential source websites on smoking are provided as examples to evaluate.
Evaluating Websites For Learners
The document discusses the importance of evaluating websites for learners and provides criteria and tools that teachers can use to evaluate websites. It notes that with the amount of information on the web, evaluating websites is important to find credible sources and prevent learners from accessing inappropriate content. It then provides detailed criteria for teachers to use to evaluate websites, including evaluating the authority, content, and design of websites. Lastly, it discusses alternatives to evaluating websites like using specialized search engines designed for kids and creating a customized search engine.
Website Evaluation1
This document provides guidance on how to evaluate the quality and reliability of information found on websites. It outlines several key factors to consider: accuracy, authority, objectivity, currency, and functionality. For accuracy, you should check for errors, contact information, and citations. For authority, consider the author's credentials and the top-level domain. For objectivity, determine if the site has a clear purpose or bias. Currency involves checking for recent updates. Functionality means evaluating how easy the site is to navigate. Government, education, and nonprofit domains are generally more trustworthy than commercial sites.
Good information
This document provides guidelines for evaluating the reliability of information sources. It discusses asking questions about the relevance, timeliness, accuracy, and credentials of authors and publishers of research, websites, newspapers/periodicals, and books. Key questions include considering the purpose and date of information as well as whether multiple people contributed. Websites ending in .edu, .org, or .gov are generally more trustworthy than personal .com or .net sites run by individuals.
Website Evaluation Lesson
A website evaluation lesson for an elementary classroom, prepared for an Instructional Technology university course.
Evaluating Web Sources For Research
This document provides guidance for evaluating web sources for research by beginning MBA students. It outlines criteria for evaluating sources, including authority, accuracy, content, currency, and objectivity. For each criterion, it poses questions to consider and provides techniques for evaluating the source based on that criterion, such as looking for information about authors and publishers to judge authority, consulting additional sources to verify claims and check for errors when evaluating accuracy, and examining links and references for signs of bias or an agenda when analyzing objectivity. The document encourages using these criteria and techniques to make sense of excessive online information and develop critical thinking skills.
What's hot (20)
Evaluating internet sites with info on how search engines work
Evaluating internet sites with info on how search engines work
How Do I Identify Credible Sources for Research Papers?
How Do I Identify Credible Sources for Research Papers?
Evaluating information sources graphic organizer checklist fall 2014 rust
Evaluating information sources graphic organizer checklist fall 2014 rust
Viewers also liked
CRAAP Test Slidshow
This document evaluates a website about Martin Luther King Jr. using the CRAAP test. It finds that the website lacks currency as it has not been updated, has questionable relevance as the information seems elementary and biased, has no credible authority as there is no information about the publisher and biased authors, has inaccurate accuracy as the authors and sources cannot be verified, and has a clear purpose of propaganda to portray Martin Luther King Jr. in a negative light through biased opinions.
3.11 a
SpringBoard7 language arts lesson on the motif of "seeing" as it demonstrated in the novel Tangerine.
2.6 a
The document evaluates two potential sources for credibility on the topic of responsible marketing to children. The first source is from the Mars company website and discusses their policies around responsibly marketing candy and food brands to children. The second source is a statement from a commissioner at the Federal Communications Commission regarding protecting children from excessive television advertisements. The FCC statement provides more credibility as it is from a regulatory body and discusses congressional obligations to protect children, while the Mars source discusses their own internal policies from the perspective of the company. The FCC source would be considered more credible for research on this topic.
RESPIRATORY DISORDERS
The document discusses upper respiratory tract disorders such as rhinitis and sinusitis. It defines rhinitis as inflammation of the nasal mucosa which can be caused by allergies, infections, or irritants. The pathophysiology of allergic rhinitis involves IgE antibodies binding to mast cells and triggering an inflammatory response. Sinusitis occurs when sinus openings are blocked, allowing bacteria to grow. Common symptoms include facial pain and pressure, nasal congestion, and headache. Medical management of sinusitis focuses on antibiotics to treat the infection and relieve symptoms.
Nursing Care Plan Guide
The nursing care plan guide outlines the process of assessing, planning, and evaluating a patient's care. It involves collecting data through a holistic assessment, identifying nursing diagnoses and expected outcomes, planning independent, dependent, and collaborative interventions with rationales, and evaluating the outcomes of the nursing interventions. The assessment considers both subjective data reported by the patient and objective data that can be observed or measured. The plan establishes goals for improving the patient's condition and addresses their needs through various nursing actions. The evaluation assesses the patient's response to the care provided.
Upper respiratory disorders and nursing mangement
This document discusses nursing management of various respiratory disorders. It provides an overview of nursing assessment including history and physical assessment. It then discusses the etiology, pathophysiology, clinical manifestations, diagnosis and treatment of many respiratory conditions including upper respiratory tract infections, bronchitis, asthma, emphysema, pneumonia and others. It also reviews anatomy and physiology of the respiratory system and describes common diagnostic tests used to evaluate respiratory disorders.
Allergic rhinitis
This document provides information on allergic rhinitis (AR), including its pathophysiology, classification, clinical presentation, diagnosis, and management. Some key points:
- AR results from an IgE-mediated inflammatory response in the nasal mucosa triggered by allergens. It causes symptoms like sneezing, rhinorrhea, and nasal congestion.
- It affects 10-20% of the population and is classified based on duration (intermittent vs persistent) and severity (mild, moderate, severe).
- A family history of allergies or asthma increases risk. Patients often have concurrent conditions like asthma, conjunctivitis.
- Treatment involves avoidance of triggers,
Allergic rhinitis
Allergic rhinitis is an inflammation of the nasal mucosa caused by an allergen that affects 10-25% of the population. It is commonly caused by airborne allergens like dust, pollen, mold, animal dander and smoke. Symptoms include sneezing, runny nose, itchy eyes and throat. Treatment involves avoidance of allergens, antihistamines, decongestants, intranasal corticosteroids and immunotherapy. Nursing care focuses on education, monitoring for symptoms and side effects of treatment, and ensuring patient comfort.
Allergic rhinitis - presentation
brief summary of Allergic rhinitis and its management
images on slideshow obtained from google search
Allergic rhinitis
1. Allergic rhinitis (AR) is a major chronic respiratory disease affecting 10-20% of the population globally. It is characterized by symptoms of sneezing, rhinorrhea, nasal obstruction and pruritis induced by an IgE-mediated response to allergens.
2. Management of AR involves environmental control measures, pharmacotherapy including oral or intranasal antihistamines, intranasal corticosteroids, leukotriene receptor antagonists and immunotherapy. The treatment approach is stepped up based on disease severity.
3. AR is associated with comorbidities like asthma, conjunctivitis and sinusitis. It is important to evaluate patients with persistent AR for asthma
Sinusitis
The document discusses sinusitis, or inflammation of the paranasal sinuses. It describes the anatomy and development of the four pairs of paranasal sinuses. Sinusitis is usually caused by a viral or bacterial infection following rhinitis. Symptoms include nasal congestion, facial pain, and headache. Treatment involves antibiotics, pain medication, saline irrigation and follow up to monitor for complications or lack of improvement.
Nursing care plans
The document provides information about various eye, throat, and immune system problems, as well as musculoskeletal problems. For each system, specific disorders are enumerated and described. One problem from each system is then selected and a nursing care plan is provided using the nursing diagnosis, objectives of care, nursing interventions, and rationale format. The care plan example provided is for a patient with glaucoma involving the eyes, pharyngitis involving the throat, lupus erythematosus involving the immune system, and a herniated disk involving the musculoskeletal system.
Nursing care plan ppt final draft
The document provides information and guidance to nursing students on how to write a care plan, including defining the different components such as nursing diagnosis, goals, interventions, and evaluation. It explains each section in detail and provides examples. Resources are also included to help students understand and complete their care plan assignments.
Viewers also liked (13)
Similar to Evaluating sources
Annotated bibliography worksheet
This document provides a worksheet for evaluating information sources using the CRAAP test. The CRAAP test evaluates the currency, relevance, authority, accuracy, and purpose of a source. For each category, the document lists several questions for students to consider in order to rate the source and determine its reliability. The worksheet guides students to add up their ratings in each category to assess whether a source is excellent, good, borderline, or poor. It aims to help students thoughtfully evaluate sources and avoid using those that may be unreliable for a research assignment.
Evaluating information!
The document discusses the CRAAP test, a method for evaluating information found during research. The CRAAP test involves asking questions about the Currency, Relevance, Authority, Accuracy, and Purpose of a source. It helps determine whether a source is reliable and worthwhile to use. Some criteria may be more important than others depending on how the information will be used. Questions address the timeliness, importance, author credentials, reliability, and intended purpose of the information. The CRAAP test is a tool for critically evaluating sources before determining if they should be included in research.
CRAAP Test
The document introduces the CRAAP test, which is a list of questions to help evaluate information found during searches. The CRAAP test criteria includes currency, relevance, authority, accuracy, and purpose. Different criteria may be more important depending on the situation or need. The document then lists questions for each criteria to help determine the quality and reliability of information.
Eval websites
The document introduces the CRAAP test, which is a list of questions to help evaluate information found during searches. The CRAAP test criteria includes currency, relevance, authority, accuracy, and purpose. Different criteria may be more important depending on the situation or need. The document then lists questions for each criteria to help determine the quality and reliability of information.
Craap test chico
The CRAAP Test is a tool to help evaluate the quality and reliability of information found through research. It consists of five evaluation criteria: Currency, Relevance, Authority, Accuracy, and Purpose. For each criteria, there are questions provided to analyze different aspects of the information source. For example, for Authority the questions consider who authored the content and their credentials, and for Accuracy it examines where the information comes from and whether evidence is cited. Applying the CRAAP Test criteria can help determine whether a source is trustworthy and suitable to use for research needs.
CRAAP.docx
This document outlines the CRAPP test for evaluating information sources. The CRAPP test evaluates the Currency, Relevance, Authority, Accuracy, and Purpose of a source. It provides questions to consider under each element, such as the date of publication, intended audience, author's credentials, evidence supporting the content, purpose of the information, and potential biases. The goal of the CRAPP test is to help determine whether a source is reliable and appropriate for research needs.
CRAAP Test Rumble Signage and Information Sources
The article discusses how honeybees are in trouble and describes efforts to help them. It notes that honeybee populations have been declining due to various factors, including pesticides, parasites, and lack of food. Some steps being taken to address this include planting bee-friendly flowers, reducing pesticide use, and improving bee habitat. The article provides examples of how children and communities are helping bees by creating gardens with plants that provide food for bees and shelter. It emphasizes the importance of honeybees as they are crucial for pollinating many food crops.
5. Evaluating Websites
This document outlines the CRAAP test for evaluating websites, which considers currency, relevance, authority, accuracy, and purpose. It describes each component of the test, asking questions about the timeliness of information, intended audience, author's credentials, evidence supporting claims, purpose of site, and point of view. The document encourages applying this process and common sense to determine if a website is suitable for research.
CRAAPR_GLA Presentation Draft_June2022.pptx
Common source evaluation tools, such as PATS and CRAAP, help students assess sources of information based on considerations specific to the source itself, such as purpose, authority, timeliness/currency, scope/relevance, and accuracy. What these tools do not consider is the source’s appropriateness within different rhetorical situations. By teaching students to consider a source’s potential appropriateness within different rhetorical contexts (in an opinion paper vs. a research paper, or as a primary vs. a secondary source) we provide students a framework for more meaningful source evaluation and a means by which to articulate how, why, and when sources are used.
CoSMiC_scholars
This document outlines a library instruction session on research skills. It discusses the purpose of the library, introduces keywords and how to refine topics, explores pre-searching online and evaluating websites using CRAP (currency, reliability, authority, purpose/point of view). The presentation encourages students to practice finding books, articles, and other resources in the library for their courses. Contact information is provided for the librarian presenting.
CREDIBLE SOURCES OF INFORMATION.pptx
This document discusses how to evaluate the credibility of information sources. It outlines several principles for verifying sources, including verification, objectivity, and transparency. When evaluating sources, one should consider the purpose, accuracy, authority, relevance, and currency of the information using the PAARC method. Wikipedia can contain biases and errors, so it's best to cite sources it links to rather than Wikipedia itself. The document also discusses types of websites based on their top-level domains and warns about misinformation and predatory sources. It emphasizes scrutinizing sources, corroborating information, and properly acknowledging sources to avoid plagiarism.
Evaluating sources for credibility
This document provides guidance on evaluating the credibility of sources for research. It defines key terms like research, source credibility, and validity. It then lists questions under five categories - who, what, when, where, why - to consider when assessing a source. These include examining the author's credentials, biases, purpose, evidence of updates, and relevance to the research task. The document concludes with warning signs of less credible sources like outdated information, errors, or ads/charges.
Testing your knowledge about craap
The CRAAP test is a list of questions to help evaluate information found. It stands for Currency, Relevance, Authority, Accuracy, and Purpose. The document then defines each element of the CRAAP test and provides questions to consider for each to determine the quality and reliability of a source. It was created by the Meriam Library at Chico State and the questions are meant to help determine if a source is current, significant to your topic, from a qualified author, truthful/correct, and unbiased.
Medieval Europe Research Skills yr 8 Slideshare
This Research Skills presentation was created for Year 8 Humanities students at the Princes Hill Secondary College, by Jennifer Window, Library Manager. Topics covered include the Research Process, Information Literacy, Search using keywords and subject terms, Website evaluation, and referencing.
Ron E. Lewis Library Thinking Critically about Web I.docx
This document provides guidance on using the CRAAP test to evaluate information found on the web. The CRAAP test consists of 5 criteria to score sources on a scale of 0 to 3: Currency, Relevance, Authority, Accuracy, and Purpose. For each criteria, descriptions are given for scoring a 0, 1, 2, or 3 to determine if a source is very questionable, OK for information but don't cite, good to use and cite, or excellent to use and cite. Applying this test helps determine if a web source is credible and reliable or just opinions without evidence.
Evaluating sources
This document discusses how to evaluate the quality of information sources. It notes that library sources are more restricted in publication, fact-checked, edited, revised, and peer reviewed compared to most web sources. It then presents the CRAAP test for evaluating information, which consists of checking that information is Current, Relevant, has Authority behind it, is Accurate, and has a clear Purpose without bias. Following these criteria helps ensure high-quality information is being used.
Please follow these steps1. Choose a topic from the subject lis.docx
Please follow these steps:
1. Choose a topic from the subject list
2. Research four (4) sites dealing with the same topic you have selected. (Do not use Wikipedia, About.com, or Google as final source sites)
3. Write a brief critical evaluation report on each of the four sites you have visited. (Please include hyperlink connections to the four sites.)
4. Your evaluation must have a title page listing the topic, your name and the name of the instructor, the course title and section number, and the date.
5. Your paper must be in Word format ( doc. or docx.) or a Rich Text Format (.rtf) format (if using a different word processing program). The total report should be type-written, double-spaced, and 600 - 800 words in length. Papers are expected to demonstrate quality collegiate writing.
Submit your paper in the Web Evalution Drop Box. Check the When Assignments are Due page for due date.
Web Site Evaluation Criteria
· Authority--
· Does the resource have some reputable organization or expert behind it?
· Does the author have standing in the field? How do you know?
· Content
· What aspects of the subject are covered (breadth)?
· What is the level of detail provided about the subject (depth)?
· Is the information fact or opinion?
· Does the site contain original information or simply links?
· Accuracy
· Is the information in the resource accurate?
· How do you know?
· Currency
· Is the resource updated or static?
· Objectivity
· How biased is the site?
· Does it carry balanced information based on objective research or does it convey propaganda and subjective opinions?
Suggested Topics for WEB Project
1. Climate Change
2. Space Exploration
3. Biotechnology / Medical Innovations
4. Nanotechnology
5. Communication Technologies / Social Media
6. Alternative Energy Sources
7. Artificial Intelligence / Robotics
8. Green Jobs of the (not so distant)Future
9. Have you seen it?? (Latest Innovations)
10. Women Inventors & Scientists
11. Reuse,Repurpose,Recycle
12. Security,Surveillence, and Drones
Is the Web a good research tool? This question is dependent on the researcher's objective. As in traditional print resources, one must use a method of critical analysis to determine its value. Here is a checklist for evaluating web resources to help in that determination.
Authority:
Is the information reliable?
Check the author's credentials and affiliation. Is the author an expert in the field?
Does the resource have a reputable organization or expert behind it?
Are the sources of information stated? Can you verify the information?
Can the author be contacted for clarification?
Check for organizational or author biases.
Scope:
Is the material at this site useful, unique, accurate or is it derivative, repetitious, or doubtful?
Is the information available in other formats?
Is the purpose of the resource clearly stated? Does it fulfill its purpose?
What items are included in the resource? What subject area, time period, formats or types of material .
Crap.show
This document provides guidance on evaluating online sources using the CRAAP test, which stands for Currency, Relevance, Authority, Accuracy, and Purpose. It explains each component of the CRAAP test and prompts students to consider questions like the date the information was published, the author's credentials, whether the content is fact-based or opinion, and the overall goals and biases of the source. The document suggests applying this source evaluation method to a sample website as a class activity and encourages students to practice these skills when researching online.
English dissertation research skills
This document provides guidance on research skills for dissertation work, including how to develop effective search strategies using keywords and alternative terms, tips for searching library databases, and how to evaluate sources using the CRAAP test. It also gives an overview of the library resources available, such as books, ebooks, journal articles, and how to access materials from other libraries through interlibrary loan. Students are encouraged to contact the librarian with any questions about researching for their dissertation.
English dissertation research skills
This document provides guidance on research skills for dissertation work, including developing effective search strategies using keywords and alternative terms, tips for searching library databases, and evaluating sources using the CRAAP test to assess currency, relevance, authority, accuracy and purpose. It also gives an overview of the library resources available at the College including books, ejournals, and inter-library loans, as well as contact information for getting additional research help.
Similar to Evaluating sources (20)
Ron E. Lewis Library Thinking Critically about Web I.docx
Ron E. Lewis Library Thinking Critically about Web I.docx
Please follow these steps1. Choose a topic from the subject lis.docx
Please follow these steps1. Choose a topic from the subject lis.docx
More from Julie Anne Kent
Classroom Etiquette
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Checklist Evaluate ILSD Assignments
The document is a checklist for evaluating library information literacy skills development assignments. It is divided into three sections that assess requirements, research guidance, and support provided in assignment handouts. Each section lists criteria and asks evaluators to rate on a scale of 1 to 3 how well the assignment handout meets each criteria, with 1 being not well and 3 being very well. The criteria cover things like defining assignment parameters, required sources, citation style, grading rubric, research topic selection guidance, source evaluation, plagiarism prevention, and listing library, IT, and writing support resources.
Selecting and Evaluating Databases Sample Responses
This document provides a summary of search results from four different databases using the search terms "alternative fuels AND sustainability AND factors". For each database, it lists the total number of results, describes and cites the 18th/23rd item from Academic Search Complete/ABI/Inform, the 32nd item from PsycARTICLES, and the 12th item from Canadian Newsstand. It evaluates whether each database and item is appropriate for the topic.
Evaluating Books Exercise
This document provides instructions for evaluating the credibility of sources found in books. It lists 7 questions to consider when assessing a book's authority, affiliation, currency, audience, purpose, sources, and overall usefulness. The questions address the author's expertise, the publisher's bias, date of publication, intended reader, goal, citations, and whether the book remains relevant after closer inspection. Answering these questions allows one to perform a more thorough evaluation of a book source.
Marketing 281 Jan 2016 Lesson Plan
This lesson plan outlines an information literacy session for marketing students that will teach them skills for research, avoiding plagiarism, and using appropriate resources. The session includes an introduction and agenda, demonstrations of finding government documents and using the library databases and research guides, an in-class activity where students search for resources in groups, presentations by the groups to their peers, and a summary and discussion of attribution. The overall goals are for students to learn how to find relevant information for their assignments, maintain academic integrity, and understand the value of various information sources and formats.
Finding Images using Google Images
Step-by-step instructions on how to find the licensing filter for finding searching the Internet using Google Images.
Find company reports in EBSCO Business Source Complete
Created for an Organizational / Human Resource course (BBUS) at Thompson River's University, this guide is embedded into the research guide in support of student learning outcomes. http://libguides.tru.ca/BBUS3810.
Research Perfection
Information literacy instruction session delivered to first year students. Topics covered included APA ciation, Google syntax and search strategies, library catalogue searching, and database interface features and functionality.
Twitter: Professional Development and Instruction Tool: Faculty Handout
Twitter defined: a 140-character micro blog considered one of several Web 2.0 social networking tools, connecting people and information in real time. In an education or training context, Twitter is a powerful way for educators / instructors / trainers / researchers to publicize research, communicate with students, connect with broader learning or scholarly community, or alert “followers” to resources and events.
Twitter: Professional Development and Instruction
Presentation to faculty on the following points: social networking tools that allows people to share information
a real-time feed to like-minded individuals
in an education or training context could represent a powerful way for educators to publicize research, communicate with their students, be connected with a wider learning or scholarly community, or signpost “followers” to interesting resources, and news stories.
Evaluating websites
Not all sources on the Web are equally valuable or reliable. Individual sites are not screened or standardized in any way to determine if the information they provide is accurate or useful. Critically evaluating the information you find is central to successful academic research. Determining the credibility of information found on the Web is not always easy - think of the following criteria during evaluation. The World Wide Web offers a great wealth of information, as well as the opportunity for people to express themselves and exchange ideas. This makes it a potentially great place to accomplish research on many topics. But putting documents or pages on the Web is easy, cheap or free, unregulated and unmonitored. If you are using a Web-based source for a research paper, you will need to develop skills to evaluate the credibility and appropriateness of what you find. The following checklist presents questions to ask to help determine whether a Web page is a suitable resource for a research paper, or not. Don't expect to be able to answer all the questions, all the time, for all Web sites you look at. Rather, try to use the questions as a tool to help you look at Web pages critically.
Trends in Teaching and Learning: Enhancing Academic Library Services
Collaboration, Technologies, and Interactive instruction are foundational trends in the context of university teaching and learning. Each have functioned in isolation, often independently of another, as three separate silos.
1) Instructors collaborated to create curriculum.
2) Technologies are now ubiquitous with classroom instruction yet not always used to their maximum potentials
3) Instruction and learning are blended incorporating face-to-face class time with the expectation of participation in an online environment such as Moodle and Blackboard.
4) I believe that blended learning is heavily influenced by social / web 2.0 technologies engaging both instructors and students in new ways not only to the material covered but in the process of discovery which might be referred to as interactive engagement and include gaming. I believe blended learning is going to be the most changed trend in coming years.
Online LIbrary Challenges
The document discusses several challenges and opportunities related to online library access. It notes that instructors and students do not always understand how to access on-campus and off-campus resources. It also states that instructor use of instructional technologies is not keeping pace with student demand and that some library search tools could be more user-friendly. The document focuses on increasing online access to library content, resources, and services through areas like reference support, instruction, website design, and the convergence of technologies.
Interview questions reference liaison academic
This document lists 31 sample interview questions for academic library positions. The questions cover a range of topics including demonstrating initiative, preparing for interviews, managing projects and procedures, staying current in the field, balancing competing needs, dealing with workplace issues, teaching experience, challenges of the position, required skills, project management, relevant qualifications, trends in academic libraries, goal setting, meeting research needs with limited budgets, research interests, contributions to the field, blended and reference roles, reasons for interest in the position, strengths and weaknesses, managing projects, complaints, handling stress, recent risks taken, needed support, teamwork experience, resolving conflicts, handling complaints, and involvement in professional organizations.
Library Instruction Session Outline Example
Designing one-time short library / information literacy instruction is challenging. This example present a structure and resources used to instruct a first year university class in visual community.
Comparison Chart: Prezi & PowerPoint
Prezi and PowerPoint both allow users to create presentations, but have key differences. Prezi uses a single dashboard interface that is easier to use and has a shallow learning curve. It allows for zooming between ideas and nonlinear presentations. However, inserting media can be problematic and it lacks spellchecking. PowerPoint has a steeper learning curve due to its multiple tabs and ribbons but allows for linear presentations and easy insertion of media. Both have advantages, as Prezi produces clean presentations while PowerPoint provides more options for media, saving, and printing.
Annotated Bibliography: Handout in support of learning outcomes
The document provides guidance on creating an annotated bibliography. It defines key terms like annotation and bibliography and explains the purpose and types of annotations. It also outlines the process of creating an annotated bibliography, including conducting research, evaluating sources, and writing annotations in a brief descriptive and critical format. A checklist is included that covers preparing, evaluating and relating sources on various criteria to write a comprehensive annotated bibliography.
Biology Library Instruction Handout: September 2010
This document provides information on finding research articles for biology topics. It lists several article databases that can be used, such as Biological & Agricultural Index and ProQuest Science Journals. It also notes that some journal articles are available freely online from sources like the Journal of Cell Biology. Tips are provided on using effective search terms that include scientific terminology and combining terms. Several biology journals that can be accessed through the library are listed. Finally, the CRAAP test is described as a method to evaluate the reliability and credibility of websites and online information.
Library Instruction: PowerPoint (Turning Point Technologies)
PowerPoint presentation polling with Turning Point Technologies clickers. Pre-session, pre-testing.
Running Head: APA Citation Style, Microsoft Word
The document provides instructions for creating a running head in Microsoft Word 2007 in 4 steps: 1) Insert a page number in the top left header, 2) Type an abbreviated title in all caps to the left of the number, 3) Align the number to the right using the alignment tool, and 4) Make the first page header different by editing the first page header and selecting "Different First Page."
More from Julie Anne Kent (20)
Selecting and Evaluating Databases Sample Responses
Selecting and Evaluating Databases Sample Responses
Find company reports in EBSCO Business Source Complete
Find company reports in EBSCO Business Source Complete
Twitter: Professional Development and Instruction Tool: Faculty Handout
Twitter: Professional Development and Instruction Tool: Faculty Handout
Trends in Teaching and Learning: Enhancing Academic Library Services
Trends in Teaching and Learning: Enhancing Academic Library Services
Annotated Bibliography: Handout in support of learning outcomes
Annotated Bibliography: Handout in support of learning outcomes
Biology Library Instruction Handout: September 2010
Biology Library Instruction Handout: September 2010
Library Instruction: PowerPoint (Turning Point Technologies)
Library Instruction: PowerPoint (Turning Point Technologies)
Recently uploaded
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneHow to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Evaluating sources
- 1. THE CRAAP TEST EVALUATING SOURCES- PRINT& WEB Currency: The timeliness of the information When was the information published or posted? C Is the information current enough for your topic, or is it out-of-date? Are the links functional? When has the information been last reviewed / revised? Relevance: The importance of the information for your needs Is the information at an appropriate level (i.e. not too elementary or too R advanced for your needs)? How comprehensive or in-depth is the discussion of the topic? Has Canadian perspective or content been provided? Authority: The source of the information Have the author’s credentials or organizational affiliations been identified? Who is the owner / sponsor of the Website? What are their credentials? Is there contact information provided, such as an email address or mailing A address? What are the author's qualifications to write on the topic? Does the URL reveal anything about the author or source? examples: .com, .edu, .org, .net, .ca, .gc.ca, .gov.ab.ca Accuracy: The reliability and correctness of the informational content Have the author’s sources been clearly cited so that you can easily find (and check) them? A Is the information available in other resources (e.g. encyclopaedias, scholarly journals, etc.), so it can be double-checked? Does the language or tone seem unbiased and free of emotion? Are there spelling, grammar, or other typographical errors? Purpose: The reason the information exists What is the purpose of the information? to inform? teach? sell? entertain? persuade? P Do the authors/sponsors make their intentions or purpose clear? Is advertising content clearly labelled? Does the point of view appear objective, unbiased and impartial? Adapted from: The University of the Fraser Valley (2009).Evaluating information: The CRAAP test. Retrieved from http://www.ufv.ca/library/tutorials/craaptest.htm 1 | Updated 09/19/12 - JAK