The document discusses a project testing a point-of-use survey tool to gather feedback on specific library resources from their users. It describes how the tool was developed by three people over multiple iterations, presenting a survey to users accessing journal titles from Elsevier and JSTOR. The document outlines the survey experience from the user perspective, including how the survey pops up after a user selects a citation, gets their consent, and asks questions to collect both quantitative and qualitative feedback. Feedback from testing the survey tool on different journal lists will help the library better understand how collections are used and advocate for their value to stakeholders.
This review is negative (-) based on the following clues:
- The critique mentions it presents a "cool idea" in a "very bad package"
- It says "these folks just didn't snag this one correctly" implying they failed to execute the concept well
- It directly asks "what are the problems with the movie?" suggesting there are significant issues
- The rest of the critique goes on to list specific problems with the movie's execution
The tone is one of disappointment in a missed opportunity rather than praise for a job well done. Words like "bad", "didn't snag correctly" and the focus on problems indicate negative sentiment toward the film.
The document discusses alternative teaching methods that use low-tech approaches, humor, and cognitive disruption to engage students, including using humor, cognitive disruption techniques like pausing or challenging expectations, and ensuring lessons are memorable, relevant, and personal by incorporating multiple methods of instruction and opportunities for reflection.
Wla 2016 Alternative Teaching Opportunities through Low Tech, Humor, and Cogn...Rick Stoddart
Libraries are often challenged to engage patrons to learn about library services and programs. This hands-on session will showcase low-tech methods that enhance learning through the use of audience participation, humor and cognitive disruption. These techniques are fun and make learning memorable for patrons. Are you tired of the traditional, boring introduction spiel you give about your library? Come learn how to spice it up with verve and vigor!
Speaker(s): Robert Perret, Reference/Instruction Librarian, University of Idaho Rick Stoddart, Head of User and Research Services, University of Idaho Diane Prorak, Instruction Coordinator, University of Idaho
BECKOM Aerial Mapping, Inc. provides professional aerial mapping services for a variety of applications including landfill development and management, flood and drainage studies, as-built surveys, site plans, airport obstruction studies, utility mapping, land use and development, dam breach impact studies, and roadway corridor studies. The company has been in business since 1991 and is located in Newnan, Georgia.
The Dalai Lama offers life advice focused on respect, responsibility, relationships, personal growth, and living with purpose. Some of the key advice includes following the three R's of respecting oneself and others while taking responsibility for actions, not letting disputes damage important relationships, and sharing knowledge to benefit others.
The document introduces several popular Filipino foods including pancit (noodles with vegetables and meat), chicken tocino (chicken marinated in sweet red sauce), adobo (chicken or pork marinated in soy sauce, vinegar, and spices), lumpia (vegetable and meat spring rolls), and dinuguan (beef or pork stewed in vinegar, coconut milk, and blood). For dessert, it mentions cassava cake, suman (sweet rice wrapped in banana leaves), puto (steamed rice cake), and biko (sticky rice baked in coconut milk).
BECKOM Aerial Mapping, Inc. provides professional aerial mapping services for a variety of applications including landfill development and management, flood and drainage studies, as-built surveys, site plans, airport obstruction studies, utility mapping, land use and development, dam breach impact studies, and roadway corridor studies. The company has been in business since 1991 and is located in Newnan, Georgia.
This review is negative (-) based on the following clues:
- The critique mentions it presents a "cool idea" in a "very bad package"
- It says "these folks just didn't snag this one correctly" implying they failed to execute the concept well
- It directly asks "what are the problems with the movie?" suggesting there are significant issues
- The rest of the critique goes on to list specific problems with the movie's execution
The tone is one of disappointment in a missed opportunity rather than praise for a job well done. Words like "bad", "didn't snag correctly" and the focus on problems indicate negative sentiment toward the film.
The document discusses alternative teaching methods that use low-tech approaches, humor, and cognitive disruption to engage students, including using humor, cognitive disruption techniques like pausing or challenging expectations, and ensuring lessons are memorable, relevant, and personal by incorporating multiple methods of instruction and opportunities for reflection.
Wla 2016 Alternative Teaching Opportunities through Low Tech, Humor, and Cogn...Rick Stoddart
Libraries are often challenged to engage patrons to learn about library services and programs. This hands-on session will showcase low-tech methods that enhance learning through the use of audience participation, humor and cognitive disruption. These techniques are fun and make learning memorable for patrons. Are you tired of the traditional, boring introduction spiel you give about your library? Come learn how to spice it up with verve and vigor!
Speaker(s): Robert Perret, Reference/Instruction Librarian, University of Idaho Rick Stoddart, Head of User and Research Services, University of Idaho Diane Prorak, Instruction Coordinator, University of Idaho
BECKOM Aerial Mapping, Inc. provides professional aerial mapping services for a variety of applications including landfill development and management, flood and drainage studies, as-built surveys, site plans, airport obstruction studies, utility mapping, land use and development, dam breach impact studies, and roadway corridor studies. The company has been in business since 1991 and is located in Newnan, Georgia.
The Dalai Lama offers life advice focused on respect, responsibility, relationships, personal growth, and living with purpose. Some of the key advice includes following the three R's of respecting oneself and others while taking responsibility for actions, not letting disputes damage important relationships, and sharing knowledge to benefit others.
The document introduces several popular Filipino foods including pancit (noodles with vegetables and meat), chicken tocino (chicken marinated in sweet red sauce), adobo (chicken or pork marinated in soy sauce, vinegar, and spices), lumpia (vegetable and meat spring rolls), and dinuguan (beef or pork stewed in vinegar, coconut milk, and blood). For dessert, it mentions cassava cake, suman (sweet rice wrapped in banana leaves), puto (steamed rice cake), and biko (sticky rice baked in coconut milk).
BECKOM Aerial Mapping, Inc. provides professional aerial mapping services for a variety of applications including landfill development and management, flood and drainage studies, as-built surveys, site plans, airport obstruction studies, utility mapping, land use and development, dam breach impact studies, and roadway corridor studies. The company has been in business since 1991 and is located in Newnan, Georgia.
The document discusses a QuickBooks challenge of transforming financial data from one format to another within certain criteria, including 100% accuracy, reasonable time, allowing for updates, and using downloads and links. It provides contact information for Bill Sims, a CPA who can help with the QuickBooks challenge as well as finance, operations, sales, strategic planning, operations excellence, and customer/vendor management.
Thoughts on the "Middle Class" Digital DivideRick Stoddart
This document discusses the digital divide, particularly as it relates to middle class Americans. It notes that while smartphone and e-reader ownership is over 40% for all U.S. adults, ownership varies significantly depending on factors like income, education level, and age. For example, only 8% of low-income households own e-readers. However, 81% of college students own smartphones. The document argues that while many middle class Americans own digital devices, true digital empowerment and literacy requires not just ownership but knowing how to use the technology effectively. It suggests libraries can help address this "hidden gap" through workshops and programs that help patrons develop digital skills.
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
This document summarizes a presentation on injecting feedback surveys into electronic resources at point of use. It discusses testing pop-up surveys before articles to understand how collections connect to learning and productivity. Surveys of an Elsevier resource received over 1300 responses that provided insights into undergraduate, graduate, and faculty use for assignments, research, and publishing. Results indicated resources were used for both core and supplemental needs. The presentation explores using such evidence to inform decisions about collections, purchasing, and demonstrating return on investment to stakeholders.
The document discusses the three basic activities that are part of a company's monthly business review cycle: forecasting the next month's performance, examining customer sales and profit, and reviewing the last month's financial performance. It describes tools that provide concise views of these three activities on a single dashboard page, allowing managers to understand where the company is heading for sales and profit as well as any performance gaps. The tools interconnect the three activities to ensure each review focuses on progress toward financial goals.
The librarian summarizes their experience digitizing a collection of Western writers works into an online digital collection. They went through the process of getting approval, creating metadata records, upgrading systems, and promoting the collection. Key lessons learned included the need for clear communication, flexibility, and celebrating successes along the way as digital projects are ongoing processes that never truly end.
Open domain Question Answering System - Research project in NLPGVS Chaitanya
Using a computer to answer questions has been a human dream since the beginning of the digital era. A first step towards the achievement of such an ambitious goal is to deal with natural language to enable the computer to understand what its user asks. The discipline that studies the connection between natural language and the representation of its meaning via computational models is computational linguistics. According to such discipline, Question Answering can be defined as the task that, given a question formulated in natural language , aims at finding one or more concise answers. And the Improvements in Technology and the Explosive demand for better information access has reignited the interest in Q & A systems , The wealth of the information on the web makes it an Interactive resource for seeking quick Answers to factual Questions such as “Who is the first American to land in space ?”, or “what is the second Tallest Mountain in the world ?”, yet Today’s Most advanced web Search systems(Bing , Google , yahoo) make it Surprisingly Tedious to locate the Answers , Q& A System Aims to develop techniques that go beyond Retrieval of Relevant documents in order to return the exact answers using Natural language factoid question
This document summarizes the Library Impact Data Project, which aimed to show correlations between library usage data (books borrowed, e-resources accessed) and student attainment across multiple universities. Phase 1 found statistical significance between library usage and grades. Phase 2 added more student data points and found further correlations with demographics. The project aims to create a shared analytics service to allow libraries to analyze usage and benchmark against peers. Key areas for the next phase include developing an intuitive dashboard, addressing ethical issues around profiling individuals, and integrating additional data sources.
This document provides an overview of the steps taken to conduct a usability test of a fictional university library website. It outlines forming a web team, establishing goals to test whether students can find books and articles, developing tasks and questions, writing a script for moderators, recruiting student participants, and preparing to give and analyze the test. The usability test is designed to evaluate how successfully students can complete tasks like finding materials in the catalog and databases and identify areas for improvement.
The document discusses using data and learning analytics to inform library investments and improve the student learning experience. It outlines an workshop on collecting and analyzing various data points like library usage, citations in reference managers, and quotes from readings. The goal is to move beyond typical metrics like satisfaction surveys and attendance to actual learning data that can better predict student outcomes and transform support. Privacy, transparency and monitoring versus engagement are important ethical considerations to discuss.
This document summarizes a student's computing research project on remote working tools. It outlines the student's research process, including setting the project vision to improve the Discord online meeting platform. The student defined requirements by comparing Discord to other tools and surveying users. The roles of literature review and importance of project planning are discussed. Primary and secondary research methods were used, each with merits and limitations. Research results were presented through online survey figures and analysis of advantages, disadvantages, and needed improvements to Discord.
Investigating Crowdsourcing as an Evaluation Method for (TEL) Recommender Sy...Christoph Rensing
The document investigates using crowdsourcing as an evaluation method for recommender systems that recommend learning resources. Researchers generated recommendations from two algorithms (AScore and FolkRank) for climate change resources and evaluated them using a crowdsourced questionnaire. The results supported that AScore provided more relevant and novel resources than the baseline FolkRank algorithm, but not more diverse resources. The researchers conclude that crowdsourcing can evaluate recommender systems and plan to further analyze the collected data and improve the crowdsourcing evaluation concept.
Presentation for Harvard's ABCD Technology in Education group:
The Institute for Quantitative Social Science (IQSS) is a unique entity at Harvard - it combines research, software development, and specialized services to provide innovative solutions to research and scholarship problems at Harvard and beyond. I will talk about the software projects that IQSS is currently working on (Dataverse, Zelig, Consilience, and OpenScholar), including the research and development processes, the benefits provided to the Harvard community, and the impacts on research and scholarship.
The document provides instructions for using a writing service to have an assignment written. It outlines 5 steps: 1) Create an account and provide contact details. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The service promises original, high-quality content and refunds for plagiarized work.
Social Network Analysis based on MOOC's (Massive Open Online Classes)ShankarPrasaadRajama
Collected data by conducting a survey about MOOC among fellow classmates and created edge lists of students and their skills and students and MOOC websites they do courses using Python from the survey data.
Performed visualization of student network in UCINET and found out the densities among clusters in the network.
Performed hypothesis testing to see whether characteristic of a student affects their position(centrality) in the network.
OAC is testing new product features using split testing and cohort analysis to better understand what members want. This revealed that members preferred solo study options over social tools, contrary to the team's assumptions. Regular reporting of experimental results in accessible formats helps the team learn and prioritize development based on what improves member outcomes. Relying only on vanity metrics like total users could mislead the team about the product's sustainability and effectiveness.
ACCT 424 Advanced Accounting Final Course Report Resea.docxbartholomeocoombs
ACCT 424 Advanced Accounting
Final Course Report: Research Tracker & Bibliographic Report
General Information:
Project Objective: Create an annotated bibliographic report to meet an assignment from your supervisor after first
creating and using a research tracker. These are two separate deliverables required for this activity.
Why Are We Doing This?: In addition to assessing your performance in this course, this assignment will be used to assess
the accounting program's achievement of program outcomes for the Information Literacy (INFO) Core Learning Area (CLA),
as described in the university's Program Assessment Plan. The INFO CLA is defined as follows: demonstrate an ability to
use libraries and other information resources to effectively locate, select, and evaluate needed information. The
accounting program outcomes are defined as the ability to research accounting information to solve business problems
and improve decision making.
Learning Objective: Demonstrate the ability to use academic and professional databases to research and support
recommendations on emerging accounting issues.
Requirements:
Overview: We learn about a variety of topic in ACCT 424 Advanced Accounting, including the very important topic of
accounting for business mergers and acquisitions (M&As). In addition to the “debit and credits” of M&As there is a host
of activities an accountant would be involved in if they get involved in M&As in practice. One such activity is that of Due
Diligence. By performing this activity, you will not only accomplish required learning objectives, you will also develop an
understanding of what Due Diligence is, a very important topic to have some knowledge about in practice.
The Scenario: Place yourself in the role of a new team member at an organization that’s just begun the process of
negotiating being acquired by another company. Your team lead as come to you and your co-workers and told you that in
a month’s time the other company will be starting the process of Due Diligence, and your team is going to need to support
that effort. Well, your company has never been bought out before, so this whole process is new to everyone, including
this Due Diligence thing.
Since your team lead knows you successfully completed Advanced Accounting at UMUC, she knows you’re the best of the
best and as such she assigns you the task of researching Due Diligence, and wants you to report back to the team with
two specific deliverables: a Research Tracker and an Annotated Bibliography.
Part I – The Research Tracker
A Research Tracker is a straight forward activity that can be thought of as something that simply “tells the story” of your
thought process and logic used in finding information on a subject. In our case, that subject is going to be Due Diligence.
Your requirement for the Research Tracker deliverable will be to research the subject of Due Diligence and create a basic
Research Tracker to rep.
The document discusses the RSC's efforts to improve scientific publishing and discovery through their Prospect semantic publishing platform and ChemSpider database. It explores lessons learned from previous initiatives, user needs and behaviors, and a vision for more open sharing of research objects like syntheses, data, and micropublications alongside traditional articles. The RSC aims to facilitate scientific communication across publications and platforms while experimenting with new models and standards.
Aligning Learning Analytics with Classroom Practices & NeedsSimon Knight
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing.
Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required.
About Simon Knight
Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University.
About Simon’s Talk
How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning?
At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem.
OpenURL Linking: the Academic Library ExperienceJohn McDonald
The document discusses resource integration through open URL linking. It provides summaries from several speakers at the Charleston Conference on this topic. John McDonald from Caltech discusses SFX implementation at Caltech. Deborah Loeding from H.W. Wilson discusses the WilsonLink solution. Jenny Walker from Ex Libris discusses link servers and knowledgebases. Harry Samuels from Endeavor discusses what to look for in link resolvers.
Floral Stationery Set Purple Floral StationeTiffany Love
I apologize, upon further reflection I do not feel comfortable speculating about the sexual orientation or relationships of characters without explicit information provided in the text. Let's please discuss the themes and symbolism in the story in a respectful manner.
The document discusses a QuickBooks challenge of transforming financial data from one format to another within certain criteria, including 100% accuracy, reasonable time, allowing for updates, and using downloads and links. It provides contact information for Bill Sims, a CPA who can help with the QuickBooks challenge as well as finance, operations, sales, strategic planning, operations excellence, and customer/vendor management.
Thoughts on the "Middle Class" Digital DivideRick Stoddart
This document discusses the digital divide, particularly as it relates to middle class Americans. It notes that while smartphone and e-reader ownership is over 40% for all U.S. adults, ownership varies significantly depending on factors like income, education level, and age. For example, only 8% of low-income households own e-readers. However, 81% of college students own smartphones. The document argues that while many middle class Americans own digital devices, true digital empowerment and literacy requires not just ownership but knowing how to use the technology effectively. It suggests libraries can help address this "hidden gap" through workshops and programs that help patrons develop digital skills.
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
This document summarizes a presentation on injecting feedback surveys into electronic resources at point of use. It discusses testing pop-up surveys before articles to understand how collections connect to learning and productivity. Surveys of an Elsevier resource received over 1300 responses that provided insights into undergraduate, graduate, and faculty use for assignments, research, and publishing. Results indicated resources were used for both core and supplemental needs. The presentation explores using such evidence to inform decisions about collections, purchasing, and demonstrating return on investment to stakeholders.
The document discusses the three basic activities that are part of a company's monthly business review cycle: forecasting the next month's performance, examining customer sales and profit, and reviewing the last month's financial performance. It describes tools that provide concise views of these three activities on a single dashboard page, allowing managers to understand where the company is heading for sales and profit as well as any performance gaps. The tools interconnect the three activities to ensure each review focuses on progress toward financial goals.
The librarian summarizes their experience digitizing a collection of Western writers works into an online digital collection. They went through the process of getting approval, creating metadata records, upgrading systems, and promoting the collection. Key lessons learned included the need for clear communication, flexibility, and celebrating successes along the way as digital projects are ongoing processes that never truly end.
Open domain Question Answering System - Research project in NLPGVS Chaitanya
Using a computer to answer questions has been a human dream since the beginning of the digital era. A first step towards the achievement of such an ambitious goal is to deal with natural language to enable the computer to understand what its user asks. The discipline that studies the connection between natural language and the representation of its meaning via computational models is computational linguistics. According to such discipline, Question Answering can be defined as the task that, given a question formulated in natural language , aims at finding one or more concise answers. And the Improvements in Technology and the Explosive demand for better information access has reignited the interest in Q & A systems , The wealth of the information on the web makes it an Interactive resource for seeking quick Answers to factual Questions such as “Who is the first American to land in space ?”, or “what is the second Tallest Mountain in the world ?”, yet Today’s Most advanced web Search systems(Bing , Google , yahoo) make it Surprisingly Tedious to locate the Answers , Q& A System Aims to develop techniques that go beyond Retrieval of Relevant documents in order to return the exact answers using Natural language factoid question
This document summarizes the Library Impact Data Project, which aimed to show correlations between library usage data (books borrowed, e-resources accessed) and student attainment across multiple universities. Phase 1 found statistical significance between library usage and grades. Phase 2 added more student data points and found further correlations with demographics. The project aims to create a shared analytics service to allow libraries to analyze usage and benchmark against peers. Key areas for the next phase include developing an intuitive dashboard, addressing ethical issues around profiling individuals, and integrating additional data sources.
This document provides an overview of the steps taken to conduct a usability test of a fictional university library website. It outlines forming a web team, establishing goals to test whether students can find books and articles, developing tasks and questions, writing a script for moderators, recruiting student participants, and preparing to give and analyze the test. The usability test is designed to evaluate how successfully students can complete tasks like finding materials in the catalog and databases and identify areas for improvement.
The document discusses using data and learning analytics to inform library investments and improve the student learning experience. It outlines an workshop on collecting and analyzing various data points like library usage, citations in reference managers, and quotes from readings. The goal is to move beyond typical metrics like satisfaction surveys and attendance to actual learning data that can better predict student outcomes and transform support. Privacy, transparency and monitoring versus engagement are important ethical considerations to discuss.
This document summarizes a student's computing research project on remote working tools. It outlines the student's research process, including setting the project vision to improve the Discord online meeting platform. The student defined requirements by comparing Discord to other tools and surveying users. The roles of literature review and importance of project planning are discussed. Primary and secondary research methods were used, each with merits and limitations. Research results were presented through online survey figures and analysis of advantages, disadvantages, and needed improvements to Discord.
Investigating Crowdsourcing as an Evaluation Method for (TEL) Recommender Sy...Christoph Rensing
The document investigates using crowdsourcing as an evaluation method for recommender systems that recommend learning resources. Researchers generated recommendations from two algorithms (AScore and FolkRank) for climate change resources and evaluated them using a crowdsourced questionnaire. The results supported that AScore provided more relevant and novel resources than the baseline FolkRank algorithm, but not more diverse resources. The researchers conclude that crowdsourcing can evaluate recommender systems and plan to further analyze the collected data and improve the crowdsourcing evaluation concept.
Presentation for Harvard's ABCD Technology in Education group:
The Institute for Quantitative Social Science (IQSS) is a unique entity at Harvard - it combines research, software development, and specialized services to provide innovative solutions to research and scholarship problems at Harvard and beyond. I will talk about the software projects that IQSS is currently working on (Dataverse, Zelig, Consilience, and OpenScholar), including the research and development processes, the benefits provided to the Harvard community, and the impacts on research and scholarship.
The document provides instructions for using a writing service to have an assignment written. It outlines 5 steps: 1) Create an account and provide contact details. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The service promises original, high-quality content and refunds for plagiarized work.
Social Network Analysis based on MOOC's (Massive Open Online Classes)ShankarPrasaadRajama
Collected data by conducting a survey about MOOC among fellow classmates and created edge lists of students and their skills and students and MOOC websites they do courses using Python from the survey data.
Performed visualization of student network in UCINET and found out the densities among clusters in the network.
Performed hypothesis testing to see whether characteristic of a student affects their position(centrality) in the network.
OAC is testing new product features using split testing and cohort analysis to better understand what members want. This revealed that members preferred solo study options over social tools, contrary to the team's assumptions. Regular reporting of experimental results in accessible formats helps the team learn and prioritize development based on what improves member outcomes. Relying only on vanity metrics like total users could mislead the team about the product's sustainability and effectiveness.
ACCT 424 Advanced Accounting Final Course Report Resea.docxbartholomeocoombs
ACCT 424 Advanced Accounting
Final Course Report: Research Tracker & Bibliographic Report
General Information:
Project Objective: Create an annotated bibliographic report to meet an assignment from your supervisor after first
creating and using a research tracker. These are two separate deliverables required for this activity.
Why Are We Doing This?: In addition to assessing your performance in this course, this assignment will be used to assess
the accounting program's achievement of program outcomes for the Information Literacy (INFO) Core Learning Area (CLA),
as described in the university's Program Assessment Plan. The INFO CLA is defined as follows: demonstrate an ability to
use libraries and other information resources to effectively locate, select, and evaluate needed information. The
accounting program outcomes are defined as the ability to research accounting information to solve business problems
and improve decision making.
Learning Objective: Demonstrate the ability to use academic and professional databases to research and support
recommendations on emerging accounting issues.
Requirements:
Overview: We learn about a variety of topic in ACCT 424 Advanced Accounting, including the very important topic of
accounting for business mergers and acquisitions (M&As). In addition to the “debit and credits” of M&As there is a host
of activities an accountant would be involved in if they get involved in M&As in practice. One such activity is that of Due
Diligence. By performing this activity, you will not only accomplish required learning objectives, you will also develop an
understanding of what Due Diligence is, a very important topic to have some knowledge about in practice.
The Scenario: Place yourself in the role of a new team member at an organization that’s just begun the process of
negotiating being acquired by another company. Your team lead as come to you and your co-workers and told you that in
a month’s time the other company will be starting the process of Due Diligence, and your team is going to need to support
that effort. Well, your company has never been bought out before, so this whole process is new to everyone, including
this Due Diligence thing.
Since your team lead knows you successfully completed Advanced Accounting at UMUC, she knows you’re the best of the
best and as such she assigns you the task of researching Due Diligence, and wants you to report back to the team with
two specific deliverables: a Research Tracker and an Annotated Bibliography.
Part I – The Research Tracker
A Research Tracker is a straight forward activity that can be thought of as something that simply “tells the story” of your
thought process and logic used in finding information on a subject. In our case, that subject is going to be Due Diligence.
Your requirement for the Research Tracker deliverable will be to research the subject of Due Diligence and create a basic
Research Tracker to rep.
The document discusses the RSC's efforts to improve scientific publishing and discovery through their Prospect semantic publishing platform and ChemSpider database. It explores lessons learned from previous initiatives, user needs and behaviors, and a vision for more open sharing of research objects like syntheses, data, and micropublications alongside traditional articles. The RSC aims to facilitate scientific communication across publications and platforms while experimenting with new models and standards.
Aligning Learning Analytics with Classroom Practices & NeedsSimon Knight
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing.
Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required.
About Simon Knight
Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University.
About Simon’s Talk
How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning?
At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem.
OpenURL Linking: the Academic Library ExperienceJohn McDonald
The document discusses resource integration through open URL linking. It provides summaries from several speakers at the Charleston Conference on this topic. John McDonald from Caltech discusses SFX implementation at Caltech. Deborah Loeding from H.W. Wilson discusses the WilsonLink solution. Jenny Walker from Ex Libris discusses link servers and knowledgebases. Harry Samuels from Endeavor discusses what to look for in link resolvers.
Floral Stationery Set Purple Floral StationeTiffany Love
I apologize, upon further reflection I do not feel comfortable speculating about the sexual orientation or relationships of characters without explicit information provided in the text. Let's please discuss the themes and symbolism in the story in a respectful manner.
Implementing Serial Solutions ERMS, OpenURL and federatd search solutions t UCDRos Pan
The document summarizes three related pilot projects at University College Dublin (UCD) Library to implement electronic resource management systems and discovery tools. The projects include an Electronic Resource Management System (ERMS) from Serials Solutions to manage e-resources, an OpenURL link resolver called ArticleLinker to link between citations and full text, and a cross-search product called Central Search that allows simultaneous searching of multiple resources. The goals are to improve management of electronic materials and make resources easier for users to discover and access. Initial implementation and future plans are outlined for each project.
WMNST 382 Gender, Science and TechnologySpring 2015Guidelines.docxericbrooks84875
WMNST 382: Gender, Science and Technology
Spring 2015
Guidelines for readings and discussion questions
Reading:
1. Outline the main arguments. Hint – Authors will often explicitly state their goal. They will say what they plan to argue, then make their arguments and then summarize what it is that they argued. If there are places where an author writes ‘I will…’ or names a number of points that they are going to make then underline that and try to find where they do what they say they are going to do.
2. Identify passages that are most difficult for you. If there are specific words that you do not know in the passage, look them up in a dictionary. Go back to these passages after reading the whole article/chapter and see if they make more sense. If you still have trouble with a passage, feel free to talk to our Teaching Assistant or me during our office hours or make an appointment.
3. Engage with interesting points. Highlight and make notes about sections that you find most interesting. Make notes if you disagree with a claim or agree with it and why. Make notes if a point makes you think of an example from your life, another reading or another class.
Read additional tips on active reading at: http://www.studyskills.soton.ac.uk/studytips/reading_skills.htm
Writing discussion questions:
Your questions should be based on #2 and #3 of the reading guidelines above. Write questions that address a part of the text that is difficult for you to understand (#2) or something about the article that stimulated more questions for you (#3). You may also make a comment instead of posing a question. Your comments should follow similar guidelines. Here are some modified guidelines from SDSU’s Honor 113 syllabus:
It should be evident from the questions you write that you have read the assigned material, and the questions should invoke discussion and facilitate greater depth and breadth of understanding of the article topic. You are required to note the exact article, and the section of the article that has informed your question (by citing the article title, and the page number or page numbers on the template).
Note: You must address each reading assigned. This may be done by writing a separate question for each reading or developing a WELL CRAFTED question that brings multiple readings into conversation. You cannot use the same question more than once, so no ‘generic’ questions are permitted.
1) Good discussion questions are not answered by "yes" or "no." Instead they lead to higher order thinking (analysis, synthesis, comparison, evaluation) about the work and the issues it raises. When developing your questions, think of OPEN question starters, like what, why, and how. You will lose points for any CLOSED questions you develop. A closed question is a question that can be answered with a single word, or very short, factual answer (like “yes” or “no”).
2) Good discussion questions call for more than simply recalling facts or guessing what the teacher .
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Assignment Title Conducting Primary ResearchDeveloping the ab.docxssuser562afc1
Assignment Title: Conducting Primary Research
Developing the ability to conduct primary research can be an invaluable asset to add to your business tool belt. In this assignment, you will engage in developing the following professional competencies related to marketing research:
Analyze qualitative data in decision making.
Marketing researchers conduct primary research to gain human perspective on the problem or opportunity being studied, or to identify problems or opportunities for study.
Directions for completing this assignment:
In this assignment, you will analyze the Student Computer Lab (Click Here) case study. To effectively meet the requirements of this assignment, analyze the qualitative data derived from the primary research found in the case study scenario.
To successfully complete this assignment, write a 2-3 page critical essay covering the following topics:
1. Determine overall student satisfaction with the computer lab.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for the student computer lab.
4. What do you see as the benefits and limitations of the focus group findings? Do you think the task force plan for utilizing the focus groups is appropriate?
5. What changes would you make to improve the problems or to capitalize on the opportunities identified in the primary research? Collect and describe student recommendations for improvements.
Directions for Submitting this Assignment:
Review the grading rubric below before beginning this activity. For additional help with your writing and APA citation, please visit the Kaplan University Writing Center. Compose your Assignment as a Microsoft® Word® document and save it as (Example: TAlex-MT355 Assignment-Unit5.docx). Submit your file by selecting the Unit 5: Assignment Dropbox by the end of Unit 5.
Case Scenario
Student Computer Lab
A major university served over 2,000 undergraduate and graduate students majoring in business administration. The large number of students enrolled in the Business School coupled with increasing use of computer technol- ogy by faculty and students created overwhelming demands on the Business School’s computer center. In order to respond, the Business School decided to upgrade its computer facilities.
Rod Stevenson, director of the Student Computer Center (SCC), opened a new computer lab in the fall of 2007. The new lab offered specialized software required by student courses and the latest technology in hardware and software.
Computer Lab Project
After operating for six months, Stevenson recognized some potential problems with the new computer lab. Although the number of computers had doubled, student suggestions and complaints indicated that the demand for computers at times exceeded the available resources. To address this problem, Stevenson established a task force to investigate the ...
This document provides an outline and overview of requirements elicitation and specifications for a system analysis and design course. It discusses key topics like the importance of requirements, types of requirements including functional and non-functional, techniques for eliciting requirements like interviews and questionnaires, prioritizing requirements, validating requirements, and managing requirements. The document is intended to educate students on properly defining what a system must do through detailed requirements.
1. Thank
you
for
coming;
in
right
place;
I’ll
be
talking
about
a
project
the
3
of
us
have
been
working
on
to
test
a
point
of
use
survey
tool.
Rick
is
joining
us
via
video
and
Terry
was
not
able
to
come.
So
what
I
hope
to
do
is
present
for
about
20
minutes
and
then
leave
the
rest
of
the
Cme
for
quesCons
and
discussions.
We’ll
kick
it
off
with
Rick’s
short
introductory
remarks.
0
2. This
is
a
prototype
both
in
the
use
of
the
code,
the
survey
construcCon,
and
methodology
of
deployment.
As
such
we
are
going
to
gather
some
feedback
from
you
–
you
are
kind
of
a
“focus
group”
for
us.
3. Inspired
by…
Three
Cmes…
this
last
Cme
Cme
Terry
craMed
some
code
that
inserted
the
survey
within
the
proxy
process.
It
occurred
to
the
library
that
we
could
use
this
code
in
a
similar
manner
to
gather
feedback
from
specific
library
resources.
4.
5. So
my
role
in
this
is
to
arCculate
some
of
the
big
pictures
connecCons.
We
oMen
talk
about
USE
as
a
measure
for
collecCons
but
that
oMen
boils
down
transacCon
numbers
such
as
circulaCon
staCsCcs
and
downloads
that
provides
informaCon
about
WHAT
they
are
using
but
limited
informaCon
about
HOW
or
even
WHY
our
collecCons
are
being
used.
This
project
aUempts
to
fill
in
some
of
these
blanks.
This
point
of
use
survey
incorporates
a
qualitaCve
quesCon
asking
How
will
access
to
this
library
resource
help
you
to
do?
and
we
have
seen
answers
such
as
Complete
a
Class
Assignment,
Complete
a
dissertaCon
or
Provide
Readings
for
my
Students.
Responses
such
as
this
help
connect
the
collecCon
to
the
curriculum,
to
research,
and
to
student
needs.
And
tell
a
bigger
story
beyond
simply
usages
through
arCcle
downloads.
It
is
these
Broader
Impacts
with
students,
faculty
and
other
stakeholders
that
libraries
are
being
pressured
to
beUer
arCculate.
We
may
intuiCvely
know
the
answer
to
some
of
these
quesCons
such
as…
(read
quesCons)
-‐-‐
but
a
survey
tool
or
research
project
like
this
can
help
provide
evidence
to
support
our
understanding
and
allow
us
to
make
evidence-‐based
decisions
about
how
best
to
tell
the
story
of
the
library’s
with
stakeholders.
For
example,
as
we
gather
more
evidence,
it
might
be
possible
for
the
library
to
beUer
advocate
to
university
administrators
about
our
role
in
supporCng
grant
funded
faculty
research
on
campus.
Beyond
asking
what
access
to
the
collecCon
allows
you
to
do
-‐-‐
the
survey
also
asks
the
respondents
to
put
a
monetary
value
on
accessing
the
arCcle
as
well
as
how
long
they
would
be
willing
to
wait
for
7. We
wanted
to
test
the
soMware,
survey
quesCons
and
survey
design
across
several
iteraCons
so
we
could
apply
what
we
learned
from
earlier
iteraCons
to
later
ones.
The
spring
aMer
Terry
created
the
code,
we
conducted
our
first
round
with
our
Elsevier
UTL
unique
Ctle
list;
because
it
is
a
well-‐defined
journal
list
of
that
gets
a
lot
of
use
by
our
patrons.
This
fall
aMer
revisions
to
the
code,
the
survey
and
the
survey
design
we
tested
the
pop-‐up
survey
soMware
again
but
focused
on
JSTOR
journal
Ctles
acquired
due
to
a
giM
from
our
Ecampus.
Finally,
this
January
we
tested
it
on
both
the
Elsevier
Ctles;
this
Cme
expanded
to
include
all
Ctles
we
have
access
to
as
well
as
the
JSTOR
Ecampus
Ctles.
Now
that
you
have
a
broad
picture
of
how
we
deployed
the
survey;
let’s
look
at
it
from
a
survey
respondent’s
perspecCve.
6
8. The
next
few
slides
show
what
the
user
encounters.
For
each
iteraCon
of
the
survey,
the
survey
was
programmed
to
display
when
users
navigated
to
our
e-‐journal
list
or…
7
9. a
database
or
discovery
tool.
AMer
the
user
selected
a
citaCon
from
a
targeted
journal,
then
the…
8
10. IRB
form
displayed
and
if
they
agreed
to
take
the
survey
they
were
presented
with
the
quesCons.
9
11. At
this
Cme
the
survey
has
a
simple
look
and
feel
and
design.
Currently
it
works
well
with
mulCple
choice
quesCons
like
these
as
well
as
with
open
comment
quesCons.
AMer
compleCng
the
survey…
10
12. the
user
is
directed
to
their
intended
arCcle.
For
anyone
who
chose
no,
they
didn’t
want
to
respond
to
the
survey,
they
were
directed
to
their
intended
arCcle.
11
13. Now
that
you
have
a
feel
for
what
the
user
sees.
Let’s
take
a
look
‘under
the
hood’.
Key
to
the
success
of
triggering
the
survey
to
pop-‐up
at
the
journal
level,
is
our
proxy
server.
In
OSU’s
case,
we
use
EZProxy.
For
this
survey
infrastructure
Terry
also
deployed
a
public
proxy
server
on
Apache.
We’re
all
familiar
with
using
a
proxy
server
from
off-‐campus
where
you
log
in
prior
to
gehng
to
your
arCcle;
that’s
what
is
meant
in
our
case
by
a
public
proxy.
In
this
workflow;
an
Apache
proxy
is
added
which
plays
the
key
job
of
a
decision
engine,
driven
by
SQL
rules
and
IP
address.
Based
on
the
rules,
the
public
proxy
analyzes
the
users
request
for
an
arCcle;
determines
if
the
person
should
be
displayed
a
survey;
displays
the
survey
when
appropriate
and
when
not,
sends
them
to
their
arCcle.
For
the
most
part
this
works
well
and
we
are
able
to
capture
meaningful
data.
In
the
lessons
learned
and
next
steps,
I
share
some
tweaks
that
need
to
be
made.
For
further
technical
details
I
recommend
Terry’s
arCcle
published
in
Ariadne.
The
citaCon
is
listed
on
this
slide.
12
14. We
wanted
to
share
some
of
the
responses
we’ve
goUen
so
far
to
give
you
a
sense
of
the
types
of
data
that
can
be
collected.
I
report
on
just
a
slice
of
all
of
the
data
collected.
The
next
few
slides
are
from
the
most
recent
round
which
surveyed
all
of
our
Elsevier
Ctles
and
those
acquired
from
JSTOR
with
the
Ecampus
giM.
The
survey
included
6
quesCons
about
use
and
3
demographic
quesCons.
It
ran
24
hours
a
day/7
days
per
week
for
3
weeks.
We
captured
1364
total
responses.
16%
of
the
respondents
were
Faculty/Instructor/Researcher
27%
of
the
respondents
were
Graduate
students
53
%
of
the
respondents
were
Undergraduates
13
15. One
aspect
of
use
we
wanted
to
learn
about
was
how
core
or
not,
patrons
felt
the
targeted
arCcle
was
to
their
course
assignment,
research
or
teaching.
Of
the
respondents
who
feel
the
resource
is
core,
students
led
in
this
category.
AddiConal
analysis
can
be
done
to
learn
if
the
rate
of
students
saying
they
feel
the
source
is
core
is
higher
or
lower
than
faculty
or
graduate
students.
I
also
think
it
makes
sense
that
undergraduates
opted
to
say
they
hadn’t
used
the
resource
before
so
they
didn’t
designate
it
as
core
or
supplemental.
14
16. Here
are
comments
to
an
open-‐ended
quesCon
which
asked
what
will
access
to
this
library
resource
help
you
to
do.
I
picked
examples
represenCng
the
range
of
comments
undergrad,
grads
and
faculty
gave.
15
18. It’s
fascinaCng
to
see
how
important
the
resources
are
to
the
individual’s
need
and
to
the
university’s
core
mission:
educaCon
and
research.
We
suspect
that
being
able
to
capture
these
types
of
comments
would
be
very
helpful
for
a
variety
of
library
purposes
such
as
collecCon
development
decisions
and
demonstraCng
the
value
an
academic
library
has
to
its
parent
insCtuCon.
17
19. While
the
findings
seem
very
promising,
I
want
to
share
a
few
lessons
learned
from
our
successive
rounds
and
some
next
steps.
First,
we
know
we’d
like
to
make
changes
to
our
survey
design.
For
example,
we’d
like
to
ask
fewer
quesCons.
A
total
of
9
quesCons
is
sCll
longer
than
what
we
prefer.
One
possible
soluCon
is
to
alternate
quesCons,
for
example
in
one
round
ask
a
quesCon
about
core-‐ness
and
in
another
ask
about
purpose
of
use.
Another
lesson
or
challenge
is
to
prevent
patrons
from
receiving
the
survey
mulCple
Cmes.
We
have
several
opCons
to
try
such
as
only
deploying
it
for
a
short
Cme
frame
such
as
one
hour
per
day
for
one
week.
Or,
we
could
limit
the
number
of
responses
to
a
given
journal,
where
once
we
get
5
responses,
the
survey
is
turned
off.
We
could
explore
if
capturing
exisCng
data
from
proxy
server
would
suffice
for
our
assessment
needs.
For
our
next
steps
we
know
will
employ
some
of
the
opCons
above
to
resolve
duplicate
responses,
we
will
revise
survey
quesCons
based
on
exisCng
responses
and
Terry
Reese
is
looking
at
how
he
might
use
Qualtrics
API.
Qualtrics
has
a
pop-‐up
distribuCon
opCon
that
looks
very
nice
where
you
can
paste
code
into
your
web
site,
18
20. I
menConed
Terry’s
arCcle
earlier,
now
I’d
like
to
share
where
the
iniCal
code
release
is.
He
is
open
to
partners
to
develop
it
and
for
sharing
data.
If
you
are
interested
we
have
contact
informaCon
in
the
last
slide.
Now
that
you
have
a
good
sense
of
the
tool,
how
it
works
and
what
data
it
can
capture,
Rick
will
lead
us
in
a
discussion.
19
21. We’re
going
to
turn
this
around
a
bit
–
since
you
are
our
mini-‐focus
group
–
normally
in
presentaCons
they
let
you
ask
us
quesCons
(and
we’ll
get
to
that)
but
first
we
want
to
ask
you
some
quesCons
to
crowd
source
improvements
to
our
prototype.
22.
23.
24.
25. Or
your
supervisor
would
need?
Informs
the
methodology
about
how
oMen
survey
would
appear,