Literasi Informasi di Dunia Akademik - Information Literacy in Academic World
Scientific Information Literacy
Literasi Informasi Ilmiah
ICT Literacy
Computer Literacy
Information Searching Techniques
Steps in Research
Mind Map
Zotero
Reference Management
Quote
Paraphrase
Kutipan
Parafrase
The document provides an outline for teaching information literacy skills to students in the Tennessee State University Institute of Government. It covers how to define a research topic, gather background information from various sources, search databases and the online catalog for relevant materials, evaluate internet resources, and write a research paper while properly citing sources. The goal is to ensure students are literate in determining what information they need, accessing and critically evaluating information from different sources, and using it effectively for specific purposes while understanding legal and ethical issues related to information use.
The document discusses information literacy and defines it as the set of skills needed to find, retrieve, analyze, and use information. It emphasizes that information literacy is a survival skill in the digital age, as it teaches people how to learn by understanding how knowledge is organized and how to effectively find and use information. The document also outlines the main steps to conducting successful research, including defining topics, evaluating sources critically, and properly citing sources.
The document discusses strategies for conducting a literature review. It provides guidance on evaluating which past research to include in the review and how to organize the literature into themes. The review should show that there is a gap in existing research and how the student's work will address this gap. It recommends reading papers in groups and writing short summaries to fully understand the literature before drafting the review.
Role of College Libraries in meeting user’s information needs issues and chal...Dr. Utpal Das
The document discusses the role and issues facing college libraries in India in the digital era. It outlines the objectives of college libraries as enriching academic activities, providing information/knowledge support, providing electronic access to resources, preserving intellectual assets, and generating awareness through literacy programs. It also examines challenges such as limited budgets, poor infrastructure, increased R&D in ICT, information overload, pressure from agencies, and lack of human resources. Finally, it explores how the digital shift is impacting functions like collections, access, services, and archiving.
Penelusuran dan Penyajian Informasi Non-Ilmiah - Non Scientific Information L...M. Prabu Wibowo
Literasi Informasi di Dunia Akademik - Information Literacy in Academic World
Non Ilmiah
Non Scientific
ICT Literacy
Computer Literacy
Information Searching Techniques
Steps in Research
Mind Map
Literasi Informasi di Dunia Akademik - Information Literacy in Academic WorldM. Prabu Wibowo
Dokumen ini membahas tentang literasi informasi di dunia akademik. Terdiri dari empat bagian utama: (1) pengertian dan alasan literasi informasi, (2) literasi informasi di dunia akademik dan penelitian, (3) tahapan literasi informasi, dan (4) contoh praktik di kelas tentang penentuan kebutuhan informasi. Dokumen ini menjelaskan pentingnya kemampuan literasi informasi bagi seluruh profesi, terutama di dunia akadem
Analisis Jurnal PTK dengan judul "Peningkatan Hasil Belajar Matematika Pada Materi Turunan Fungsi Menggunakan Teknik Probing Protempting di kelas XI IPA 1 SMA Negeri 2 Palembang"
Jurnal ditulis oleh: Megariati
Dokumen tersebut membahas upaya meningkatkan keterampilan berbicara siswa SD dengan menerapkan metode diskusi dalam pembelajaran Bahasa Indonesia. Metode diskusi diharapkan dapat melatih kemampuan berbicara siswa secara aktif dan interaktif.
The document provides an outline for teaching information literacy skills to students in the Tennessee State University Institute of Government. It covers how to define a research topic, gather background information from various sources, search databases and the online catalog for relevant materials, evaluate internet resources, and write a research paper while properly citing sources. The goal is to ensure students are literate in determining what information they need, accessing and critically evaluating information from different sources, and using it effectively for specific purposes while understanding legal and ethical issues related to information use.
The document discusses information literacy and defines it as the set of skills needed to find, retrieve, analyze, and use information. It emphasizes that information literacy is a survival skill in the digital age, as it teaches people how to learn by understanding how knowledge is organized and how to effectively find and use information. The document also outlines the main steps to conducting successful research, including defining topics, evaluating sources critically, and properly citing sources.
The document discusses strategies for conducting a literature review. It provides guidance on evaluating which past research to include in the review and how to organize the literature into themes. The review should show that there is a gap in existing research and how the student's work will address this gap. It recommends reading papers in groups and writing short summaries to fully understand the literature before drafting the review.
Role of College Libraries in meeting user’s information needs issues and chal...Dr. Utpal Das
The document discusses the role and issues facing college libraries in India in the digital era. It outlines the objectives of college libraries as enriching academic activities, providing information/knowledge support, providing electronic access to resources, preserving intellectual assets, and generating awareness through literacy programs. It also examines challenges such as limited budgets, poor infrastructure, increased R&D in ICT, information overload, pressure from agencies, and lack of human resources. Finally, it explores how the digital shift is impacting functions like collections, access, services, and archiving.
Penelusuran dan Penyajian Informasi Non-Ilmiah - Non Scientific Information L...M. Prabu Wibowo
Literasi Informasi di Dunia Akademik - Information Literacy in Academic World
Non Ilmiah
Non Scientific
ICT Literacy
Computer Literacy
Information Searching Techniques
Steps in Research
Mind Map
Literasi Informasi di Dunia Akademik - Information Literacy in Academic WorldM. Prabu Wibowo
Dokumen ini membahas tentang literasi informasi di dunia akademik. Terdiri dari empat bagian utama: (1) pengertian dan alasan literasi informasi, (2) literasi informasi di dunia akademik dan penelitian, (3) tahapan literasi informasi, dan (4) contoh praktik di kelas tentang penentuan kebutuhan informasi. Dokumen ini menjelaskan pentingnya kemampuan literasi informasi bagi seluruh profesi, terutama di dunia akadem
Analisis Jurnal PTK dengan judul "Peningkatan Hasil Belajar Matematika Pada Materi Turunan Fungsi Menggunakan Teknik Probing Protempting di kelas XI IPA 1 SMA Negeri 2 Palembang"
Jurnal ditulis oleh: Megariati
Dokumen tersebut membahas upaya meningkatkan keterampilan berbicara siswa SD dengan menerapkan metode diskusi dalam pembelajaran Bahasa Indonesia. Metode diskusi diharapkan dapat melatih kemampuan berbicara siswa secara aktif dan interaktif.
This document provides an overview of descriptive research and case study methodology. It defines descriptive research as collecting information directly from individuals, such as through surveys, interviews, or observations. Case studies are described as an in-depth analysis of a single subject, event, or group to explore causes and relationships. The document outlines different types of case studies and methods for data collection and analysis, including pattern matching, explanation building, and time series analysis. Limitations and best practices for case studies are also discussed.
This document discusses the research methodology used in a study. It begins by introducing the key components of research methodology: philosophy, strategy, and instruments. It then discusses the two major research philosophies - positivism and interpretivism. The document considers both approaches and rationale for an interpretivist philosophy to understand group adoption of information systems. Both quantitative and qualitative methods are used, including a survey instrument and case studies. The purpose is to have a rigorous yet relevant approach to answering the research question.
This finance seminar course aims to develop students' skills in critically appraising empirical and theoretical finance literature. The course outline covers research philosophies, designs, and methodologies commonly used in finance. Students will review academic journals and critique their methodologies. Course evaluation is based on participation, written reviews, assignments, and a final exam. Key journals reviewed include the Journal of Finance and Journal of Financial Economics. Students will learn quantitative research methods like regression analysis and qualitative methods to identify gaps in the literature.
This document provides an overview of theoretical perspectives and methodologies used in learning design research. It discusses how researchers come from a variety of disciplines including education, computer science, psychology, and more. Common theoretical perspectives discussed include sociocultural theories like cultural historical activity theory, communities of practice, and actor network theory. Methodologies used include qualitative approaches like ethnography, case studies, and action research as well as quantitative content analysis and evaluation. The relationship between theories, methods, and different epistemological stances is also examined.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of an individual or small group that draws conclusions only about that specific participant or context. The document discusses the history of case studies, including their use in fields like sociology and anthropology. It also examines different types of case studies and how they are used in educational applications, such as teaching methods at business schools. Design considerations for case studies include identifying a theoretical perspective like individual, organizational, or social theories.
The necessity of related literature search and review exercises in dissertati...inventionjournals
The systematic and scientific study of the related literature is the life cycle of every dissertation/thesis research proposal and research writing process. It is a form of secondary data collection, data analysis, and data presentation. The content we are dealing with here is textual, and the form of secondary data analysis is a form of phenomenologically qualitatively data analysis.
Qualitative research involves in-depth exploration and description to understand individuals' experiences and meanings. It focuses on understanding viewpoints rather than generalization. Key characteristics include naturalistic inquiry, an emphasis on interpretation over causation, and the researcher being embedded in the research. Common qualitative methods include ethnography, phenomenology, grounded theory, action research, and case studies. Data collection involves interviews, observations, and documents, while analysis identifies patterns and themes through coding and interpreting data. Ensuring quality requires justifying interpretations, verifying findings, spending prolonged time in the field, and reflecting on the researcher's role.
This document provides guidance on conceptual and theoretical frameworks, literature reviews, hypotheses, and definitions of terms for research. It discusses that frameworks provide perspectives and models used by researchers to organize their work. Theoretical frameworks apply theories to explain phenomena, while conceptual frameworks graphically present concepts and relationships. Literature reviews help establish connections to prior work, theories, and accuracy of research questions. Hypotheses tentatively explain variable relationships and must be testable. Definitions of terms clarify meanings within a study. Organization and criteria are outlined for effective literature reviews.
This paper provides guidance on conducting interpretive research in information systems. It discusses four key sections: carrying out fieldwork, theory and data analysis, constructing and justifying a contribution, and ethical issues and tensions. The paper aims to help new researchers who lack information on how to properly design and conduct an interpretive study from start to finish.
This document provides an overview of key concepts in formulating and conducting research, including defining hypotheses, variables, and assumptions. It discusses developing a research design that includes determining data sources, instruments, and procedures. It also addresses analyzing and treating data, as well as documenting the study through literature reviews, bibliographies, note-taking, and structuring final reports and proposals. The document offers guidance on all stages of the research process.
The document provides guidance for PhD researchers on the role and use of theory in a doctoral study. It discusses different types of theory, such as grand theories, middle-range theories, and substantive theories. It also outlines how theory can be used deductively to test hypotheses or inductively to generate new theories from data. The document emphasizes that researchers should characterize how they are using theory and provide details when claiming to use approaches like grounded theory.
The document discusses case study research methods. It defines a case study as an in-depth analysis of a contemporary phenomenon in its real-world context using multiple sources of evidence. Case studies are useful for answering "how" and "why" questions about situations with little researcher control. The document outlines different types of case studies including exploratory, descriptive, explanatory, intrinsic, instrumental, and collective. It also discusses case study design components like research questions, propositions, units of analysis, linking data to propositions, and interpretation criteria. The document contrasts statistical generalization with analytical generalization in case studies.
Audience Research Design ProposalLength 2,000 words Value 50.docxrock73
Audience Research Design Proposal
Length: 2,000 words
Value: 50%
You have been commissioned to conduct some audience research by an organisation. Your task is to write up a detailed proposal for the specific research you plan to undertake.the following topic
Topic 3
A commercial news media organisation wants to commission research to find out the relationship between its online news audiences and its print news audiences, in order to determine how to maximise their investment in each medium and increase their audience subscription base.
The research question to be answered is:
Why do readers of our newspaper [name] prefer the print or online versions, and is there any overlap in readership? How can we move more of our readership onto our online news platform?
Design a research proposal to be funded by a specific news organisation (include in your proposal the name of the organisation and the newspaper/s it publishes).
Having chosen your topic, you can then refine the research question or questions by giving it a specific scope. Note that you are expected to produce a design for research, not the actual research findings. Explain and justify the theoretical assumptions underpinning your approach, making reference to issues discussed in the course materials. Write up your proposal as a submission for a committee from whom you are seeking permission to conduct the research. It should be structured around the issues listed below.
1. Key Research Questions.
2. Theoretical Framework.
3. Related Research OR Literature Review (either heading is fine).
4. Research Method.
5. Uses of the Findings OR Report to Stakeholders (either heading is fine).
6. Political and Ethical Issues.
7. Resources Required.
Format: Set it out not as an essay but in sections using the numbered headings given above. Include a list of references. You may also want to provide an appendix with sample interview or survey questions (see section 4 instructions). You can provide a one-paragraph overview (or executive summary) at the beginning if you wish.
Further advice
Section 1: your key research question/s, how you decided on this, and how you defined your audience/s.
It is very important to be clear here about who the audience is, how they are brought into being (through what relation – you should bear in mind Nightingale’s (1994a) point about audiences being relational here – see Topic 6), and why you want to research this audience. Provide some context explaining why this research question is important/significant.
Section 2: the theoretical assumptions underpinning your understanding of ‘audience’, and your research approach. (Topics 4 & 5)
You should identify the research tradition and the specific approach you are taking (with references to the course description and relevant readings). Briefly justify your choice of theoretical approach (why this approach and not another?). You may want to use Ruddock's argument re 'situation-specific' research to argue that the approac ...
Critical Qualitative Research Designpages 70–76Related to un.docxwillcoxjanay
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
You will read the text pages that I request. For this assignment rechandaronald
You will read the text pages that I request. For this assignment read pages 36.1-40.2 the specified pages you will need to complete the assignment will be added to this posting as an attachment. You will then provide a detailed outline of the material and a personal summary or impression of what was covered. The detailed outline will be a minimum of 3 pages. Be sure to include text content that is located in "call out areas" or boxes in the text. Answer must be in Microsoft Word and must be an original answer no plagiarism. There will be
no plagiarism!!!
Indicate the page numbers you've outlined in the subject line of your post.
I’ve posted an example of what the teacher expects.
You have to use this format and Quick Note: You will notice that the textbook assigned to this class uses Wikipedia as a resource. However, I want to point out that you should not use Wikipedia as a source for your coursework. Here’s an article discussing the limitations of Wikipedia.
http://www.findingdulcinea.com/news/education/2010/march/The-Top-10-Reasons-Students-Cannot-Cite-or-Rely-on-Wikipedia.html
Example: Science in the Social Sciences
The textbook begins with a quote from Albert Einstein: “Science is the attempt to make the chaotic diversity of our sense-experience correspond to a logically uniform system of thought” (p. 5).
- Truth is not created. It is discovered. Science is an organized attempt to discover truth.
The book clarifies the 3 main categories of science:
1) Natural: study of natural phenomena (cosmological, geological, chemical, biological, etc.)
2) Formal: study of math and logic that use an a priori, rather than factual, methodology (basically, a priori is knowledge that we have and can apply , rather than needing to measure something to gain knowledge about it)
3) Social: study of human behavior and sciences
Einstein was a theoretical physicist; this falls under formal sciences. He did not like things that were unpredictable an he was bothered by chaos. He tried to find ways to predict the unpredictable.
In this class:
We are interested in social sciences, and in particular how that knowledge can be applied to help systems of all sizes. Human services apply methods and findings from social science to improve the lives of people (
individuals
,
groups
– such as families, and larger social context –
communities
).
At the same time, all sciences have a lot in common. The textbook discusses the example of chaos theory. Chaos theory is a branch of mathematics (which is a science itself). Chaos theory deals with conditions where prediction is not possible.
- Chaotic diversity describes things on the quantum level and the human condition
- Chaos theory has implications when working with people; this was recently realized
- Human Services dislike chaos; we want to explain, possibly predict, and prevent human misery
* We can take another look at Einstein’s quote: “Science is the attempt to make the chaotic diversity of our ...
The document discusses the research methodology used in a study. It will employ both survey research and case study research. Survey research includes developing and validating an instrument to measure meeting processes, which will be administered before and during case studies. Case study research will involve in-depth analysis of organizations implementing group support systems to improve meetings. Both positivist and interpretivist approaches will be used to gather both quantitative and qualitative data.
Research Study On Research And ResearchNicole Savoie
Here is a draft case study research paper introduction:
Introduction
Case study research involves an in-depth exploration of a real-world phenomenon in its natural context using multiple sources of evidence. This paper presents a case study examining [topic/phenomenon being studied]. Case studies are well-suited for new research areas or where existing theories seem inadequate because they allow for a holistic, in-depth investigation of the phenomenon within important circumstances.
This case study aims to [research goal/objectives]. It explores [key aspects/variables being examined] through analysis of [data sources - interviews, documents, observations, etc.]. The context of the case is [brief description of case - who/what/where]. This
This document summarizes various intellectual tools that can be used at different stages of literary research to help ensure impartiality. It discusses tools for data collection like interviews, biography studies, textual analysis, and surveys. It outlines tools for analysis like comparison, intertextuality analysis, discourse analysis, and computational methods. It also addresses knowledge production and verification tools like drafting, rewriting, and using precise language. The document aims to provide an overview of the physical, virtual, and intellectual resources that can be employed in literary research to help maintain objectivity.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a particular individual or small group. The document outlines the history, purposes, types (e.g. illustrative, exploratory), and process of conducting case studies including data collection, analysis, reporting, and addressing issues of validity and reliability. Key aspects of case studies discussed include collecting qualitative data through methods like interviews and observations and analyzing data for patterns and meanings.
This document provides an overview of descriptive research and case study methodology. It defines descriptive research as collecting information directly from individuals, such as through surveys, interviews, or observations. Case studies are described as an in-depth analysis of a single subject, event, or group to explore causes and relationships. The document outlines different types of case studies and methods for data collection and analysis, including pattern matching, explanation building, and time series analysis. Limitations and best practices for case studies are also discussed.
This document discusses the research methodology used in a study. It begins by introducing the key components of research methodology: philosophy, strategy, and instruments. It then discusses the two major research philosophies - positivism and interpretivism. The document considers both approaches and rationale for an interpretivist philosophy to understand group adoption of information systems. Both quantitative and qualitative methods are used, including a survey instrument and case studies. The purpose is to have a rigorous yet relevant approach to answering the research question.
This finance seminar course aims to develop students' skills in critically appraising empirical and theoretical finance literature. The course outline covers research philosophies, designs, and methodologies commonly used in finance. Students will review academic journals and critique their methodologies. Course evaluation is based on participation, written reviews, assignments, and a final exam. Key journals reviewed include the Journal of Finance and Journal of Financial Economics. Students will learn quantitative research methods like regression analysis and qualitative methods to identify gaps in the literature.
This document provides an overview of theoretical perspectives and methodologies used in learning design research. It discusses how researchers come from a variety of disciplines including education, computer science, psychology, and more. Common theoretical perspectives discussed include sociocultural theories like cultural historical activity theory, communities of practice, and actor network theory. Methodologies used include qualitative approaches like ethnography, case studies, and action research as well as quantitative content analysis and evaluation. The relationship between theories, methods, and different epistemological stances is also examined.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of an individual or small group that draws conclusions only about that specific participant or context. The document discusses the history of case studies, including their use in fields like sociology and anthropology. It also examines different types of case studies and how they are used in educational applications, such as teaching methods at business schools. Design considerations for case studies include identifying a theoretical perspective like individual, organizational, or social theories.
The necessity of related literature search and review exercises in dissertati...inventionjournals
The systematic and scientific study of the related literature is the life cycle of every dissertation/thesis research proposal and research writing process. It is a form of secondary data collection, data analysis, and data presentation. The content we are dealing with here is textual, and the form of secondary data analysis is a form of phenomenologically qualitatively data analysis.
Qualitative research involves in-depth exploration and description to understand individuals' experiences and meanings. It focuses on understanding viewpoints rather than generalization. Key characteristics include naturalistic inquiry, an emphasis on interpretation over causation, and the researcher being embedded in the research. Common qualitative methods include ethnography, phenomenology, grounded theory, action research, and case studies. Data collection involves interviews, observations, and documents, while analysis identifies patterns and themes through coding and interpreting data. Ensuring quality requires justifying interpretations, verifying findings, spending prolonged time in the field, and reflecting on the researcher's role.
This document provides guidance on conceptual and theoretical frameworks, literature reviews, hypotheses, and definitions of terms for research. It discusses that frameworks provide perspectives and models used by researchers to organize their work. Theoretical frameworks apply theories to explain phenomena, while conceptual frameworks graphically present concepts and relationships. Literature reviews help establish connections to prior work, theories, and accuracy of research questions. Hypotheses tentatively explain variable relationships and must be testable. Definitions of terms clarify meanings within a study. Organization and criteria are outlined for effective literature reviews.
This paper provides guidance on conducting interpretive research in information systems. It discusses four key sections: carrying out fieldwork, theory and data analysis, constructing and justifying a contribution, and ethical issues and tensions. The paper aims to help new researchers who lack information on how to properly design and conduct an interpretive study from start to finish.
This document provides an overview of key concepts in formulating and conducting research, including defining hypotheses, variables, and assumptions. It discusses developing a research design that includes determining data sources, instruments, and procedures. It also addresses analyzing and treating data, as well as documenting the study through literature reviews, bibliographies, note-taking, and structuring final reports and proposals. The document offers guidance on all stages of the research process.
The document provides guidance for PhD researchers on the role and use of theory in a doctoral study. It discusses different types of theory, such as grand theories, middle-range theories, and substantive theories. It also outlines how theory can be used deductively to test hypotheses or inductively to generate new theories from data. The document emphasizes that researchers should characterize how they are using theory and provide details when claiming to use approaches like grounded theory.
The document discusses case study research methods. It defines a case study as an in-depth analysis of a contemporary phenomenon in its real-world context using multiple sources of evidence. Case studies are useful for answering "how" and "why" questions about situations with little researcher control. The document outlines different types of case studies including exploratory, descriptive, explanatory, intrinsic, instrumental, and collective. It also discusses case study design components like research questions, propositions, units of analysis, linking data to propositions, and interpretation criteria. The document contrasts statistical generalization with analytical generalization in case studies.
Audience Research Design ProposalLength 2,000 words Value 50.docxrock73
Audience Research Design Proposal
Length: 2,000 words
Value: 50%
You have been commissioned to conduct some audience research by an organisation. Your task is to write up a detailed proposal for the specific research you plan to undertake.the following topic
Topic 3
A commercial news media organisation wants to commission research to find out the relationship between its online news audiences and its print news audiences, in order to determine how to maximise their investment in each medium and increase their audience subscription base.
The research question to be answered is:
Why do readers of our newspaper [name] prefer the print or online versions, and is there any overlap in readership? How can we move more of our readership onto our online news platform?
Design a research proposal to be funded by a specific news organisation (include in your proposal the name of the organisation and the newspaper/s it publishes).
Having chosen your topic, you can then refine the research question or questions by giving it a specific scope. Note that you are expected to produce a design for research, not the actual research findings. Explain and justify the theoretical assumptions underpinning your approach, making reference to issues discussed in the course materials. Write up your proposal as a submission for a committee from whom you are seeking permission to conduct the research. It should be structured around the issues listed below.
1. Key Research Questions.
2. Theoretical Framework.
3. Related Research OR Literature Review (either heading is fine).
4. Research Method.
5. Uses of the Findings OR Report to Stakeholders (either heading is fine).
6. Political and Ethical Issues.
7. Resources Required.
Format: Set it out not as an essay but in sections using the numbered headings given above. Include a list of references. You may also want to provide an appendix with sample interview or survey questions (see section 4 instructions). You can provide a one-paragraph overview (or executive summary) at the beginning if you wish.
Further advice
Section 1: your key research question/s, how you decided on this, and how you defined your audience/s.
It is very important to be clear here about who the audience is, how they are brought into being (through what relation – you should bear in mind Nightingale’s (1994a) point about audiences being relational here – see Topic 6), and why you want to research this audience. Provide some context explaining why this research question is important/significant.
Section 2: the theoretical assumptions underpinning your understanding of ‘audience’, and your research approach. (Topics 4 & 5)
You should identify the research tradition and the specific approach you are taking (with references to the course description and relevant readings). Briefly justify your choice of theoretical approach (why this approach and not another?). You may want to use Ruddock's argument re 'situation-specific' research to argue that the approac ...
Critical Qualitative Research Designpages 70–76Related to un.docxwillcoxjanay
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
You will read the text pages that I request. For this assignment rechandaronald
You will read the text pages that I request. For this assignment read pages 36.1-40.2 the specified pages you will need to complete the assignment will be added to this posting as an attachment. You will then provide a detailed outline of the material and a personal summary or impression of what was covered. The detailed outline will be a minimum of 3 pages. Be sure to include text content that is located in "call out areas" or boxes in the text. Answer must be in Microsoft Word and must be an original answer no plagiarism. There will be
no plagiarism!!!
Indicate the page numbers you've outlined in the subject line of your post.
I’ve posted an example of what the teacher expects.
You have to use this format and Quick Note: You will notice that the textbook assigned to this class uses Wikipedia as a resource. However, I want to point out that you should not use Wikipedia as a source for your coursework. Here’s an article discussing the limitations of Wikipedia.
http://www.findingdulcinea.com/news/education/2010/march/The-Top-10-Reasons-Students-Cannot-Cite-or-Rely-on-Wikipedia.html
Example: Science in the Social Sciences
The textbook begins with a quote from Albert Einstein: “Science is the attempt to make the chaotic diversity of our sense-experience correspond to a logically uniform system of thought” (p. 5).
- Truth is not created. It is discovered. Science is an organized attempt to discover truth.
The book clarifies the 3 main categories of science:
1) Natural: study of natural phenomena (cosmological, geological, chemical, biological, etc.)
2) Formal: study of math and logic that use an a priori, rather than factual, methodology (basically, a priori is knowledge that we have and can apply , rather than needing to measure something to gain knowledge about it)
3) Social: study of human behavior and sciences
Einstein was a theoretical physicist; this falls under formal sciences. He did not like things that were unpredictable an he was bothered by chaos. He tried to find ways to predict the unpredictable.
In this class:
We are interested in social sciences, and in particular how that knowledge can be applied to help systems of all sizes. Human services apply methods and findings from social science to improve the lives of people (
individuals
,
groups
– such as families, and larger social context –
communities
).
At the same time, all sciences have a lot in common. The textbook discusses the example of chaos theory. Chaos theory is a branch of mathematics (which is a science itself). Chaos theory deals with conditions where prediction is not possible.
- Chaotic diversity describes things on the quantum level and the human condition
- Chaos theory has implications when working with people; this was recently realized
- Human Services dislike chaos; we want to explain, possibly predict, and prevent human misery
* We can take another look at Einstein’s quote: “Science is the attempt to make the chaotic diversity of our ...
The document discusses the research methodology used in a study. It will employ both survey research and case study research. Survey research includes developing and validating an instrument to measure meeting processes, which will be administered before and during case studies. Case study research will involve in-depth analysis of organizations implementing group support systems to improve meetings. Both positivist and interpretivist approaches will be used to gather both quantitative and qualitative data.
Research Study On Research And ResearchNicole Savoie
Here is a draft case study research paper introduction:
Introduction
Case study research involves an in-depth exploration of a real-world phenomenon in its natural context using multiple sources of evidence. This paper presents a case study examining [topic/phenomenon being studied]. Case studies are well-suited for new research areas or where existing theories seem inadequate because they allow for a holistic, in-depth investigation of the phenomenon within important circumstances.
This case study aims to [research goal/objectives]. It explores [key aspects/variables being examined] through analysis of [data sources - interviews, documents, observations, etc.]. The context of the case is [brief description of case - who/what/where]. This
This document summarizes various intellectual tools that can be used at different stages of literary research to help ensure impartiality. It discusses tools for data collection like interviews, biography studies, textual analysis, and surveys. It outlines tools for analysis like comparison, intertextuality analysis, discourse analysis, and computational methods. It also addresses knowledge production and verification tools like drafting, rewriting, and using precise language. The document aims to provide an overview of the physical, virtual, and intellectual resources that can be employed in literary research to help maintain objectivity.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a particular individual or small group. The document outlines the history, purposes, types (e.g. illustrative, exploratory), and process of conducting case studies including data collection, analysis, reporting, and addressing issues of validity and reliability. Key aspects of case studies discussed include collecting qualitative data through methods like interviews and observations and analyzing data for patterns and meanings.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
5. Part 1
MEMBUATKATA/KALIMATPENCARIAN
Tahap1:
SiapkanTopik& DaftarKata Kunciuntukpenelusuran.
Wildcards & stemming untuk kata dasar auto* atau auto~ untuk pencarian automatic, automate, automation, dan automotive.
MenghindarkanSinonimdanistilahlain denganTesauruspenelusuran:
http://id.loc.gov/Umum& Menyeluruh
http://eric.ed.gov/Pendidikan
GunakanSearch History. (Tersimpanotomatisdi Jurnalonline. Bisajugadicatathasilpenelusurantiappenggunakankata/kalimat).
6. Part 1
SUMBER INFORMASI ILMIAH
Tahap2:
Haruslebihhati-hatiuntuksumberInformasi Ilmiah.
Blog:
Blogspot?
Wordpress?
Semi Ilmiah:
Koran?
Majalah?
7. Part 1
FINDING KEY PAPERS (1): CHAINING
Tahap3 & 4:
PadaKaryaIlmiahpentinguntukmenemukankey papers: karyapadabidangtersebutyang paling berpengaruh& banyakdigunakan(sitasi/cited).
Backward Chaining.
8. Part 1
FINDING KEY PAPERS (2)
Forward Chaining.
Sitasi/Citations –Jumlah pemakaian oleh peneliti/publikasi lain.
Database referensi dan sitasi:
ISI Web of Science
Scopus
9. Part 1
SUMBERDATABASE JURNALUI SEPTEMBER 2014
Database Jurnalonline mencakup:
Jurnallama yang digitalisasi.
BukuElektronik.
InformasiAksesDatabase JurnalUI September 2014
Database SumberInformasiOnline Lainnya.
10. Part 1
GOOGLE SCHOLAR
Salah satusumberliteraturilmiah.
Artikel, tesis, buku, abstrak, dankaryailmiahlainnyadaripenerbit, professional, repository online, universitas, dll.
Non Full-Text: Hanyalink kesumberlainnya. Full Text hanyakoleksitertetutergantungsumber.
Urutanrelevansi:
Ketersediaandokumenfull text,
Dimanaditerbitkan
Pengarang
Seberapaseringdigunakan(sitasi).
11. Part 1
SCOPUS
Database referensidengansitasi(non full-text).
+42 500 000 records semuasubyek.
peer-reviewed journals -open access journals, conference proceedings, trade publications and book series
Jumlahsitasidarikarya.
Penelusuran judul, abstrak, kata kunci.
Penelusuran Advanced.
17. Part 3
APLIKASIINFORMASIDI DUNIAAKADEMIK& PROFESIONAL: ETIS: TIDAKPLAGIAT
Penggunaaninformasiyang etis.
Aspeklegalitas/hukumdariInformasi: copyright & Plagiarisme.
ApakahituPlagiarisme?
Definisi–”Plagiarism is passing off someone else’s work, whether intentionally or unintentionally, as your own for your own benefit” (A handbook for deterring plagiarism in higher education. Carroll, 2002, p. 9).
Copyright: konteksyang lebihluas.
DibutuhkankemampuanmeringkasinformasidenganBahasa sendiri.
18. Part 3
ANDA PLAGIAT JIKA...
Menggunakan karya orang seakan-akan karya anda. Menggunakan karya anda atau suatu kelompok (anda juga berpartisipasi) sebelumnya tanpa izin.
Tanpa menyebutkan sumber:
Jiplak kalimat dari karya orang.
Menggunakan ide, teori, metode atau data penulis lain.
Terlalu mirip dengan karya asli: Contohnya:
Mengganti beberapa kata dengan sinonim.
Membuat translasi/artian dari bahasa lain tanpa menyebutkan komentar.
Bisa juga tanpa disengaja, ketika tidak tahu cara dan kapan parafrase atau quote.
19. Part 3
DISKUSIMENGENAIPLAGIARISME
Contoh: Guru Besar salah satu perguruan tinggi negeri di Indonesia.
Konsekuensi Plagiarisme:
Untuk pengarang asli?
Pengarang yang plagiat?
Penerbit artikel plagiat?
Universitas tempat yang melakukan plagiarisme?
Untuk komunitas ilmiah?
20. Part 3
KONSEKUENSIYANG DIMUNGKINKAN
Pengarang asli tidak mendapatkan sitasi dan kredit yang seharusnya mereka dapatkan. Yang melakukan plagiat mendapatkan jumlah sitasi yang tidak seharusnya.
Reputasi plagiat hancur jika teridentifikasi plagiarisme.
Diproses hukum dan etika profesi.
Penerbit & universitasmendapatkan reputasi buruk.
Kepercayaan komunitas ilmiah berkurang.
21. Part 3
BAGAIMANA MENCEGAH PLAGIARISME?
Penggunaan quote dan para-frase yang benar.
Mempelajari bagaimana dan kapan untuk mengutip karya orang.
Untuk karya kelompok, harus diipahami persentase anggota kelompok.
Harus memperhatikan peraturan copyright.
Penggunaan aplikasi deteksi plagiarisme: Turnitin.
Penggunaan bahasa sendiri. Penggunaan padanan kata lain. Tesaurus, kamus.
22. Part 3
KENAPA HARUS ADA KUTIPAN DI KARYA ILMIAH
Karya ilmiah dikutip sebagai apresiasi dan pemberian kredit terhadap karya yang digunakan.
Bagian dari budaya dan peraturan akademik.
Integritas akademisi dan persiapan kehidupan profesional.
Kemudahan bagi pembaca untuk menemukan karya lain sejenis dan membedakan apa kontribusi karya yang baru terhadap bidang ilmu yang dikaji.
23. Part 3
KAPANDIBUTUHKANREFERENSI
Quote, para-frase, ringkasanide orang lain.
Pernyataanyang dapatdidiskusikan.
Statistik, tabel, dll.
25. Part 3
QUOTING
Menggunakanperkataan/tulisanyang telahdiungkapkanolehpenulissebelumnya.
Quote digunakanjikaparaphrase tidakbisadigunakan. Jikadigunakan, akanmengubahartikeseluruhankalimat.
Digunakanperkataanyang sangatterkenaldansangatberkaitandenganbidangpenelitian.
Menggunakantandakutip/quotation mark (“ “)
26. Part 3
CONTOH QUOTE
TeksOriginal (Wells, P. (2000)The horror genre: From Beelzebub to Blair Witch): The horror genre has become increasingly concerned with the relative and fragile nature of existence.
run-in quotation: Horror films often examine the "relative and fragile nature" of humanity and what it means to exist (Wells, 2000, p. 9).
block quotation: Sepertiyang Paul Wells katakandalamkaryanya:
“The horror genre has become increasingly concerned with the relative and fragile nature of existence.” (Wells; 2000, p. 9)
27. Part 3
PARA-FRASE
Kutipankaryaorang yang telahdiringkasdengankalimatdankata sendiri.
Dengangayabahasalaporan. Contoh
Sepertiyang diungkapkanolehWibowo bahwa…
A yang dikutipolehB menjelaskanbahwa…
Paul menjelaskanbahwa… Accordingto Matthews... Graham arguesthat… Stevens proposea new way of…
28. Part 3
CONTOH PARA-FRASE
Teksasli(Wells, P. (2000)The horror genre: From Beelzebub to Blair Witch): [...] if established social and historical frameworks preserve purpose and order in human endeavour, they also come to define the terms and conditions of life itself, and the implied promise of the finite and eternal. The collapse of these frameworks is thus at the heart of the horror text.
Para-frase: According to the British Professor of Cultural Studies, Paul Wells (2000, p. 10), a key theme in the horror genre is the breakdown of the socio-historical structures of society.
29. Part 3
TeksAsli:Constructivism is a movement that extends beyond the beliefs of the cognitivist. It considers the engagement of students in meaningful experiences as the essence of learning. The shift is from passive transfer of information to active problem solving. Constructivists emphasize that learners create their own interpretations of the world of information.
Sumber:Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999).Instructional media and technologies for learning.Upper Saddle River, NJ: Prentice-Hall.
Versi1
Versi2
Constructivists do not hold views entirely opposed to those of the cognitivists. The position of constructivists "... extends beyond the beliefs of the cognitivist"
(Heinich, Molenda, Russell, & Smaldino, 1999, p. 17).
References: Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999).Instructional media and technologies for learning.Upper Saddle River, NJ: Prentice-Hall.
Constructivists do not hold views entirely opposed to those of the cognitivists. The position of constructivists extends beyond the beliefs of the cognitivist.
References: Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999).Instructional media and technologies for learning.Upper Saddle River, NJ: Prentice-Hall.
LATIHAN QUOTE 1
https://www.indiana.edu/~istd/example2word.html
OK! Penggunaantandakutipuntukquote darikata kekata di dokumenasli.
Plagiarisme! Kata yang diplagiat: extends beyond the beliefs of the cognitivist. Karenasamapercis. Tidakadatandakutip.
30. Part 3
Original Source Material:The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated --and interesting --is how those parts are connected or related to each other.
Sumber:Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
Version 1
Version 2
A system has parts that fit together to make a whole, but the important aspect of systems is how those parts are connected or related to each other (Frick, 1991).
References: Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
Frick (1991) states that "... a system has parts that fit together to make a whole ..." but the important aspect of systems is "... how those parts are connected or related to each other" (p. 17).
References: Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
LATIHAN QUOTE 2
https://www.indiana.edu/~istd/example3word.html
Plagiarism! Kata yang diplagiat: connected or related to each other.Karenasamapercis. Tidakadatandakutip.
OK! Note in this example that the passage begins with the author and year of the publication. Quotation marks are used to indicate that the passages are word-for-word citations from the original document. The author is also listed in the references.
31. Part 3
TeksAsli:Developing complex skills in the classroom involves the key ingredients identified in teaching pigeons to play ping-pong and to bowl. The key ingredients are: (1) inducing a response, (2) reinforcing subtle improvements or refinements in the behavior, (3) providing for the transfer of stimulus control by gradually withdrawing the prompts or cues, and (4) scheduling reinforcements so that the ratio of reinforcements in responses gradually increases and natural reinforcerscan maintain their behavior.
Sumber:Gredler, M. E. (2001).Learning and instruction: Theory into practice(4th ed.). UpperSaddleRiver, NJ: Prentice-Hall.
Version 1
Version 2
According to Gredler(2001), the same factors apply to developing complex skills in a classroom setting as to developing complex skills in any setting. A response must be induced, then reinforced as it gets closer to the desired behavior. Reinforcershave to be scheduled carefully, and cues have to be withdrawn gradually so that the new behaviors can be transferred and maintained.
References: Gredler, M. E. (2001).Learning and instruction: Theory into practice(4th ed.). Upper Saddle River, NJ: Prentice-Hall.
Inducing a response, providing for the transfer of stimulus control by gradually withdrawing prompts or cues, reinforcing subtle improvements in the behavior, and scheduling reinforcements so that natural reinforcerscan maintain their behavior are the key ingredients identified both in teaching pigeons to play ping-pong and in developing complex skills in the classroom.
References: Gredler, M. E. (2001).Learning and instruction: Theory into practice(4th ed.). Upper Saddle, NJ: Prentice-Hall.
LATIHAN PARA-FRASE1
https://www.indiana.edu/~istd/example1paraphrasing.html
OK! Para-frasedilakukandenganmenyebutkansumber. Kalimatpara-fraseberbedadenganaslinyanamunmemilikiartiyang sama. Tidakdiperlukantandakutipkarenatidakadakutipankata yang sama.
Plagiarism! Hanyamemindahkankalimataslidaripengarang. Tidakmenyebutkansumberdi kalimatyang dikutip.
32. Part 3
TeksAsli:... constructivist theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their experiences. Learners, therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning.Instead, knowledge must develop and continue to change with the activity of the learner. It seems clear from remarks of constructivist researchers that constructivist learning goals are best met through a variety of instructional conditions that differ from any proposed by theorists like Gagné.
Source:Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). NeedhamHeights, MA: Allyn& Bacon.
Version 1
Version 2
The basic tenet of constructivism holds that learners themselves construct knowledge, rather than receive it from outside themselves. The instructional conditions for learning proposed by Gagne do not support the kind of learning assumed by the constructivists.
References: Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). Needham Heights, MA: Allyn& Bacon.
The basic tenet of constructivism holds that learners themselves construct knowledge, rather than receive it from outside themselves. The instructional conditions for learning proposed by Gagne do not support the kind of learning assumed by the constructivists (Driscoll, 2000).
References: Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). Needham Heights, MA: Allyn& Bacon.
LATIHAN PARA-FRASE2
https://www.indiana.edu/~istd/example5paraphrasing.html
Plagiarism! Walaupuntelahdipara-frasekan, tidakadasumberreferensidi awalataupunakhirkalimat.
OK! Para-frasedilakukandenganmenyebutkansumber. Kalimatpara-fraseberbedadenganaslinyanamunmemilikiartiyang sama. Tidakdiperlukantandakutipkarenatidakadakutipankata yang sama.
34. Part 4
BAGIAN STANDAR KARYA ILMIAH
StrategiPenulisan: Umum–Khusus/ Khusus–Umum
BagianStandar:
Abstrak/Abstract–ringkasanyang terdiridaritujuan, metode, hasil, dansimpulan.
Pendahuluan/Introduction–Bagianyang mendeskripsikanlatarbelakang, tujuandanmasalahpenelitian.
Metode/Method–Metodepenelitianyang digunakanagar pembacamengertiapayang dilakukanuntukmencapaihasilpenelitian.
Hasil/Result–hasilpenelitianyang ditunjukkandengantable, grafik, bagan, dananalisisnya.
Diskusi/Discussion–Bagianhasilpenelitianyang didiskusikan, hubungan(korelasi), generalisasi, kekurangan, dll.
Bibliografi/DaftarPustaka/Bibliography–Daftarreferensiyang digunakan.
35. Part 4
PENULISANKARYAILMIAH
Ada banyakStyle, Aturan, & Cara PenyampaiandanpenulisanKaryaIlmiah:
MLA
ALA
APA
IEEE
CHI
36. Part 4
BAGIAN APA SAJA YANG HARUS DITULISKAN DALAM KARYA ILMIAH
1.Kutipan/quote
BagianInidisebutkankutipanyang bukanide anda.
2.Sumber
Darimanamendapatkansumberkutipan
3.DaftarPustaka/Referensi
Informasilebihdetail darisumberkutipan. Jugakeseluruhandaftardarikaryayang andakutip. (Biasanyadi bagianakhir)
Frick (1991) states that "... a system has parts that fit together to make a whole ..." but the important aspect of systems is "... how those parts are connected or related to each other" (p. 17).
References
Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
3
2
1
37. Part 4
GAYA/STYLE PENULISAN –IEEE STYLE
In the text:
Power Management Systems are being used for more and more different tasks [1]
Daftar Pustaka:
[1] J. C. Foreman, R. K. Ragade, and J. H. Graham, “New Software Metrics for Evaluation and Comparison of Advanced Power Management Systems,” Systems Journal, IEEE, vol. 3, no. 3, pp. 331-335, 2009.
3
2
1
38. Part 4
MANAJEMEN REFERENSI DENGAN ZOTERO
Tidak perlu pusing dengan format penulisan.
Free Open Source Software (FOSS) reference management system.
Mozilla Firefox, Google Chrome, & Safari.
Menyimpan Referensi Online dan lokal (Offline).
Dapat digunakan untuk Referensi di Dokumen Word (Ms Office).
39. Part 4
INSTALASI DI MOZILLA FIREFOX
Versi Terbaru Mozilla Firefox –www.mozilla.org
Install 2 Aplikasi:
Mozilla Firefox Plugins Zotero –www.zotero.org
Zotero Word rocessor Plugin –www.zotero.org
41. Part 4
SINKRONISASI ONLINE
Untuk menyimpan data di ’Cloud’ dan Sinkronisasi dengan data lokal, harus membuat akun di www.zotero.org
Klik ”Register” dan isikan Data Formulir Pendaftaran.
Check your e-mail for the confirmation e-mail and activate your account via the link you receive.
Dengan Sinkronisasi: Tidak perlu khawatir ketika Bekerja dengan PC yang berbeda atau Format PC.
42. Part 4
SETTING DAN PREFERENSI (1)
Klik icon ’gerigi’.
Pilih ”Preferences”.
Tampilan:
43. Part 4
SETTING DAN PREFERENSI (2)
Pilih ”Sync” ( ) dan isi username dan password akun yang telah dibuat di www.zotero.org(checklist ”Sync automatically”).
Tab ”Cite” ( ) memungkinkan instalasi style penulisan yang diinginkan di Zotero.
44. Part 4
SETTING DAN PREFERENSI (3)
Tab ”Advanced” ( ) memungkinkan untuk save referensi di Folder yang diinginkan.
Default: folder standar Zotero
45. Part 4
PENGGUNAAN
Dapat digunakan untuk Referensi apapun selama website menggunakan metadata standar (title, author, dll.).
Klik icon di samping alamat web untuk save referensi ke Zotero.
54. Part 4
APLIKASILAIN SEJENIS
MsOffice Word (Versi2007 keAtas).
Memungkinkannamuninput referensimanual. TidakbisalangsungdariWebBrowser.
55. Part 4
APLIKASILAIN SEJENIS
EndNote (AplikasiBerbayar/ Trial (percobaan) 30 hari)
56. Part 4
PRAKTEKPEMBUATANINFORMASIILMIAH
Topik: KebudayaanBetawi
KebudayaanBetawi
M. Prabu Wibowo
MasyarakatBetawimemilikihasilbudayayangsangatberagammulaidarisenimusik,tarian,arsitektur,hinggakuliner.UntuksenimusikterdapatGambangKromong.MenurutSoekotjo,masyarakatBetawisangatmenghargaidanmerawatkesenianGambangkromong(Soekotjo2013).Menurutnyajuga,masyarakatbetawimenganggapmusiktradisionalsepertiGambangKromongmelengkapikeberadaanmusikpop.
Keberadaanbudayabetawipentinguntukdilestarikan.PemerintahdankomunitasbudayaberperanpentingterhadappelestariankebudayaanBetawidenganmembangunSanggarBudayaBetawi.TerdapatbanyaksanggarBetawiyangberupayamelestarikandanmempromosikankebudayaanIndonesia.Selainitu,keberadaanSanggarjugaseringdimanfaatkansebagaisaranadakwahdankeagamaan(Rifqi2011).
DaftarPustaka
Rifqi, Ahmad2011StrategiDakwahSanggarBudayaBetawiBetawiSi PitungDalamPembinaanPemudaDi Wilayah RawaBekongJakarta Barat. http://repository.uinjkt.ac.id/dspace/dspace/handle/123456789/4534, accessed September 22, 2014.
Soekotjo, Mr2013MUSIK GAMBANG KROMONG DALAM MASYARAKAT BETAWI DI JAKARTA. SELONDING 1(1). http://journal.isi.ac.id/index.php/selonding/article/view/7, accessed September 22, 2014.
57. THE END
THANK YOU
FOR ALL OF YOUR PARTICIPATIONS
ALL RECOMMENDATIONS ARE WELCOME