The document provides guidance on selecting and developing a topic for a research paper. It recommends choosing a topic of interest that is manageable within the time constraints. It also suggests developing the topic in five steps: choosing an area of interest, focusing the area, refining to a research question, considering the approach, and identifying needed information types. The document then lists sources for background information, terminology, articles in specific subject databases, and style guides.
Introduction to information researching and critical thinking for an undergraduate UCLA English composition course focused on a UC (University of California) education.
How to find journal articles: The key to finding buried treasureKathy Irwin
This tutorial describes how to find article content starting with a citation, using Serials Solutions Find a Specific Journal software. The multimedia tutorial is posted on the University of Michigan-Dearborn's Mardigian Library website at http://library.umd.umich.edu/research/guides/index.html
Introduction to information researching and critical thinking for an undergraduate UCLA English composition course focused on a UC (University of California) education.
How to find journal articles: The key to finding buried treasureKathy Irwin
This tutorial describes how to find article content starting with a citation, using Serials Solutions Find a Specific Journal software. The multimedia tutorial is posted on the University of Michigan-Dearborn's Mardigian Library website at http://library.umd.umich.edu/research/guides/index.html
1 HIS 100 Primary Source Hunt Short Response GuidelineAbbyWhyte974
1
HIS 100 Primary Source Hunt Short Response Guidelines and Rubric
Activity: Open these three links to digital repositories containing resources related to the dropping of the atomic bomb. Browse through each repository (Truman
Library Collections, Voices of the Manhattan Project, and National Security Archive), and think about how useful these repositories would be to you if you were a
historian seeking to write a biography on the scientist Leo Szilard (pronounced SIL-lard) who helped develop the atomic bomb and also campaigned against its use.
1. Truman Library Collections
2. Voices of the Manhattan Project
3. Atomic Heritage Foundation
As you explore each repository, try to locate the following primary sources that you might consult to write a chapter about Szilard’s campaign against dropping the
atomic bomb. Each primary source is located in only one of the above repositories. Try your best to locate each source, but it is OK if you are not able to locate all
three. If you are successful in your search, try skimming through the sources you find.
1. The transcription of the oral history interview with Tom Evans, a close friend of President Truman’s, discussing scientists’ opposition to the use of the
atomic bomb
2. A petition against the use of the atomic bomb circulated by Szilard directed toward President Truman
3. An interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb
To do this, develop search terms similar to the examples shown in the Module Two Module Overview. Only use these three online repositories to locate these
sources—do not consult Google or any other search engine. Take notes on the search terms that are successful and keep the links to the sources you find.
Prompt: In two to three sentences, respond to each question. To develop your responses, combine your experience using search terms to locate the three
primary sources in this module with your own reflections on the questions posed. Regardless of whether or not you were able to find all three primary sources,
complete all question prompts before you submit your responses. If you were not able to find the primary sources, let your instructor know what search terms
you did use so he or she can provide you with feedback on how to develop effective search terms.
1. Describe your overall experience locating these primary sources. Was it challenging or straightforward? Do you learn anything interesting along the way?
2. Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach
Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source.
3. Were you able to locate a petition against the use of the atomic bomb circulated by Leo Szilard directed toward President Truman? Share your search
terms and a link to the primary sourc ...
1
HIS 100 Primary Source Hunt Short Response Guidelines and Rubric
Activity: Open these three links to digital repositories containing resources related to the dropping of the atomic bomb. Browse through each repository (Truman
Library Collections, Voices of the Manhattan Project, and National Security Archive), and think about how useful these repositories would be to you if you were a
historian seeking to write a biography on the scientist Leo Szilard (pronounced SIL-lard) who helped develop the atomic bomb and also campaigned against its use.
1. Truman Library Collections
2. Voices of the Manhattan Project
3. Atomic Heritage Foundation
As you explore each repository, try to locate the following primary sources that you might consult to write a chapter about Szilard’s campaign against dropping the
atomic bomb. Each primary source is located in only one of the above repositories. Try your best to locate each source, but it is OK if you are not able to locate all
three. If you are successful in your search, try skimming through the sources you find.
1. The transcription of the oral history interview with Tom Evans, a close friend of President Truman’s, discussing scientists’ opposition to the use of the
atomic bomb
2. A petition against the use of the atomic bomb circulated by Szilard directed toward President Truman
3. An interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb
To do this, develop search terms similar to the examples shown in the Module Two Module Overview. Only use these three online repositories to locate these
sources—do not consult Google or any other search engine. Take notes on the search terms that are successful and keep the links to the sources you find.
Prompt: In two to three sentences, respond to each question. To develop your responses, combine your experience using search terms to locate the three
primary sources in this module with your own reflections on the questions posed. Regardless of whether or not you were able to find all three primary sources,
complete all question prompts before you submit your responses. If you were not able to find the primary sources, let your instructor know what search terms
you did use so he or she can provide you with feedback on how to develop effective search terms.
1. Describe your overall experience locating these primary sources. Was it challenging or straightforward? Do you learn anything interesting along the way?
2. Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach
Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source.
3. Were you able to locate a petition against the use of the atomic bomb circulated by Leo Szilard directed toward President Truman? Share your search
terms and a link to the primary sourc ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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