This document provides an overview of finding and evaluating information for assignments. It discusses the need for evidence to support arguments and covers various information sources like books, journals, and websites. It also explains keywords, Boolean operators, and searching databases like Google Scholar. The document emphasizes evaluating sources for currency, authority, relevance, and purpose using the CARP method. Interactive exercises are included to have students practice searching and evaluating information. Help from librarians is also offered.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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?
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter 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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Today we will cover… Finding information for your
assignments
• Why we need information and when
• Types of information
• Information sources
• Evaluating information
4. What is evidence?
• Evidence is anything that you see, experience, read, or are told that
causes you to believe that something is true or has really happened.
• You will need to provide evidence to support any arguments made in
your assignments
• These will be your citations and references
6. Library Resources
• The Library provides a range resources to support your research and
study including:
• Books
• Journals
• Trade Journals or Magazines
• Newspapers
• Websites
7. Thinking about resources
Go to this link to complete this online quiz
https://ispri.ng/87Kvl
Good Luck!
Presentation title | 8
8. Keywords – what are they?
Keywords are words or phrases that describe
content you are searching for
9. Keywords – Game
• How can you make sure you are finding what you need? By making
sure you search with the right keywords…
• Keywords Game…….Open up your browser and go to this link to try
our quiz on keywords
• https://ispri.ng/m0xyg
11. What’s in ‘My Library’
Welcome to the Library | 19
• Reading lists for
each of your
modules
• Search for
information using
Library Search
• My Subject –
library guides
resources and help
for your subject
17. Good Google….
Presentation title
Google Scholar provides a simple way to
broadly search for scholarly literature. From
one place, you can search across many
disciplines and sources: articles, theses,
books, abstracts and court opinions, from
academic publishers, professional societies,
online repositories, universities and other
web sites
21. Boolean Operators
• AND = Less: You are combining search terms NARROWER
• OR = MORE: You are asking for either of the search terms WIDER
• * = Truncation – You enter the beginning of a key word e.g.
Vet* will find all search terms beginning with these letters
• “ “ = Phrase searching – You want the words to be next to each other in your
search e.g. “animal behaviour”
Presentation title
22. • Keep it simple!
• Experiment with different words and concepts, remember
different spellings and terminology e.g. US v UK
• Truncating to broaden your search Vet* = all words beginning
with VET
• Search for phrases “vet nursing”
• If you have too many items think about using limits e.g. date?
Type of resource? Subject area?, Language
• Try the advanced search options most databases have them
• Change databases – you won’t find everything in one resource
A few search tips
23. Have a go!
• Put in some assignment keywords into Library Search or Google
Scholar and see what results you get
• Try using phrase searching and truncation
• Create some references
• Email or save your results
26. Currency
• When was the information published or posted?
• Has the information been revised or updated?
• Does your topic require current information, or will older
sources work as well?
27. Accuracy/Authority
• Is the information supported by evidence (e.g. references, research
data)?
• Has the information been reviewed or refereed?
• Can you verify any of the information in another source or from
personal knowledge?
• Who is the author/publisher/source/sponsor?
• What are the author's credentials or organisational affiliations?
• Is the author qualified to write on the topic?
• Is there contact information, such as a publisher or email address?
• Does the URL reveal anything about the author or source? examples:
.com .edu .gov .org .net
28. Relevancy
• Does the information relate to your topic or answer your question?
• Who is the intended audience?
• Is the information at an appropriate academic level?
• Have you looked at a variety of sources before determining this is one
you will use?
• Would you be comfortable citing this source in your research paper?
29. Purpose
• What is the purpose of the information? Is it to inform, teach, sell,
entertain or persuade?
• Do the authors/sponsors make their intentions or purpose clear?
• Is the information fact, opinion or propaganda?
• Does the point of view appear objective and impartial?
• Are there political, ideological, cultural, religious, institutional or
personal biases?
30. Evaluation game: https://libguides.mdx.ac.uk/Evaluating
• Look at these 5 pieces of information on self-esteem
• In groups decide
• Which are relevant
• Which are no use
• Which has most academic authority
• Which items might be biased
• Which item is most current
We will look at different information types
Have a look at library search and google scholar and think about how you decide what is a good source of information
we’ll talk about when and why we need information.
We’ll discuss what sources are available and practice the skills used for finding information.
We’ll consider ways of evaluating the information sources and the information we find on them.
Open this up to students for a few minutes (2/3) of discussion. Correct answer is “All the Time”. Mention value in social life, academic life and future professional life. This allows the students to see the session will have value to them throughout their lives.
Now they are in a different environment and learning about new skills and subjects information is going to become even more important to them.
Emphasis on decision making and keeping knowledge up to date: Without the support of evidence – expertise can deteriorate and practice becomes outdated.
Where do you go to find out about these topics?
I imagine most student too young to recognise original Ghostbusters film cast….
Ask does anyone remember this film… came out on 1984
Card Game
We’re going to start off by:
Exploring the range of resources available.
Consider the value of different information sources.
Think about which sources are going to help you find the information that you need.
Its important to use a wide range of relevant resources in your work.
This gives a balance and diversity to your work.
Hand out exercise Thinking about resources. Card game
Groups
10-15 mins
Feedback (see next slides)
5 Yellow cards = different resources
5 Green cards = What are they match the definition to the resource
5 Pink cards = Not so good for….
5 Purple cards = Good for…
Good for:
broad/general overview of a subject and background information
Edited for quality and accuracy
Not so good for:
May not be specific enough
Can be out of date, check the edition and publication date
Good for:
Up-to-date
Specialist/focussed
Present latest research
Edited for accuracy/quality (peer reviewed)
Lots of references
Not so good for:
Can be hard to locate/access
Expensive
May be too specific
May be at wrong level
Good for:
Latest information
Current events
Concise info
Product news
Often available online with RSS/Twitter etc
Not so good for:
Detail
Objective information ie. can be bias, adverts, preferential products etc
Often hard to find old issues
Back issues/archive
Good for:
Up-to-date
Edited
Readily available (latest copies especially)
Not so good for:
Can be bias
Can be unbalanced
Can be sensationalist
Hard to get hold of/access (back issues)
Broadsheet v tabloid – have they heard these terms
There are loads of different types of information available on the internet, anything from social media and crowd sourced resources such as Wikipedia to organisational or academic sources.
You need to be really critical of information that you find on the Internet and consider the provenance of the information i.e. who created it, when and why?
Good for:
Easy to use/search
All subjects covered
Can be very up-to-date
Mobile
Not so good for:
No editorial control
Unreliable sources
Can be created by anyone
Material can lack provenance
Can be out-of-date
Not everyone has access
Keywords are words or phrases that describe content you are searching for
Do the Cup of Tea Game : 5-10 mins?
Split into groups or pairs and hand each pair a sheet with an image which they need to describe without using the words on the paper.
Write keywords on flipchart sheet each and then present back to the other groups to see if the other groups can guess what the image is
If they can = good choice of keywords
If they can’t = a bit more thought required…
or The Fruit Stall Game
What can you see in the picture…fruit
If type ‘fruit’ into database will get millions of hits, how can you break it down ie. search for something more specific to get more manageable results
Can you be more specific ie.
Type of fruit: apples, oranges, bananas etc
Location: Stall, market, outdoor market, fruit market, Britain
Detail: boxes, signs, astroturf, prices, colour of fruit, lights, pound £ signs, special offer etc
People in background: old, young, male, female > stall holder, customers, browsers etc
Think of related subjects eg.
retail, commercial, financial, point-of-sale
Shopping, shops, fish/meat/clothes market, shopping centres, high street
Town, city, centre, British town
Nutrition: vitamins and minerals
Also: Words with more than one meaning
Orange or Blackberry: fruit NOT telephone
Apple: fruit NOT computer
Thinking beyond the obvious, looking for the detail that might make a difference.
Get students to log into MyUniHub if not done so already
Run through the list of options
Lib Search
Referencing
Lib account
Reading lists
Library guides
Online chat
Library Search – have they used it know what it is what it covers? How did they find using it?
Remember to Sign in
Remind them about refining options especially date and resource type
Reference creation using “
Save searches using the pin
Peer reviewed online resources
Show reference
Remind them to use Harvard
Ask if they know the difference between citation and reference list
Cite them right online for checking ALL references
Google
Do you agree?
What's wrong with Google
Information bubble – only see what google thinks you want to see….
What is Google Scholar?
Google Scholar is an online, freely accessible search engine that lets users look for both physical and digital copies of articles.
Find journal articles, dissertations, books, and more, from academic publishers, professional societies, universities and other web sites.
Search across many subject areas
Features of Google Scholar
Search all scholarly literature from one convenient place
Explore related works, citations, authors, and publications
Locate the complete document through your library or on the web
Keep up with recent developments in any area of research
Check who's citing your publications, create a public author profile
Link Google Scholar to MDX Library Search
Star symbol saves a record the “ symbol gives you a reference just like MDX Library Search
Have you heard of Boolean operators? Just a fancy way of combining your keywords
Combine search terms
Use AND to Narrow them
Use OR to broaden them
“ phrase searching”
VET* = words beginning with VET
NURS* = nurse, nurses, nursing
Handout the evaluation sheet – put them in small groups or pairs
Subject library guide for vet nursing
Can contact the librarian
Look at the various tabs for more information
Just mention usual support/contact options
Congratulations you have finished the session!