A database is a large organized collection of data designed for quick search and retrieval. It allows users to store information in an organized way for easy access. Maintaining data in a database allows users to search across multiple records to find what they need faster than searching unorganized files or documents.
The document discusses the benefits of using GGC's library databases to search for information rather than just using web searches. It notes that databases allow targeted searches of scholarly sources and that GGC's databases provide access to more sources than are freely available online. The document also provides an example of using library databases to find reputable sources on a topic for an assignment that requires presenting both sides of an argument.
This document summarizes various serological tests used to detect antigens and antibodies. It describes primary, secondary and tertiary serological tests including ELISA, immunofluorescence, radioimmunoassay and more. It also details different types of agglutination tests like qualitative and quantitative tests. Additional tests covered are precipitation tests, complement fixation tests, passive hemagglutination and sandwich ELISA. The document provides information on applications and procedures for many antibody and antigen detection techniques.
The call number for a book works like an address, identifying its location in the library. Call numbers arrange materials by subject according to the Library of Congress classification system using a combination of letters and numbers. To shelf books in order, one must understand that the call number sections represent the subject, author's last name, and publication date, allowing books on similar topics to be browsed nearby.
This document summarizes the type of information available about an event over time from initial reports to long-term analyses, including television, newspapers, magazines, academic journals, books, government reports, and reference materials. It describes the depth, perspective, intended audience, and authors for information about an event as time passes.
The document describes how information about events changes over time depending on the medium and length of time since the event occurred. Immediately after an event, information is provided quickly through television, the internet, and radio. In subsequent days, newspaper articles provide more context and investigation. Weeks later, magazines analyze the event's wider impacts. Academic journals include rigorous analysis months to a year later. Years later, books place the event in historical context and government reports analyze policy implications. Reference works establish the event as accepted knowledge years later.
This document provides examples of how citations are formatted for different reference types including search results, references from articles, and references from publishers or web links. It lists the key elements included in citations such as author, article title, journal title, year, volume, page numbers, and whether it links to the full text HTML or PDF version of the article.
The document outlines how information about events is reported and analyzed over time through different media sources, from immediate news reports through academic journals, books, and government reports, with each medium providing more in-depth context and analysis the more time has passed since the event. The information evolves from the basic facts in news reports to detailed empirical research and analysis in academic publications to establishing the event as settled knowledge in reference works. The intended audience also shifts from a general public to specialized scholars and professionals with each subsequent stage of coverage.
This document discusses the different formats for citations when obtained from search results, an article, or a publisher/web link. It notes that search result citations include the article title, author, journal title, and year of publication. Citations from within an article also include the author(s), article title, journal title, year, volume, and page numbers. Citations from a publisher or web link contain the same information - author(s), article title, journal title, year, volume, and page numbers.
The document discusses the benefits of using GGC's library databases to search for information rather than just using web searches. It notes that databases allow targeted searches of scholarly sources and that GGC's databases provide access to more sources than are freely available online. The document also provides an example of using library databases to find reputable sources on a topic for an assignment that requires presenting both sides of an argument.
This document summarizes various serological tests used to detect antigens and antibodies. It describes primary, secondary and tertiary serological tests including ELISA, immunofluorescence, radioimmunoassay and more. It also details different types of agglutination tests like qualitative and quantitative tests. Additional tests covered are precipitation tests, complement fixation tests, passive hemagglutination and sandwich ELISA. The document provides information on applications and procedures for many antibody and antigen detection techniques.
The call number for a book works like an address, identifying its location in the library. Call numbers arrange materials by subject according to the Library of Congress classification system using a combination of letters and numbers. To shelf books in order, one must understand that the call number sections represent the subject, author's last name, and publication date, allowing books on similar topics to be browsed nearby.
This document summarizes the type of information available about an event over time from initial reports to long-term analyses, including television, newspapers, magazines, academic journals, books, government reports, and reference materials. It describes the depth, perspective, intended audience, and authors for information about an event as time passes.
The document describes how information about events changes over time depending on the medium and length of time since the event occurred. Immediately after an event, information is provided quickly through television, the internet, and radio. In subsequent days, newspaper articles provide more context and investigation. Weeks later, magazines analyze the event's wider impacts. Academic journals include rigorous analysis months to a year later. Years later, books place the event in historical context and government reports analyze policy implications. Reference works establish the event as accepted knowledge years later.
This document provides examples of how citations are formatted for different reference types including search results, references from articles, and references from publishers or web links. It lists the key elements included in citations such as author, article title, journal title, year, volume, page numbers, and whether it links to the full text HTML or PDF version of the article.
The document outlines how information about events is reported and analyzed over time through different media sources, from immediate news reports through academic journals, books, and government reports, with each medium providing more in-depth context and analysis the more time has passed since the event. The information evolves from the basic facts in news reports to detailed empirical research and analysis in academic publications to establishing the event as settled knowledge in reference works. The intended audience also shifts from a general public to specialized scholars and professionals with each subsequent stage of coverage.
This document discusses the different formats for citations when obtained from search results, an article, or a publisher/web link. It notes that search result citations include the article title, author, journal title, and year of publication. Citations from within an article also include the author(s), article title, journal title, year, volume, and page numbers. Citations from a publisher or web link contain the same information - author(s), article title, journal title, year, volume, and page numbers.
The document discusses the differences between popular and scholarly resources. Popular resources include magazines and newspapers, while scholarly resources are journals and periodicals. It then lists several key aspects to examine when evaluating whether a source is popular or scholarly, such as the author's credentials, the structure and language used, references and citations, specialized vocabulary, and length. Scholarly sources have authors with credentials, follow a defined structure, use specialized language, cite references, and tend to be longer than popular sources.
The document discusses the differences between MLA and APA documentation styles. MLA style is typically used for liberal arts and humanities subjects, focusing on in-text citations and works cited pages. APA style is commonly used for social and behavioral science subjects, emphasizing reference lists and in-text citations with author/date format. Overall, the document compares the key formatting requirements of MLA versus APA documentation.
The document discusses the differences between MLA and APA documentation styles. MLA style is typically used for liberal arts and humanities subjects, focusing on in-text citations and works cited pages. APA style is commonly used for social and behavioral science subjects, emphasizing reference lists and in-text citations with author/date format. Overall, the document compares the key formatting requirements of MLA versus APA documentation.
This document contains a list of topics related to humanities, social sciences, and sciences. It includes fields like philosophy, history, literature, economics, political science, psychology, sociology, biology, physics, chemistry and more. Specific topics mentioned include calculus, agriculture, statistics, social history, criminology, journalism, human geography, marketing, logic, speculative philosophy, communities, classes, races, socialism, communism, anarchism, drama, economic theory, ethics, industries, ecology, and evolutionary biology. It also contains a list of topics related to agriculture, ecology, biology, food production, landscaping, pollution, chemistry, politics, meteorology, health, global warming, history, culture, financing, poverty
This document provides guidance on conducting a literature review. It defines a literature review as a summary and evaluation of significant published research on a topic, organized to show relationships between studies and how each contributes to understanding the topic. The document outlines sources to use and discusses how a literature review differs from an annotated bibliography, research paper, or book review. It also provides examples of literature reviews and discusses the purposes of a literature review, such as seeing what has been researched, identifying relationships and hypotheses, and avoiding duplication. Finally, it lists questions to consider when reviewing literature for one's own research.
This document discusses the differences between popular and scholarly resources. Scholarly resources such as journals are written by experts in a field for other experts and students. They use specialized language and have a clearly defined structure with references and citations. Popular resources like magazines are written for a general audience and do not provide the depth of information or sources that scholarly resources contain.
The document provides an orientation for students on the resources and services available at the Collins Hill High School Media Center, including an introduction to the media specialists, operating hours, sections of the collection organized by Dewey Decimal System, reference materials, study spaces, computer access, printing and copying services, and opportunities for students to provide feedback and get involved. Students are allowed to check out up to 5 books for 2 weeks and use the multimedia stations, scanners, and other technology available.
This document provides step-by-step instructions for creating a documentary using Windows Movie Maker. It explains how to import videos, images, and audio clips, arrange them on the storyboard or timeline, add titles and effects, record narration, and export the finished movie. The various panes and views of the Movie Maker interface are also described, including the collection pane, video preview pane, storyboard view, and timeline view.
This document provides step-by-step instructions for creating a documentary using Windows Movie Maker. It describes how to import videos, images, and audio clips, edit them together on a timeline or storyboard, add titles and effects, record narration, and export the finished movie. The key panels and views of the Movie Maker interface are also explained, including the collection pane, video preview pane, timeline view, and storyboard view.
This document provides an introduction to researching and searching for information using Info Power. It discusses the importance of investigating your topic thoroughly before beginning your search. It then outlines various information sources one can use for research, including encyclopedias, books, newspapers, magazines, and journals. The document explains that libraries provide access to resources through their websites, including catalogs, databases, and other curated web links. It defines databases as collections of organized data that can be searched, and notes that the library has access to over 100 databases through GALILEO, a collection of databases the library subscribes to.
Learning How To Align 9th Grade ELA GPS and ILSabutton1
The document provides guidance on aligning instructional standards and establishing goals, understandings, and essential questions for teaching skills and concepts. It recommends reviewing standards to determine learning outcomes and big ideas, asking essential questions that promote higher-order thinking and discussion. It also suggests using hands-on activities that demonstrate and allow practice of skills, teaching concepts before details, and employing critical thinking techniques to associate ideas.
The document describes the four families that make up a symphony orchestra - woodwind, brass, percussion, and string. It lists the common instruments in each family, including flute, oboe, clarinet, and bassoon in woodwind; trumpet, French horn, trombone, and tuba in brass; timpani, snare drum, tenor drum, bass drum, and cymbals in percussion; and violin, viola, cello, and bass in strings.
The document discusses the differences between popular and scholarly resources. Popular resources include magazines and newspapers, while scholarly resources are journals and periodicals. It then lists several key aspects to examine when evaluating whether a source is popular or scholarly, such as the author's credentials, the structure and language used, references and citations, specialized vocabulary, and length. Scholarly sources have authors with credentials, follow a defined structure, use specialized language, cite references, and tend to be longer than popular sources.
The document discusses the differences between MLA and APA documentation styles. MLA style is typically used for liberal arts and humanities subjects, focusing on in-text citations and works cited pages. APA style is commonly used for social and behavioral science subjects, emphasizing reference lists and in-text citations with author/date format. Overall, the document compares the key formatting requirements of MLA versus APA documentation.
The document discusses the differences between MLA and APA documentation styles. MLA style is typically used for liberal arts and humanities subjects, focusing on in-text citations and works cited pages. APA style is commonly used for social and behavioral science subjects, emphasizing reference lists and in-text citations with author/date format. Overall, the document compares the key formatting requirements of MLA versus APA documentation.
This document contains a list of topics related to humanities, social sciences, and sciences. It includes fields like philosophy, history, literature, economics, political science, psychology, sociology, biology, physics, chemistry and more. Specific topics mentioned include calculus, agriculture, statistics, social history, criminology, journalism, human geography, marketing, logic, speculative philosophy, communities, classes, races, socialism, communism, anarchism, drama, economic theory, ethics, industries, ecology, and evolutionary biology. It also contains a list of topics related to agriculture, ecology, biology, food production, landscaping, pollution, chemistry, politics, meteorology, health, global warming, history, culture, financing, poverty
This document provides guidance on conducting a literature review. It defines a literature review as a summary and evaluation of significant published research on a topic, organized to show relationships between studies and how each contributes to understanding the topic. The document outlines sources to use and discusses how a literature review differs from an annotated bibliography, research paper, or book review. It also provides examples of literature reviews and discusses the purposes of a literature review, such as seeing what has been researched, identifying relationships and hypotheses, and avoiding duplication. Finally, it lists questions to consider when reviewing literature for one's own research.
This document discusses the differences between popular and scholarly resources. Scholarly resources such as journals are written by experts in a field for other experts and students. They use specialized language and have a clearly defined structure with references and citations. Popular resources like magazines are written for a general audience and do not provide the depth of information or sources that scholarly resources contain.
The document provides an orientation for students on the resources and services available at the Collins Hill High School Media Center, including an introduction to the media specialists, operating hours, sections of the collection organized by Dewey Decimal System, reference materials, study spaces, computer access, printing and copying services, and opportunities for students to provide feedback and get involved. Students are allowed to check out up to 5 books for 2 weeks and use the multimedia stations, scanners, and other technology available.
This document provides step-by-step instructions for creating a documentary using Windows Movie Maker. It explains how to import videos, images, and audio clips, arrange them on the storyboard or timeline, add titles and effects, record narration, and export the finished movie. The various panes and views of the Movie Maker interface are also described, including the collection pane, video preview pane, storyboard view, and timeline view.
This document provides step-by-step instructions for creating a documentary using Windows Movie Maker. It describes how to import videos, images, and audio clips, edit them together on a timeline or storyboard, add titles and effects, record narration, and export the finished movie. The key panels and views of the Movie Maker interface are also explained, including the collection pane, video preview pane, timeline view, and storyboard view.
This document provides an introduction to researching and searching for information using Info Power. It discusses the importance of investigating your topic thoroughly before beginning your search. It then outlines various information sources one can use for research, including encyclopedias, books, newspapers, magazines, and journals. The document explains that libraries provide access to resources through their websites, including catalogs, databases, and other curated web links. It defines databases as collections of organized data that can be searched, and notes that the library has access to over 100 databases through GALILEO, a collection of databases the library subscribes to.
Learning How To Align 9th Grade ELA GPS and ILSabutton1
The document provides guidance on aligning instructional standards and establishing goals, understandings, and essential questions for teaching skills and concepts. It recommends reviewing standards to determine learning outcomes and big ideas, asking essential questions that promote higher-order thinking and discussion. It also suggests using hands-on activities that demonstrate and allow practice of skills, teaching concepts before details, and employing critical thinking techniques to associate ideas.
The document describes the four families that make up a symphony orchestra - woodwind, brass, percussion, and string. It lists the common instruments in each family, including flute, oboe, clarinet, and bassoon in woodwind; trumpet, French horn, trombone, and tuba in brass; timpani, snare drum, tenor drum, bass drum, and cymbals in percussion; and violin, viola, cello, and bass in strings.
1. What is a Database?
& Why Would I Want to Use One?
2. da·ta·base
noun ˈdā-tə-ˈbās, ˈda also ˈ
- dä-
Definition of DATABASE:
usually a large collection of data organized
especially for rapid search and retrieval
10. Let’s go shopping!
Buy SmartDraw!- purchased copies print this
document without a watermark .
Visit www.smartdraw.com or call 1-800-768-3729.
11.
12. Which store will you use?
Buy SmartDraw!- purchased copies print this
document without a watermark .
Visit www.smartdraw.com or call 1-800-768-3729.
13. Shopping for Information
Buy SmartDraw!- purchased copies print this
document without a watermark .
Visit www.smartdraw.com or call 1-800-768-3729.
14. Where do you shop for information?
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document without a watermark .
Visit www.smartdraw.com or call 1-800-768-3729.
Too much information Too unreliable Just what I need!
15.
16.
17. GALILEO
Buy SmartDraw!- purchased copies print this
document without a watermark .
Visit www.smartdraw.com or call 1-800-768-3729.
18. My assignment
• My professor want me to find 5 reputable
sources on a critical issue in education
• I need to present both sides of this issue, so I
need some pro- and con- resources
19.
20.
21.
22.
23. So let’s take a look at what’s inside
a GALILEO database…
Editor's Notes
These are all types of databases, they work generally like a filing cabinet. In order to effectively store and be able to retrieve lots of different pieces of information (song files from iTunes, contact info, webpages, articles, etc). the files are organized into a system.
Sometimes you have a limited amount of information that you use to create your own database.
But sometimes the information is collected and organized for you and then you can use the system to find the information you’re looking for.
Sometimes the organizational system is made digital. The yellow pages is a company that compiles and organizes information (people’s addresses and phone numbers) and then provides access to that organized information in a way that is searchable.
At GGC we have access to things from many different sources. We buy books, dvds and videos, newspapers, magazines & journals to support research. Some of these items are in print, some we buy digitally through databases.
You know that if you wanted to buy something, you could go lots of places to get them, including the mall. But once you get to the mall, its not one huge store, right?
Everything’s not piled up in the food court! Its separated and organized into individual stores. And different stores have different types of things inside them.
Say you wanted to buy a new pair of shoes. The type of shoe you want will determine where you go to find it. If you are looking for dress shoes, you might try a department store, or if you’re looking for work shoes you might try a store that has a little bit of everything, but if you’re looking for hiking boots, you’ll need to look at an outdoor or recreational sporting good store.
Shopping for information works the same way. You might be able to use a general resource like Google or Wikipedia, but sometimes you’ll need to find something very specific, especially when you’re working on a research assignment for a college-level class.
Library resources have the benefit of being specific, dramatically narrowing the overwhelming number of irrelevant results in a typical google search. Our databases also give you the ability to limit what you’re searching for, to specific types of information for example (articles, books, videos) or to search only within academic, peer reviewed publications, and the ability to examine detailed article abstracts in order to ensure relevance before committing to an article committing, they also provide a way to organize and save the information you find.
GALILEO is the library’s main collection of databases.
It’s a lot like the mall because its not one huge database, but a collection of different databases (about 300!) that all have different types of information inside them.
Some databases, like Academic Search, are very general and cover lots of topics. Other databases get very specific and only cover certain topics or sources of information.
Google will also have lots of information, but I’ll probably get overwhelmed, and I’ll definitely have a hard time deciding what is reputable and sorting out the pro and con arguments from all the blogs and websites.
Wikipedia might have an entry on the subject, but there’s no way to tell who wrote it or if I can trust the information, so I’m going to try to find the information I need in GALILEO.
If I look in a general database like Academic Search Complete, I will find lots of different kinds of information and most of it will be from reputable sources
But if I look in Opposing Viewpoints, I’ll find the specific pro and con resources I need, since that’s what that database is designed to deliver.