Excercise 15 Nobember 2010

1. Please identify the difference between the library resources for school students and university students.

- Library resources for school students is content is base on need of subject but library in university is more content that the university library.

Example of Math book or the electronic material in school library is define in only basically but in university library will all so describe the sub content in deeply defining.

2. Please identify reading activities for school and university? Shall it be the same or difference?

- Reading activities for school and university that difference because for student they like funny more than university student, so the activities must motivate the students to read book. So activities for school more interest than university.

3. What do you like most about the school library?

- Environment, nice decoration, nice space

- Equipment, internet service, mini movie cinema

- Book, have many kind of book

4. What do you suggest for improvement?

- Everything in the Bibrary is perfect, no need to improve

information process

     Information processing is the change (processing) of information in any manner detectable by an observer. As such, it is a process which describes everything which happens (changes) in the universe, from the falling of a rock (a change in position) to the printing of a text file from a digital computer system. In the latter case, an information processor is changing the form of presentation of that text file. Information processing may more specifically be defined in terms used by Claude E. Shannon as the conversion of latent information into manifest information[citation needed]. Latent and manifest information is defined through the terms of equivocation (remaining uncertainty, what value the sender has actually chosen), dissipation (uncertainty of the sender what the receiver has actually received) and transformation (saved effort of questioning - equivocation minus dissipation)[citation needed].

     Within the field of cognitive psychology, information processing is an approach to the goal of understanding human thinking. It arose in the 1940s and 1950s. The essence of the approach is to see cognition as being essentially computational in nature, with mind being the software and the brain being the hardware. The information processing approach in psychology is closely allied to cognitivism in psychology and functionalism in philosophy although the terms are not quite synonymous. Information processing may be sequential or parallel, either of which may be centralized or decentralized (distributed). The parallel distributed processing approach of the mid-1980s became popular under the name connectionism. In the early 1950s Friedrich Hayek was ahead of his time when he posited the idea of spontaneous order in the brain arising out of decentralized networks of simple units (neurons). However, Hayek is rarely cited in the literature of connectionism.

The information process

Steps in the process

Defining

What do I really want to find out?

What is my purpose?

Why do I need to find this out?

What are the key words and ideas of the task?

What do I need to do?

Locating

Where can I find the information I need?

What do I already know?

What do I still need to find out?

What sources and equipment can I use?

Selecting

What information do I really need to use?

What information can I leave out?

How relevant is the information I have found?

How credible is the information I have found?

How will I record the information I need?

Organising

How can I best use this information?

Have I enough information for my purpose?

Do I need to use all this information?

How can I best combine information from different sources?

Presenting

How can I present this information?

What will I do with this information?

With whom will I share this information?

Assessing

What did I learn from this ?

Did I fulfil my purpose?

How did I go? - with each step of the information process?

How did I go? - presenting the information?

Where do I go from here?

source :  http://en.wikipedia.org/wiki/Information_processing

Online catalog and Database

1. Can you identify The library website , opac ,library databases? (define)

         :Library website : It's a website that allow you to access to any books in the library online

         :OPAC is Online Public Access Catalogue.  Using OPAC you will be able to find the information about the Library collection.  You can search the documents by entering author, title or keyword in the query line.

         : library databases : It 's an online resource that the library subscribes to that contains artical and information from print sources such as magazine, newspapers,journal, and reference book.

2.List 5 PDF files of articles you search from google?

       A: Strategic Content management.

          B: The look that says book

          C: Good help is hard to Find.

          D: apps vs the web

          E: No one nos: Learning to say no to Bad Ideas

        [PDF] Region, Nation, Frontiers

        [PDF] ANTARCTIC REGION        

        [PDF] Sacred Maya Flower

        [PDF] Share Together Book Drive2 

        [PDF] WESTERN UNIVERSITY

3. What is an Abstract?

           : is a brief summary of the most important points in a scientific paper. Abstracts enable professionals to stay current with the huge volume of scientific literature. Students have misconceptions about the nature of abstracts that may be described as the “table of contents” or “introduction” syndromes. There are several ways to tell if you’ve written an abstract or not.

4. What is a full text article?

            : In computerized databases, the complete article rather than just a citation or abstract. In LIAS databases, move from the record screen to the full text of an article by entering the command DIT. A full-text article in LIAS can be printed, sent to your email address, or saved to disk.

5.What is your search techique (s) when you' doing your homework or assignment

          : I always use searching online - on Google website.

source : http://en.wikipedia.org/wiki/Database_catalog

Knowledge Management (KM)

Knowledge Management (KM) comprises a range of strategies and practices used in an organization to identify, create, represent, distribute, and enable adoption of insights and experiences. Such insights and experiences comprise knowledge, either embodied in individuals or embedded in organizational processes or practice.
An established discipline since 1991, KM includes courses taught in the fields of business administration, information systems, management, and library and information sciences. More recently, other fields have started contributing to KM research; these include information and media, computer science, public health, and public policy.
Many large companies and non-profit organizations have resources dedicated to internal KM efforts, often as a part of their 'business strategy', 'information technology', or 'human resource management' departments. Several consulting companies also exist that provide strategy and advice regarding KM to these organizations.
Knowledge Management efforts typically focus on organizational objectives such as improved performance, competitive advantage, innovation, the sharing of lessons learned, integration and continuous improvement of the organization. KM efforts overlap with organizational learning, and may be distinguished from that by a greater focus on the management of knowledge as a strategic asset and a focus on encouraging the sharing of knowledge. KM efforts can help individuals and groups to share valuable organizational insights, to reduce redundant work, to avoid reinventing the wheel per se, to reduce training time for new employees, to retain intellectual capital as employees turnover in an organization, and to adapt to changing environments and markets.

Information system (IS) is any combination of information technology and people's activities using that technology to support operations, management, and decision-making. In a very broad sense, the term information system is frequently used to refer to the interaction between people, algorithmic processes, data and technology. In this sense, the term is used to refer not only to the information and communication technology (ICT) an organization uses, but also to the way in which people interact with this technology in support of business processes.
Some make a clear distinction between information system, and computer systems ICT, and business processes. Information systems are distinct from information technology in that an information system is typically seen as having an ICT component. Information systems are also different from business processes. Information systems help to control the performance of business processes.
Alter argues for an information system as a special type of work system. A work system is a system in which humans and/or machines perform work using resources (including ICT) to produce specific products and/or services for customers. An information system is a work system whose activities are devoted to processing (capturing, transmitting, storing, retrieving, manipulating and displaying) information.
Part of the difficulty in defining the term information system is due to vagueness in the definition of related terms such as system and information.
As such, information systems inter-relate with data systems on the one hand and activity systems on the other. An information system is a form of communication system in which data represent and are processed as a form of social memory. An information system can also be considered a semi-formal language which supports human decision making and action.

1. What is the Management ?
     - are the acts of getting people together to accomplish desired goals and objectives efficiently and effectively. Management comprises planning, organizing, staffing, leading or directing, and controlling an organization or effort for the purpose of accomplishing a goal.
2. What is Knowledge management ?
    - comprises a range of strategies and practices used in an organization to identify, create, represent, distribute, and enable adoption of insights and experiences. Such insights and experiences comprise knowledge, either embodied in individuals or embedded in organizational processes or practice.

3. What is information system ?
    - is any combination of information technology and people's activities using that technology to support operations, management, and decision-making. In a very broad sense, the term information system is frequently used to refer to the interaction between people, algorithmic processes, data and technology. In this sense, the term is used to refer not only to the information and communication technology (ICT) an organization uses, but also to the way in which people interact with this technology in support of business processes.

4. What are the component of information systems ?
- Hardware : The term hardware refers to machinery.This category includes the computer itself, which is often referred to as the central processing unit (CPU), and all of its support equipments. Among the support equipments are input and output devices, storage devices and communications devices.

- Software : The term software refers to computer programs and the manuals (if any) that support them. Computer programs are machine-readable instructions that direct the circuitry within the hardware parts of the CBIS to function in ways that produce useful information from data. Programs are generally stored on some input / output medium,often a disk or tape.

- Data : Data are facts that are used by programs to produce useful information.Like programs,data are generally stored in machine-readable form on disk or tape until the computer needs them.

- Procedures : Procedures are the policies that govern the operation of a computer system. "Procedures are to people what software is to hardware" is a common analogy that is used to illustrate the role of procedures in a CBIS.

- People : Every CBIS needs people if it is to be useful. Often the most over-looked element of the CBIS are the people, probably the component that most influence the success or failure of information systems.

5. Why we need to apply the Knowledge Management (KM) and Information systems ?
    - Because Knowledge Management efforts typically focus on organizational objectives such as improved performance, competitive advantage, innovation, the sharing of lessons learned, integration and continuous improvement of the organization. KM efforts overlap with organizational learning, and may be distinguished from that by a greater focus on the management of knowledge as a strategic asset and a focus on encouraging the sharing of knowledge and also KM can help individuals and groups to share valuable organizational insights, to reduce redundant work, to avoid reinventing the wheel per se, to reduce training time for new employees, to retain intellectual capital as employees turnover in an organization, and to adapt to changing environments and markets.

source : http://en.wikipedia.org/wiki/Knowledge_management

Information and Copyright

1. What is information of copyright?

- Copyright is a form of protection provided to the authors of “original works” and includes such things as literary, dramatic, musical, artistic, and certain other intellectual creations, both published and unpublished. Copyright does not protect ideas. It only protects the specific and original expression of the idea. A good example of this is that there are many films and books based on the classic boy meets girl theme in which the girl’s parents disapprove of boy and after many tears, true love finally triumphs. This theme cannot be monopolised, but original works to it can be. The same can be said of all other works.

Source : http://en.wikipedia.org/wiki/Copyright

2. What is a patent?

- A patent is a set of exclusive rights granted by a government to an inventor or applicant for a limited amount of time (normally 20 years from the filing date). It is a legal document defining ownership of a particular area of new technology.
Patents are Granted in over 150 countries and are predicated on the theory that inventors are more likely to invent and disclose that knowledge to the public in exchange for a limited period of exclusivity. The right granted by a patent excludes all others from making, using, or selling an invention or products made by an invented process.

Source : http://en.wikipedia.org/wiki/Patent

3. What is fairuse?

- In its most general sense, a fair use is any copying of copyrighted material done for a limited and "transformative" purpose such as to comment upon, criticize or parody a copyrighted work. Such uses can be done without permission from the copyright owner. Another way of putting this is that fair use is a defense against infringement. If your use qualifies under the definition above, and as defined more specifically in this section, then your use would not be considered an illegal infringement.

Source : http://en.wikipedia.org/wiki/Fair_use


4. Why some inventions can not be copyright ?

- Because the several categories of material are generally not eligible for copyright protection, such as works that have not been fixed in a tangible form of expression.

How does search engine work?

What is a Search Engine?
By definition, an Internet search engine is an information retrieval system, which helps us find information on the World Wide Web. World wide web is the universe of information where this information is accessible on the network. It facilitates global sharing of information. But WWW is seen as an unstructured database. It is exponentially growing to become enormous store of information. Searching for information on the web is hence a difficult task. There is a need to have a tool to manage, filter and retrieve this oceanic information. A search engine serves this purpose.

How does a Search Engine Work?

• Internet search engines are web search engines that search and retrieve information on the web. Most of them use crawler indexer architecture. They depend on their crawler modules. Crawlers also referred to as spiders are small programs that browse the web.
• Crawlers are given an initial set of URLs whose pages they retrieve. They extract the URLs that appear on the crawled pages and give this information to the crawler control module. The crawler module decides which pages to visit next and gives their URLs back to the crawlers.
• The topics covered by different search engines vary according to the algorithms they use. Some search engines are programmed to search sites on a particular topic while the crawlers in others may be visiting as many sites as possible.
• The crawl control module may use the link graph of a previous crawl or may use usage patterns to help in its crawling strategy.
• The indexer module extracts the words form each page it visits and records its URLs. It results into a large lookup table that gives a list of URLs pointing to pages where each word occurs. The table lists those pages, which were covered in the crawling process.
• A collection analysis module is another important part of the search engine architecture. It creates a utility index. A utility index may provide access to pages of a given length or pages containing a certain number of pictures on them.   
• During the process of crawling and indexing, a search engine stores the pages it retrieves. They are temporarily stored in a page repository. Search engines maintain a cache of pages they visit so that retrieval of already visited pages expedites.
•  The query module of a search engine receives search requests form users in the form of keywords. The ranking module sorts the results.
•  The crawler indexer architecture has many variants. It is modified in the distributed architecture of a search engine. These search engine architectures consist of gatherers and brokers. Gatherers collect indexing information from web servers while the brokers give the indexing mechanism and the query interface. Brokers update indices on the basis of information received from gatherers and other brokers. They can filter information. Many search engines of today use this type of architecture.

Search Engines and Page Ranking
When we submit a query to a search engine, results are displayed in a particular order. Most of us tend to visit the pages in the top order and ignore those beyond the first few. This is because we consider the top few pages to bear most relevance to our query. So all interested in ranking their pages in the first ten of a search engine.

The words you specify in the query interface of a search engine are the keywords, which are sought by search engines. They present a list of pages relevant to the queried keywords. During this process, search engines retrieve those pages, which have frequent occurrences of the keywords. They look for interrelationships between keywords. The location of keywords is also considered while ranking pages containing them. Keywords that occur in the page titles or in the URLs are given greater weight. A page having links that point to it makes it more popular. If many other sites link to a page, it is regarded as valuable and more relevant.

There is actually a ranking algorithm that every search engine uses. The algorithm is a computerized formula devised to match relevant pages with a user query. Each search engine may have a different ranking algorithm, which parses the pages in the engine’s database to determine relevant responses to search queries. Different search engines index information differently. This leads to the fact that a particular query put before two distinct search engines may fetch pages in different orders or may retrieve different pages. Both the keyword as well as the website popularity are factors, which determine relevance. Click-through popularity of a site is another determinant of its rank. This popularity is the measurement of how often the site is visited.

Webmasters try to trick search engine algorithms to raise the ranks of their sites. The tricks include highly populating home page of a site with keywords or the use of meta-tags to deceive search engine ranking strategies. But search engines are smart enough! They keep revising their algorithms and counter program their systems so that we as researchers don’t fall prey to illegal practices.

If you are a serious researcher, understand that even the pages beyond the first few in the list may have serious content. But rest assured about good search engines. They will always bring you highly relevant pages in the top order!

sorce : http://www.buzzle.com/articles/how-does-a-search-engine-work.html

Rubric Evaluation

Evaluation Rubric:     GROUP CASE STUDY

1.   CONTENT (applies to Presentation plus Written report)                                                                    Nmae:   

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies & understands all of the main issues in the case study	Identifies and understands most of the main issues in the case study	Identifies and understands some of the issues in the case study	Identifies and understands few of the issues in case study
Analysis of the Issues	Insightful and thorough analysis of all the issues	Thorough analysis of most of the issues	Superficial analysis of some of the issues in the case	Incomplete analysis of the issues
Comments on effective solutions/strategies  (The solution may be in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions, or proposals for solutions, to all issues in the case study	Appropriate, well thought out comments about solutions, or proposals for solutions, to most of the issues in the case study	Superficial and/or inappropriate solutions to some of the issues in the case study	Little or no action suggested, and/or inappropriate solutions to all of the issues in the case study
Links to Course Readings and Additional Research	Excellent research into the issues with clearly documented links to class (and/or outside) readings	Good research and documented links to the material read	Limited research and documented links to any readings	Incomplete research and links to any readings

2.   PRESENTATION

		LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
	Delivery and Enthusiasm	Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class.	Clear flow of ideas Demonstrates interest in topic and engagement with the class.	Most ideas flow but focus is lost at times Limited evidence of interest in and engagement with the topic	Hard to follow the flow of ideas. Lack of enthusiasm and interest.
	Visuals	Visuals augmented and extended  comprehension of the issues in unique ways	Use of visuals related to the material	Limited use of visuals loosely related to the material	No use of visuals.
Staging		Uses stage effects, such as props, costumes, sound effects, in a unique and dramatic manner that enhances the understanding of the issues in the case study	Uses stage effects, such as props, costumes, sound effects, in an effective manner to extend understanding of the issues in the case study	Limited use of stage effects, and/or used in a manner that did not enhance the understanding of the issues in the case study.	No use of stage effects
Involvement of the class: -Questions -Generating discussion -Activities		Excellent and salient discussion points that elucidated material to develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner	Questions and discussion addressed important information that developed understanding Appropriate activities used to clarify understanding	Questions and discussion addressed surface features of the topic Limited use of activities to clarify understanding	Little or no attempt to engage the class in learning
Response to Class Queries July 6, 2004		Excellent response to student comments and discussion with appropriate content supported by theory/research	Good response to class questions and discussion with some connection made to theory/research	Satisfactory response to class questions and discussion with limited reference to theory and research	Limited response to questions and discussion with no reference to theory/research

Evaluation Rubric:     CREATE YOUR OWN CASE STUDY

1.   CASE STUDY of an incident from your practicum placement                          Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Context and Background Information	The episode is clearly situated with the appropriate details e.g. grade level, subject being taught etc.	The episode is situated with most of the appropriate details	The episode has few of the appropriate details	No context or background information
Content	Incidents are interesting and realistically portrayed	Incidents are interesting but not realistically portrayed	Incidents are realistically portrayed but not interesting.	Incidents are neither interesting, nor realistically portrayed.
Writing Skills	Writing is totally free of errors Report of the episode is very concise	There are occasional errors. Report could be tightened a little	There are more than occasional errors  Report could be tightened quite a lot	Errors are frequent  Report of the episode is extremely long-winded.
Format	Format is appropriate and enhances the understanding of the critical episode in a creative and dramatic manner throughout the case	Format is appropriate and enhances the understanding of the critical episode in dramatic manner for most the case	Format is appropriate and enhances the understanding of the critical episode some of the time	Format is appropriate but seldom enhances the understanding of the critical episode

2.   ANALYSIS: Making connections from theory/evidence to your practice

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies, labels and understands five to seven main issues from five to seven different chapters, and the problems/questions are all relevant and diverse.	Identifies, labels and understands four of the main issues from four of the chapters, and the problems/questions are mostly relevant and diverse.	Identifies, labels and understands three of the issues from three of the chapters, and the  problems/questions are somewhat relevant and diverse.	Identifies, labels and understands two of the issues from two of the chapters, and the problems/questions are relevant and diverse.
Analysis of the Issues	Insightful and thorough analysis of all the problems/questions	Thorough analysis of most of the problems/questions	Superficial analysis of some of the problems/ questions in the case	Incomplete analysis of the problems/questions
Comments on effective solutions  (Solution in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions to all problems/questions	Appropriate, well thought out comments on solutions to most of the problems/questions	Superficial comments about solutions to some of the problems/ questions	Superficial comments and at times inappropriate solutions to some of the problems/ questions
Links to Course Readings and Additional Research	Excellent research into the problems/questions with clearly documented links to the material read in class and possibly additional material	Good research and documented links between the problems/ questions and the material read	Limited research and links between the problems/questions and the material read in class	Incomplete research and links between the problems/questions the material read in class

KNOWLEDGE FORUM DISCUSSION                                                                                          Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Conceptual Understanding	Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter.	Demonstrates clear understanding of the ideas presented in the theory presented in the chapter.	Demonstrates limited/surface understanding of the theory presented.	Demonstrates superficial  understanding of the theory.
Identifies Issues/Problems (if applicable)	Demonstrates a clear and deep understanding of an issue/problem in the case study.	Demonstrates deep understanding of an issue/problem in the case study.	Demonstrates limited/surface understanding of an issue/problem in the case study.	Demonstrates superficial understanding of an issue/problem in the case study.
Connections:  Theory and Practice	Makes appropriate, insightful and powerful connections between the issue/problem and the theory.	Makes appropriate and insightful connections between the issue/ problem and the theory.	Makes appropriate but somewhat vague connections between the issue/problem and the theory.	Makes little or no connection between the issue/problem and the theory.
Referenced Sources	Accurately and precisely integrates conceptual material from the text. Uses specific concepts and terms extensively with page numbers references.	Accurately integrates conceptual material from the text. Specifically uses some concepts and terms with page numbers references.	Limited integration of the conceptual material from the text. Limited use of concepts and terms from the chapter with page number references.	Integrates few or no concepts from the chapter. Very limited use of concept and terms from the chapter.
Recommendations	Makes realistic, appropriate and insightful recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic and appropriate recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations with limited support from the information presented and the theory from the chapter.
Assumed a Variety of Roles	Demonstrated leadership and initiative.	Took on a variety of roles including leadership.	Fulfilled a supportive role.	Demonstrated limited engagement.
Writing Skills	Writing is totally free of grammar and spelling errors. Clear and concise presentation of ideas.	There are occasional spelling errors. Clear presentation of ideas	There are more than occasional spelling errors. Most ideas are presented clearly.	Spelling errors are frequent  Hard to follow the ideas.