...Student’s guide to research: a four step process The first step to research is to know where to start… your library! Step 1: Define your topic Understand your assignment. Get an overview of your topic using general reference sources, such as text books, dictionaries and encyclopedias. List keywords for searches (e.g. names, places, people, dates, issues, ideas) Step 2: Locate and evaluate your resources Explore a variety of resources: o Books o Magazines, journals, newspapers – Using Article Databases, see page 3. o Internet Review your resources. Check for: o Authority (author’s expertise, reputable organization) o Point of view (bias) o Accuracy (verify the facts) o Dates (how current is it? does currency matter?) o Relevance (does the information address your topic?) Choose the best and most reliable sources Ask your school librarian Step 3: Searching Use your list of keywords in your searches Try synonyms (different words that mean the same) in your searches Organize your search results into a logical order Step 4: Document your sources When taking notes, photocopying, or printing, be sure to record: o Author o Title o Place of publication o Name of publisher o Page numbers used o Date of publishing o Last updated date (for websites) o URL (for websites) Use the MLA, APA, Chicago/Traditional bibliographic style guides to ensure proper format. Ask yourself: Have I answered the questions about my topic? Are the...
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...Continuing Academic Success GEN/201 Continuing Academic Success Achieving success is something that many consider to be difficult, sometimes too difficult to be worth even trying. But there are many tools and processes available to help people be successful. By knowing what these tools and processes are, students are able to achieve not only academic success, but also be successful in many other areas of their lives. Setting goals is an important step in achieving success. By recognizing your goals, a person is able to comprehend what is truly important to them. Setting specific goals, rather than general goals, encourages people to work harder to obtain their goals. A few important factors in setting goals include tracking progress, goal importance, complexity of the goal, and commitment (Locke & Latham, 2006). In order to reach your goal, you must first ascertain whether that goal is realistic and achievable. Once you have established this, the next step is to formulate a plan with clear and consistent steps to help you reach your goal. The steps in the plan not only guide you down the path, but also provide encouragement to continue working toward goal achievement as each step is completed. The goals that you set can be in any area of life, including educational and career goals. For example, one educational goal for myself is to maintain no less than a B average in each of my courses. Of course, I would love to maintain an A average, but that goal is not as realistic...
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...CHAPTER 1 PROJECT BACKGROUND 1.1 Introduction The simple approach Open Data File for Input soon became fraught with all kinds of problems that needed to be addressed. Computer system vendors needed to be able to support the critical needs of a growing and evolving market place that supported the data processing needs of organizations in all fields of human endeavor1. So an innovation comes up – database and DBMS - as a remedy to these huge crises. A database is a collection of related files that are usually integrated, linked or cross-referenced to one another. The advantage of a database is that data and records contained in different files can be easily organized and retrieved using specialized database management software called a database management system (DBMS) or database manager. A database management system is a set of software programs that allows users to create, edit and update data in database files, and store and retrieve data from those database files all using a DBMS2. It consists of a combination of pre-written software programs controlling the following functions of a database: Storage; Organization; Management; Update; and Retrieval of data. A DBMS is categorized according to the data types and structures in use. It accepts and processes data requests from an application program, and responds by instructing the operating system to access and transfer the relevant data. With a DBMS in use, it is easier for an organization to make alterations to their...
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...What is the significance of Research Skills and Academic Integrity for successful study in Higher Education? Academic studies require a vast amount of research. This essay will cover the importance of research skills aspects in academic development, to avoid any misconduct and not be accused of cheating, such as plagiarism and collusion. Scholars studying in higher education must have intellectual honesty also known as academic integrity. This helps pupils on being more ready when operating as an independent thinker and help one develop skills such as referencing, citation and as you absorb information, paraphrase ideas and quote the words of other researcher in the academic environment. Business students require research skills because it provides them opportunity to develop and improve. Examples including their abilities to check significance of developing research skills; find proper date resources for use in business study and practice. Obtaining information from many sources at times is difficult; the data obtained has to be correct and collected from sources which are reliable and valid. When conducting research, information can be collected from different sources such as historic documents, artistic work or even the use of own personal gathered data by investigation or observation. Since data sourcing methods are different we can categories them by where it’s accessed from either by primary or secondary data. According to Booth et al (2008) defines “Primary data as...
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...Content Quality Assessment Related Frameworks for Social Media Kevin Chai, Vidyasagar Potdar, and Tharam Dillon Digital Ecosystems and Business Intelligence Institute, Curtin University of Technology, Perth, Australia kevin.chai@postgrad.curtin.edu.au, {v.potdar,t.dillon}@curtin.edu.au Abstract. The assessment of content quality (CQ) in social media adds a layer of complexity over traditional information quality assessment frameworks. Challenges arise in accurately evaluating the quality of content that has been created by users from different backgrounds, for different domains and consumed by users with different requirements. This paper presents a comprehensive review of 19 existing CQ assessment related frameworks for social media in addition to proposing directions for framework improvements. Keywords: content quality assessment, social media, discussion forums, wikis, weblogs. 1 Introduction Information quality (IQ) has been widely defined in literature by its fitness for use. Existing research in the field of assessing IQ within traditional information systems is relatively mature and has led to the discovery and validation of numerous quality dimensions and metrics [2, 15, 17, 29, 35]. Knight & Burn (2005) have presented a comprehensive review of literature in the realm of assessing IQ frameworks. Common IQ dimensions that were identified from their review are presented in Table 1. The definitions of these dimensions have been included from Wang & Strong (1996)...
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...Social Networking and Education: Emerging Research within CSCL Abstract: In this paper I introduce a youth-initiated practice: online social networking that is transforming our society in important ways and has vast implications for learning research and education. I introduce the social and technical features that characterize social networking systems and outline results from emerging research that suggests the social and intellectual practices in which participants naturally engage and how these relate to the competencies increasingly valued in formal education. Next, I discuss one research projects which I am currently pursuing that build on early work and suggest how educational programs might employ such practices to advantage. Finally, I discuss what I see as the educative value of this technology in certain contexts and suggest a course for future research and development. My overall goals are to inform other researchers interested in pursuing similar projects and to stimulate interdisciplinary conversation about where such agendas fit within and advance the aims of CSCL. Social Networking Systems: The Next Wave of CSCL? Recent conference symposia, papers and journal articles within the CSCL community have demonstrated keen interest in learning from students’ everyday out-of-school socio-technical practices about how to better develop future technology-powered contexts for learning (Barron, 2006; Fields & Kafai, 2007; Forte & Bruckman, 2008; Gardner & Kolodner, 2007;...
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...Open-Sourcing Self-Organizing Collaborative Communities Alan Cohen still remembers the first time he heard the word "Apache" as an adult, and it wasn't while watching a cowboys-and-Indians movie. It was the 1990s, the dot-com market was booming, and he was a senior manager for IBM, helping to oversee its emerging e-commerce business. "I had a whole team with me and a budget of about $8 million," Cohen recalled. "We were competing head-to-head with Microsoft, Netscape, Oracle, Sun-all the big boys. And we were 82 playing this very big-stakes game for e-commerce. IBM had a huge sales force selling all this e-commerce software. One day I asked the development director who worked for me, 'Say, Jeff, walk me through the development process for these e-commerce systems. What is the underlying Web server?' And he says to me, It's built on top of Apache.' The first thing I think of is John Wayne. 'What is Apache?' I ask. And he says it is a shareware program for Web server technology. He said it was produced for free by a bunch of geeks just working online in some kind of open-source chat room. I was floored. I said, 'How do you buy it?' And he says, Tou download it off a Web site for free.' And I said, 'Well, who supports it if something goes wrong?' And he says, 'I don't know-it just works!' And that was my first exposure to Apache . . . "Now you have to remember, back then Microsoft, IBM, Oracle, Netscape were all trying to build commercial Web servers. These were...
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...5/8/2014 Israeli–Palestinian conflict - Wikipedia, the free encyclopedia Israeli–Palestinian conflict From Wikipedia, the free encyclopedia The Israeli–Palestinian conflict (Arabic: اﻟﻨﺰاع اﻟﻔﻠﺴﻄﯿﻨﻲ - اﻹﺳﺮاﺋﯿﻠﻲ al-Niza'a al'Filastini al 'Israili; Hebrew: הסכסוך הישראלי-פלסטיני Ha'Sikhsukh Ha'YisraeliFalestini) is the ongoing struggle between Israelis and Palestinians that began in the mid-20th century.[1] The conflict is wide-ranging, and the term is sometimes also used in reference to the earlier sectarian conflict in Mandatory Palestine, between the Zionist yishuv and the Arab population under British rule. The Israeli–Palestinian conflict has formed the core part of the wider Arab–Israeli conflict. It has widely been referred to as the world's "most intractable conflict".[3][4][5] Despite a long-term peace process and the general reconciliation of Israel with Egypt and Jordan, Israelis and Palestinians have failed to reach a final peace agreement. The remaining key issues are: mutual recognition, borders, security, water rights, control of Jerusalem, Israeli settlements,[6] Palestinian freedom of movement,[7] and resolving Palestinian claims of a right of return for their refugees. The violence of the conflict, in a region rich in sites of historic, cultural and religious interest worldwide, has been the object of numerous international conferences dealing with historic rights, security issues and human rights, and has been a factor hampering tourism in and...
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...Deep Learning more at http://ml.memect.com Contents 1 Artificial neural network 1 1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.2.1 Improvements since 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3.1 Network function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3.2 Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3.3 Learning paradigms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3.4 Learning algorithms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.4 Employing artificial neural networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.5 Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.5.1 Real-life applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.5.2 Neural networks and neuroscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.6 Neural network software ...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...Definition of 'Accounting Information System - AIS'The collection, storage and processing of financial and accounting data that is used by decision makers. An accounting information system is generally a computer-based method for tracking accounting activity in conjunction with information technology resources. The resulting statistical reports can be used internally by management or externally by other interested parties including investors, creditors and tax authorities. | Answer:There are various importance of accounting information to a business entity. Getting to know what an accounting information is and the importance (need) of it is a great step to improving one's capital base, both from the finance aspect to the resources (raw materials) an organisation uses in carrying out its objectives. An accounting information is simply the data which an organisation/business entity is able to make known to its users. It should be taken note that these users of accounting are of various sections - to which a business entity is one of. A business entity will require an accounting information so as to enable it manage and control its finances and resources. It also needs it for it to be able to improve on its level of profit earning, should it realises it is declining in its profitability level. It also needs to for it know the differences between its marginal liability and its marginal assets. There are so many importance of a business information to a business enterprise, but the...
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...GCSE Chemistry Coursework : Rates of Reaction Chemistry Table of Contents Table of Contents 1 Strand Sa 2 The Science 2 Variables 2 Temperature 2 Concentration 2 My Prediction 3 Strand Sb 3 Risk Assessment. 3 Preliminary Equipment 4 Preliminary Method 6 Strand C 7 Preliminary Data 7 Main Method 8 Main Results. 9 Strand Ea 9 Problems Encountered when collecting data. 9 Alternate Methods 10 Light Meter 10 Gas Collection 10 Strand Eb 11 Data Analysis 11 Graph Evaluation 11 Strand Ra 12 Secondary Data 1 12 Secondary Data 2 13 Secondary Data 3 14 Strand Rb 15 Conclusion 15 Bibliography 16 Strand Sa The Science In the experiment, I will be testing how increasing the concentration of the reactant affects the rate of reaction between hydrochloric acid and sodium thiosulfate .Due to Max Trautz’s collision theory, which states that the higher the concentration of the reactant raises the number of collisions, I predict that the less dilute sodium thiosulfate solution will have a higher reaction rate than that of a lower concentration of sodium thiosulfate. The formula for the reaction is: HCl(aq) + Na2S2O3(aq) NaCl(aq) + SO2(g) + S(s) + H2O(l). The formula shows us that the sulphur precipitate is formed along with water, sodium chloride and sulphur dioxide. Sulphur dioxide is a poisonous gas and so extra care will be taken not to inhale any. Figure 1 [18] Variables The Variables that affect the reaction rate of...
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...practices in the physical sciences december 2011 Acknowledgements This report was the result of a collaborative effort between the Research Information Network, the Institute of Physics, Institute of Physics Publishing and the Royal Astronomical Society. They would like to thank the study authors at the 1) Oxford Internet Institute, University of Oxford, 2) Department of Information Systems, London School of Economics, 3) UCL Centre for Digital Humanities and the Department of Information Studies, University College, London, 4) e-Humanities Group, Royal Netherlands Academy of Arts & Sciences (KNAW) and Maastricht University, and 5) Oxford e-Research Centre (OeRC), University of Oxford. The main authors for this report are: Eric T. Meyer, Monica Bulger, Avgousta Kyriakidou-Zacharoudiou, Lucy Power, Peter Williams, Will Venters, Melissa Terras, Sally Wyatt. For the full acknowledgements, please see the project website: www.rin.ac.uk/phys-sci-case contents executive summary Overview method cases Tools and practices of information Information sources 68 69 77 78 4 4 4 4 research software dissemination complexity conclusion and recommendations Information retrieval Information and data management data analysis citation practices dissemination practices collaboration Transformations in practice New questions New technologies recommendations 79 84 84 85 85 86 86 87 88 90 91 92 Glossary Information in the physical sciences background and related literature...
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...CHAPTER 1 The Accounting Environment: What Is Accounting and Why Is It Done? QUESTIONS Q1-1. A variety of answers are possible but the essential elements are the production and communication of information so that stakeholders can make decisions. Q1-2. Financial accounting is concerned with providing information to those outside an entity such as investors, lenders, and CRA. Managerial accounting provides information to those inside the entity such as managers and other decision makers. Table 1.3 provides differences: Table 1.3 DIFFERENCES BETWEEN FINANCIAL AND MANAGERIAL ACCOUNTING | |Financial Accounting |Managerial Accounting | |Stakeholders |External to the entity. Includes investors, |Internal to the entity. Managers and other | | |lenders, taxation authorities (such as the |employees. | | |Canada Revenue Agency), competitors, and many | | | |others. These stakeholders usually don’t have | | | |direct access to information about the entity | | | ...
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...Introductory Physics I Elementary Mechanics by Robert G. Brown Duke University Physics Department Durham, NC 27708-0305 rgb@phy.duke.edu Copyright Notice Copyright Robert G. Brown 1993, 2007, 2013 Notice This physics textbook is designed to support my personal teaching activities at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or potential physics majors, respectively). It is freely available in its entirety in a downloadable PDF form or to be read online at: http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php It is also available in an inexpensive (really!) print version via Lulu press here: http://www.lulu.com/shop/product-21186588.html where readers/users can voluntarily help support or reward the author by purchasing either this paper copy or one of the even more inexpensive electronic copies. By making the book available in these various media at a cost ranging from free to cheap, I enable the text can be used by students all over the world where each student can pay (or not) according to their means. Nevertheless, I am hoping that students who truly find this work useful will purchase a copy through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize me while I continue to write inexpensive textbooks in physics or other subjects. This textbook is organized for ease of presentation and ease of learning. In particular, they are...
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