Information reliability for academic research review and recommendations free essay sample

The difference and the importance of both Scholarly publication and popular research both go hand and hand while seeking information. While scholarly publication is one in which the content is written by experts in a particular field of study generally for the purpose of sharing original research or analyzing others findings. Scholarly work will thoroughly cite all source materials used and is usually subject to peer review prior to publication.Scholars share their findings with similar experts. Many conference proceedings are peer-reviewed. The major source for scholarly information, journal articles include background research, data, and analysis. These are written by the scholars who conducted the research. These articles summarize and synthesize information from multiple primary articles. They can identify themes and trends across research. These types of sources can also catch you up on the relevant research in an area.The key items to include authorship, verifiability, and accuracy of details, currency, publishing body, points of view bias, and referral literature. We will write a custom essay sample on Information reliability for academic research: review and recommendations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This means that resources you would find in a physical library such as books, magazines, journals, and multimedia have been converted into digital formats and stored in databases, allowing you to access them by going to our webpage on a computer.( Quick n Dirty ) Referrals refer to the authoring context of work, and it can be referred to as literature knowledge. Literature includes a bibliography, treatment of controversial subjects, use of new theory and display of schools of thought and proper attribution of related resources. Points of view show the level of neutrality of information .the presence of the publishing body is an indication that the work has been screened. Currency refers to information timelines in the work. Verifiability or accuracy of the information is based on research method used, outlined methodology, listed bibliography and use of non-published data in the resource.To be the most effective and efficient when finding resources that fit research needs, one must start by having a clearly defined topic. Pay close attention to the details of the assignment, and list any keywords or concepts that require scholarly research. Refer to the tips in the Ashford University Library video Quick and Dirty (2013) discussed above, to help save time and get the desired results quicker. Conducting scholarly research can be overwhelming and daunting at first, but by being able to recognize the difference between scholarly and popular research, remembering key steps to using the Ashford University Library, and knowing how to effectively and efficiently find resources that fit your research needs, sorting through the sea of resources will be a bree ze.

India during rule from the British Essays

India during rule from the British Essays India during rule from the British Essay India during rule from the British Essay The East India Company established many things for India including telegraph. railway. and irrigation systems. It besides set up a big ground forces called the Sepoys to support its involvements and India’s boundary lines. The Sepoys were commanded by the British officers and were supported by the units of the British ground forces. Although the Indians benefited from the British regulation many resented British regulation. The East India Company made certain that British colonist received most of the advantages from the new engineering and industrialisation. Indian mill workers and retainers received really low rewards. Farmers got really small for there harvest. American indians could non keep high degree places. Schools besides taught English and Western thoughts and paid small attending to the long history and advanced civilization of India. Most of the entreaty of Imperialism ( when one authorities takes control over a foreign land and governs it as its ain ) . most specifically British Imperialism was economic promotion ; to make big. self-sufficient trading blocks. Britain exploited India. the crown gem of their imperialist imperium. for the export of many natural stuffs. In add-on. they placed trade Torahs upon India that restricted its trade with states other than Britain. India was finally under the complete control. even the regulation of Britain ; you could even state that India was occupied by Britain. as there were both political figures. and military military personnels from Britain in India. Though they exploited India in a manner that could hold destroyed India’s economic system. their presence helped hike India toward modernness with the building of railwaies and other new ( at the clip ) engineering. As the cotton trade declined. Britain. through the English East India Trading Company. forced many things upon India that brought them ( Britain ) economic benefit. They forced India to transport natural stuffs ( such as spices and fabrics ) to Britain. instead than utilizing them for their ain production. The East India Company came to lift as the predominant trading company in all of India ; Britain all but officially established a authorities in India ( they even had their ain ground forces in association with the English East India Trading Company. in order to reenforce the Torahs set by the settlers ) . With the prostration of local authoritiess. and the devastation of Indian mills and production companies. Britain’s addition of power in India became an easy undertaking. They in add-on forced them to purchase merchandises imported from Britain that were made with the exported natural stuffs. instead than merely leting them to bring forth the points themselves. At the same clip. the English East India Trading Company participated in the illegal export of opium to China. ensuing in the first Opium War . in which the Chinese were defeated. and the British trading rights were expanded. Before the constitution of English trading settlements in India. the monetary values they had to pay for Indian exports were highly high. higher than they were willing to pay ; through their control of the land. they were able to export these stuffs themselves. India was/is called the brightest gem in the imperial Crown . and with control over India. the Indian Ocean. and parts of the African Coast. Britain maintained an improbably big imperialist trading imperium. The English justified their imperialist actions mostly through Darwinism. Darwin stated in his plants his thought of Survival of the Fittest . The English merely took this to intend that. as a consequence. they were so easy able to take control over India. that they were the stronger people. and henc e meant to be dominant. The 2nd stage of British imperialism ( which begins in 1858 ) . is during a clip of Colonial Imperialism . Colonial imperialism is when one authorities non merely regulations over a foreign land. but establishes an all out colonial authorities at that place. and runs the states personal businesss. Members of the East India Company attempted to larn the linguistic communications of the Indians. but besides tried to enforce British civilization upon the Indians. They encouraged the Indians to move like conformists and frock and act like them. In 1877. Queen Victoria was named the Empress of India . During this clip. India was exploited for the exportation of even more natural stuffs such as spices. indigo dye. and fabrics. Trade Torahs were reinforced. and the East India Company’s ground forces enforced these Torahs. The Indians may hold seen these Acts of the Apostless as racialist. as the British were evidently subordinating them. Once Britain had complete control of India. the building of roads. railwaies. and telephone/telegraph lines began. In 1869. the Suez Canal. an unreal H2O transition in Egypt which links the Mediterranean sea. the Gulf of Suez. and the Red Sea all together. doing trade in that country much easier ) was opened. and increased India’s potency for trade dramatically. The British demoralized Indian industry ( evidently non desiring any competition over India’s natural stuffs. or exports ) . but bucked up production of harvests that they could export for net income. instead than nutrient harvests for endurance. In 1846. over five hundred-thousand Indians died from dearth ( in 1876-1879 10 million more Indians / Chinese people died from dearth ) . The poorness degree in India increased dramatically. as all of the net income went consecutive to British settlers. Britain’s Imperialism in India did hold some positive effects on India itself. The English. during the clip of their Empire. constructed big railway systems in India. which connected mills inland with the coastal transportation ports ; this railway system was one of the most developed in the full universe. This rail system helped in the development of the trade industry in Indian. and besides helped to forestall dearths ( nutrient was movable ) . The English besides established a system of roads. every bit good as Bridgess. dikes. and even irrigation ditches. They established centres for instruction. and the literacy rate in India increased significantly. as did wellness with the constitution of infirmaries. With the freshly trained professionals and bourgeoiss in India. a new upper category evolved. These positive effects did non come without a monetary value. The British claimed all power over India. political and economic. The British’s export of harvests left small for Indians to do money off of. and autonomy suffered ( particularly since they were bring forthing hard currency harvests to sell to the settlers for minimal monetary value. and didn’t even have clip or land to bring forth their ain nutrient harvests on ) . The Indians did non merely sit back and let the British to walk all over them ; as a consequence of turning bitterness to the implied racism. and general control implemented by the British. the Indians revolted. In 1857. the Sepoys. a group of Indians hired by the English East India Company. revolted against the British. Through rebellion. and others. followed by legion Nationalist motions. Indians finally gained independency for themselves in 1947. As it is shown. through the English East India Company. the British exploited India through direct and colonial imperialism. in order to convey Britain greater economic benefit. Britain came into India and merely took control. with no concern for the wellbeing of the Indians. They brought about the decomposition of Indian industry. and took advantage of India’s natural stuffs. and fertile land. Britain’s imperialist imperium in the Indian subcontinent brought them countless economic benefits. as was the end when they set out to set up such an imperium ; but more of the impact of this imperialism takes topographic point in India. So much alterations as a consequence of Britain’s imperium. They left India with one of the universes most advanced railway systems ( at that clip ) . freshly established schools and colleges. new infirmaries and medical installations. and new production mills. every bit good as a new feeling of class-consciousness. India was about forced into a province of modernness through the presence of British imperialists. All of the positive effects Britain’s imperialism had on India were non knowing. Everything the British did in order to assist India. was really done in order to assist themselves. The railwaies. the telegraphs. the roads. the schools. all were done in order to further progress their ain trading imperium.

Explain how each of the following can be a source of new laws; a party Essay

Explain how each of the following can be a source of new laws; a party manifesto, the Queens Speech, the Law Commission and a social situation - Essay Example During the elections, they release what is called their respective manifestos in which they undertake to bring certain measures into effect if their party is elected. And in the event they win, it becomes their moral duty to fulfil their commitment made in the party manifesto. Such measures in order to be implemented may some times require legal sanction. And it is for this purpose they enact law in the parliament incorporating what they promised in the manifesto. To this extent, the party manifesto becomes a new source of law. The parliament justifies the commitment made in the manifesto to make new law. However there is no legal duty on the part of the newly elected Government to enact law based on the party manifesto, though they are morally bound to the electorate who will not hesitate to defeat the party responsible, in subsequent elections. The party manifesto once thought of as a sacred document has now lost its sheen due to dilution of morals on the part of elected representa tives. In the earlier periods of revolution aiming to dethrone the colonial powers and to set up a Government of their own, freedom fighters had released documents having the force of manifesto. Few examples are The United Sates Declaration of Independence in 1776 and The declaration of the Rights of Man and Citizen during the French Revolution. In the labour party’s manifesto of 2005, the party makes several promises to make new laws. 1 . Mitchell and Dadhania 2 state that while origins of law making are varied, the most obvious source would be when a new Government comes into power, having been elected on the basis of the respective party’s manifesto. Thus when the Labour Government took office in 1997, it fulfilled its manifesto promise of incorporating Bill of Rights into the English Constitution by means of Human Rights Act 1998. It also achieved devolving of decision making power to the regions from the centre pertaining to Wales and Scotland through the

Research Case 3 - Operating Segments Essay Example | Topics and Well Written Essays - 250 words

Research Case 3 - Operating Segments - Essay Example North America and Eurasia/Africa segments accounted for the highest revenue growth registering increases of 36% and 23% respectively. The two leading segments in profit margins were Europe and Latin America with 67% and 62% profit margins respectively. In 2010, the most important segments for GE were Technology Infrastructure and GE capital as they accounted for 26% and 31% of the total revenue respectively. NBC universal and Home & Business solutions recorded the highest revenue growth of 9% and 2% increases respectively. Energy infrastructure and Technology Infrastructure were the most profitable segments recording 20% and 17% profit margins respectively. In 2010, the two most important segments for Oxford Industries were Tommy Bahama and Lanier Clothes as they accounted for 66% and 17% of the total revenue. Tommy Bahama and Corporate/Other segments had the highest changes increase in revenue with growths of 10% and 64% respectively. Tommy Bahama and Lanier Clothes were the most profitable segments with 13% and 14% profit

One computer in a classroom Essay Example | Topics and Well Written Essays - 1250 words

One computer in a classroom - Essay Example Practical ideas start with the room arrangement to maximize space and provide convenience to teachers and students. Next is proper management and scheduling, this is where computer users are given their individual timing and cycle through to complete a project. It may be on a daily or weekly basis depending on the estimated length or duration of the project. Encourage cooperative or group learning that would break large student's class into smaller and more manageable groups. Consider computer skill and particular assignment when pairing students and allow change of partners according to requirements. Set and provide guidelines for the proper use of computer, let users clearly understand their rights and responsibilities and the restrictions they should follow while using the computer station. This approach will greatly save time and allow more groups to participate. To enable effective use of time, display posters with computer terms and commands for user's easy reference. Teachers can now use administrative applications to increase productivity such as correspondence, worksheets, tables, test questions, handouts, and bulletin board posting materials. They can also design and print forms for filling like personal information data of students. They can publish newsletters, calendars, reports, certificates, graphic organizers and seating arrangement charts. Convenient and more accurate electronic grade book, students attendance records, students information database. For student's information, teachers can write and post announcements, and important reminders. Computer as a creation tool for students to do word processing, create functional database, data tabulation and spreadsheets, graphs, and other multimedia applications. They can also use the computer as an

Assessment for Learning techniques and the teaching of Science

Assessment for Learning techniques and the teaching of Science The purpose of this literature review is to research recent literature and research conducted into Assessment for Learning (AfL) techniques and relating directly to the teaching of Science as a subject within Primary Education. This literature review is predominantly designed to address the following research questions: Which are the most commonly used techniques of AfL in science? How is constructivism linked to AfL in Science? Do other subjects use different AfL techniques than are used in science? How common is the use of AfL in science? What is the impact of the use of AfL on pupils understanding of scientific concepts? How does AfL impact on the application of scientific skills at KS2? To research these questions, searches were made using Athens, searching the British Education Index (BEI) and The Educational Resources Information Center (ERIC) and Australian Education Index (AEI) research systems for articles and books relating to Assessment for Learning (AfL), formative assessment and science education which had been published since 1990. Hand searches were also made through Primary Science Review, Science Education and School Science Review. Assessment for Learning (AfL) has been defined as: the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, 2002) The application of scientific skills at KS2 has been encapsulated by the Welsh Assembly Government in their new Welsh Curriculum documents introduced in 2008 as: Learners should be taught to relate their scientific skills, knowledge and understanding to applications of science in everyday life, including current issues. They should be taught to recognise that scientific ideas can be evaluated by means of information gathered from observations and measurements. (Department for Children, Education, Lifelong Learning and Skills, 2008) Research into AfL (e.g. Black William, 1998 and Osborne Freyberg, 1985) has indicated that whilst it is evident that all children benefit, it is not something added to teaching, but is integral to it (Harlen, 2006b, p. 176). In essence, AfL cannot be an addition to the pedagogical process; conversely it must be inherently encompassed within all teaching and learning practices. Harrison and Black (2004) develop the ideology behind Black and Williams work (1998) relating to AfL techniques and research directly to the subject of Science. Whilst predominantly focussed towards secondary science teaching, this work is still relevant to Primary Education. In this work, they develop the reasoning behind the advantages of the use of AfL within Science lessons. Science provides the means by which learners can interact with the world around them and develop ideas about the phenomena they experience. So, when they attempt activities such as germinating seeds, their studies in science equip them with ways to observe and question what is happening. Through experiments they can begin to work out and predict what might happen if conditions for the growing plant change. To be able to learn science in this way, student needs help in developing process skills to investigate, and communication skills to question and discuss findings. Formative assessment fits well into this learning scenario, since its purpose is for teachers to sift the rich data that arise in classroom discussion and activity, so that professional judgements can be made about the next steps in learning. (Black Harrison, 2004, p. 3) In her paper presented to the British Educational Research Association Annual Conference, Moody (2009) highlights the generally accepted techniques of AfL used within the classroom, which many articles are generally in agreement with, which are: Peer and self-assessment Sharing learning goals and success criteria Effective questioning and dialogue Effective teacher feedback In addition, the importance to an effective classroom climate where children are encouraged to share their thoughts and unconstrained by the correction of wrong answers and the feeling that being wrong is a negative rather than the opportunity to share initial ideas, is essential. When researching methods into AfL and its introduction into the primary classroom, history determines that the Plowden Report (1967) must be mentioned and discussed regarding her research and finding that showed, according to Bell (2008) in hindsight, amazing vision when it indicated that a successful education should include: child-centred approached to teaching a topic based curriculum discovery learning The core principles and values that directly relate to modern AfL techniques and philosophies require that: childrens views are highly valued and actively sought out that their learning engages them in a way that they can actively relate them to other aspects of their lives the learning of skills across the curriculum enables children to be equipped to deal with a variety of situations rather than a single subject discipline. Critics of these ideals as Gillard (2004) describes are the writers of the Black Papers and their followers who criticised much of what the primary schools were doing and blamed the Plowden Report at least in part for what they saw as undesirable trends during the 1970s and 1980s. Driver (1983), however agrees with the underlying philosophy behind the Plowden report findings, stating that It is, after all, the coherence as perceived by the pupil that matters in learning. Driver was also part of the Childrens Learning in Science Project (CLISP) which researched the area that it is as important in teaching and curriculum development to consider and understand childrens own ideas as it is to give a clear presentation of the conventional scientific theories (Driver, 1983) In their article, Lindsay and Clark (2001) describe ways in which AfL strategies (and specifically self- and peer-assessment) can be used to develop a constructivist classroom where children participate in creating and reflecting on their learning (p. 15). They also identify advantages to these techniques specifically develop scientific skills stating that children become more scientific in their enquiriesà ¢Ã¢â€š ¬Ã‚ ¦encourages children to be constantly involved in the scientific process and their role within it (p. 18). Black and Harrison (2004) also discuss the importance of discussion within the science classroom where students feel they can reveal current understanding and be helped to further understanding and feel that this is an essential ingredient to making formative assessment function in the classroom (p. 9). With regards to talk within the classroom, many writers have defined three different kinds: Triadic dialogue (three stages usually teacher initiation, pupil response and teacher evaluation), Authorative discourse (teacher conveying information to the pupils) and Interactive or non-interactive talk. Chin (2006) suggests that the triadic dialogue method is often perceived to have restrictive effects on pupil thinking (p. 1316), that ideas conveyed by the teacher using authorative discourse tend to be ignored and that interactive talk is described as dialogue. Generally in agreement are Asoko and Scott (2006) who propose that effective teaching involves all these approaches (p. 163). Hodgson (2010) describes the sharing of success criteria with the children in a Primary classroom as a key AfL strategy and is linked directly with feedback. Black and Harrison agree with this point in their summary of what they believe are the essential factors of effective feedback: should motivate the child to discuss his or her thoughts with the teacher or a peer (p. 12) in order to initiate the self-development of the child encourages instantaneous action relates back to the success criteria (p. 13) Allows learners to compare their own ideas of achievement against that of the teacher or peer Indicates to the child where to go for help and what they can do to improve (p. 13) (Black Harrison, 2004) Leakey (2001) carried out a study where she reported on her own experiences with experimenting with sharing learning objectives and success criteria with children of a range of ages and believes it to be a successful AfL strategy because it gives children ownership of their own learning (p. 68). Leakey also suggests that it is only with the insight of what it is that they are trying to achieve can children are able to make connections with any feedback that they subsequently receive. Koegh and Naylor (1996) delivered a lecture at Manchester Metropolitan University sharing their ideas that: Constructivist views of learning in science suggest that learners can only make sense of new situations in terms of their existing understanding. Prior knowledge is used by learners to interpret observations; meaning is constructed by individuals in a process of adding to or modifying their existing ideas. (Keogh Naylor, 1996) and cited the works of others who share the same view (Driver (1983); Osbourne Freyberg (1985) and Scott (1987)). The inferences behind the constructivist theory relating to education are that the teacher is required to find out childrens ideas (elicitation) in order to take them into consideration when planning their teaching to provide teaching and learning experiences which will develop the childrens ideas and challenge their understanding of a specific area. Within science education, there has been a great deal of research into the benefits of using constructivism as a method of AfL with many teachers appreciating the concept of constructivism within the science classroom. Curriculum resources have been developed along with specific research including the (Science Processes and Concept Exploration (SPACE) project (1990-92) and as a result research by Nuffield Primary Science who have used this research to develop many pedagogical aids and teaching resources for teachers within the classroom. However, Bentley and Watts (1991) discussed their concerns that there is a distinction between what they define as the strong characteristics of theoretical constructivism and the ability of teachers to apply it to their teaching resulting in a weak version of constructivism that is delivered in the classroom. Leeds (1992) describes that although teachers find it easier to plan activities following an elicitation session where learners preconceived ideas have been identified, the practicalities of tailoring an inclusive education where all childrens learning issues relating to a specific area is near impossible when faced with a class of 30 differing ideas. In relation to the difference between the amount of research into the benefits of a constructivist approach to teaching and the teaching resources and pedagogical guidance available, Claxton (1986) described the mountain of examples of childrens alternative conceptions (p. 126) which were available at that time and noted that the guidance for teachers on how to restructure the learners ideas was less prominent in the literature. More recent research also focuses more closely on the elicitation of ideas, but much less is written about methods and techniques which allow teachers to restructure these ideas as a whole class exercise. The aim of the SPACE project was to: start where the children are, building on the ideas children bring with them to lessons and helping them to develop their understanding of scientific concepts. (Nuffield Foundation) Nuffield Primary Science developed a series of books covering the Science Curriculum, which included many misconceptions of children in each area along with examples of concept cartoons and examples of activities that could be used in order to restructure the highlighted misconceptions and develop childrens thinking, in order to aid teachers within the classroom to enable children to test out their own ideas through practical hands-on activities and investigations. These publications are now unfortunately out of print; however the reports relating to the SPACE project continue to be available from the Nuffield website (Nuffield Primary Science). The use of specific strategies such as concept cartoons (Keogh Naylor, 2000) and mind mapping (Stow, 1997) introduce researched methods of elicitation within the science classroom and offer an effective way of concluding any project where children can revisit the original idea and discuss how and why they have developed throughout the study period. However, teachers require the flexibility and space within the curriculum in order to effectively put these theories into practice in order that the benefits can be maximised. AfL will only be successful when both teachers and children are committed to its process and where both use it as a method for developing current learning and developing and expanding their skills and knowledge base. This idea is supported by the following: Assessment for learning only works if pupils and teachers take action on learning needs. (Ward, Roden, Hewlett, Foreman, 2005) Black and William best summarise the use of AfL within the classroom as follows: There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can raise standards. We know of no other way of raising standards for which such a strong prima facie case can be made on the basis of evidence of such large learning gains. (Black William, 1998)

Your Attitude Is Showing :: Business Marketing

Your Attitude Is Showing: A Primer of Human Relations I enjoyed reading "Your Attitude Is Showing" a great deal more than I expected to. I normally hate to read because I am not very good at it, and I am usually uninterested in the subject. I found that this book to be quite easy to read. The language that the authors used was very easy to understand. Also, it was divided into many chapters with many sections in each chapter. This made it easy for me to keep my attention on the book. When reading I normally become tired and bored, but I was able to focus well on this book. The content of the book also helped keep me interested. I felt that the authors addressed many important points throughout the book. Though I knew much of the information discussed, I also learned a lot from it. This is why I enjoyed the book the most, because it taught me things that I will use, and that are very important for how successful my life is, professionally and personally. Key Points When reading this book I found there to be many important points that were addressed in each chapter. I found three points in particular to be more valuable to me than the others. The first key point that I found was in chapter 2. â€Å"All organizations are built around people. And when you build healthy relationships with your fellow workers and supervisors, you open doors that would otherwise be closed.† I found this statement to be very interesting. This section went on to explain how knowledge of a particular job is not all that is important to succeed in a career. I had previously not realized this in my life, even though I have had personal experiences that reflect this. I was recently offered a management position at my current job. I thought that it was strange because I had relatively no experience working in retail, and I had only been working with the company for a few months. But after reading this section I realized that, most likely, the reason why they off ered me the job was because of the strong relationships I had developed with my supervisors and co-workers in such a short period of time. From now on I plan on keeping this point in mind whenever I begin a new job. The second key point that I found was discussed in chapters 3 and 4.