Word Count: 72364

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In 2016, Oxford Dictionaries chose "post-truth" as the word of the year. As literacy has shifted from published hardcopy to an online landscape, it is more important than ever to engage and empower students in navigating the complicated battleground of fake news verses responsible, fact-based news. In this multi-day lesson, students will 1) examine terms associated with “fake news” and evaluate sources for their reliability and authenticity, and 2) develop a set of norms for responsible use of online news sources that spans academic and personal interaction with media.Cover image: "Fake news" by pixel2013 from Pixabay.com

Short Description:
This open textbook is designed for students in graduate-level nursing and education programs. From developing a research question to locating and evaluating sources to writing a sample literature review using appropriate publication guidelines, readers will be guided through the process. This book has been peer-reviewed by 7 subject experts and is now available for adoption and use in courses or as a library resource. If you’d like to adopt the book, please let us know. You can view the book's Review Statement for more information about reviewers and the review process. The Accessibility Assessment for this is book is also available. If you'd like to adopt or adapt this book, please let us know.

Long Description:
Literature Reviews for Education and Nursing Graduate Students is an open textbook designed for students in graduate-level nursing and education programs. Its intent is to recognize the significant role the literature review plays in the research process and to prepare students for the work that goes into writing one. Developed for new graduate students and novice researchers just entering into the work of a chosen discipline, each of the eight chapters covers a component of the literature review process. Students will learn how to form a research question, search existing literature, synthesize results and write the review. The book contains examples, checklists, supplementary materials, and additional resources. Literature Reviews for Education and Nursing Graduate Students is written by two librarians with expertise guiding students through research and writing assignments, and is openly licensed.

Word Count: 30668

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

These chapters present a series of short readings with discussion questions and exercises related to basic research skills.  Topics relate to the whole research process from identifying a topic through presenting one’s own work and address both library research as well as searching for and evaluating sources on the open web.

This work was originally created to serve the needs of IS1111 Tackling a Wicked Problem taught at Plymouth State University.  You can see these chapters in the context of the other course readings at wicked-problem.press.plymouth.edu.  This version has been revised to remove references to institution-specific resources and programs in the hopes that these chapters may be useful in other contexts.

While the title, Researching Wicked Problems, implies a narrow applicability, this content addresses basic information literacy skills useful in a variety of contexts at a level appropriate for first year college students.

Begin Research“Where Do I Start?”Do you have an assignment to write a research paper but you’re not sure where to start? Take a deep breath and begin by carefully reading the assignment requirements. This will help you understand the work you need to do.First, let’s think about what we mean when we say “research.”HOW MUCH DO YOU ALREADY KNOW?What makes a good topic?It is broad enough that you can find enough information on the subject.It is focused enough that you are not overwhelmed with too much information.The topic is interesting to you.All of the above.If you don’t know much about your topic, what resources would be most helpful when you being your research?Encyclopedias and websitesScholarly articlesNewspapers and magazinesStatistical informationIt is always a good idea to brainstorm different words for similar ideas when you first begin to research your topic.TrueFalseWhat statement below is generally true about beginning research?It is pretty easy to find information on any topic.As long as you have a good topic, researching for it will not take a long time.No matter t he assignment, good research takes time and effort.None of the above.ANSWERSAll of the above.2.1True4.3Read Your Assignment CarefullyBefore you can even begin your research, though, you need to read the assignment instructions carefully—more than once! This will help you understand the work you need to do.Highlight topic guidelines, required length, and the types of information sources allowed.Let’s take a look at a sample assignment.UNDERSTAND YOUR ASSIGNMENTLily is taking a University Studies class and must complete this assignment:In this paper, you will analyze the scientific aspects of a known environmental problem and identify and discuss at least two proposed solutions.Now, analyze this assignment step by step.Find the words that tell you what to do (think verbs!): analyze, identify, and discuss.Find the limits of the assignment: scientific aspects and two proposed solutions.Find the key theme: a known environmental problemBy reading the assignment carefully, we know that Lily has to analyze an environmental problem and identify and discuss at least two proposed solutions.Pick a Good TopicLily’s assignment is broad enough to give her some choices when picking a topic. So, what makes a good topic?It interests you! You’ll enjoy it and do a better job.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.HOT TIP!Explore the library’s databases to get you started.Browse newspapers and news sources.Talk to your instructors and fellow students.Consult with a librarian.TOO BROAD, TOO NARROW, OR JUST RIGHT?Air pollution in urban areasToo broadToo narrowJust rightRespiratory diseases in children in high-density urban areasToo broadToo narrowJust rightEnvironmental consequences of California’s October 2007 forest firesToo broadToo narrowJust rightPolar bear adaptation to global warming in the ArcticToo broadToo narrowJust rightRenewable energy in the United StatesToo broadToo narrowJust rightThe design and implementation of Cal-Cars—the California Cars InitiativeToo broadToo narrowJust rightANSWERSToo broad. You’d need to identify an aspect of air pollution to narrow down the scopeJust right! This is a good topic. You’ll continue to refine your ideas as you learn more about the topic.A bit narrow. It will be hard to find information on just one event. Look more broadly for information on forest fires in California or the West.Just right. There should be just enough information to get you started. You will continue to refine your ideas as you learn more about the topic.Too broad. This is a good starting place, but you’d want to focus the topic by selecting a specific renewable energy like solar power or wind.Too narrow. It’s going to be difficult to find information on such a narrow topic. Broaden the focus to look at initiatives like this one that are less regional.Identify Potential IdeasNow it’s time to really focus your topic. Browse a few resources for ideas and identify different aspects of the topic.Remember, if you pick a subject that interests you, you’ll enjoy the research process much more!Customize Your TopicLet’s say your assignment is to research an environmental issue. This is a broad starting point, which is a normal first step.One way to customize your topic is to consider how different disciplines approach the same topic in different ways. For example, here’s how your broad topic of “environmental issues” might be approached from different perspectives.Social Sciences: Economics of Using Wind to Produce Energy in the United StatesSciences: Impact of Climate Change on the Habitat of Desert Animals in ArizonaArts and Humanities: Analysis of the Rhetoric of Environmental Protest LiteratureTurn Your Topic into a QuestionWhen you’ve chosen a topic, it’s time to ask some questions. Using “environmental issues” as our general research interest, let’s ask some questions about environmental issues and agriculture.How: How do government agricultural subsidies impact the price of food?  How does the use of pesticides affect food safety?Who: Consumers, farmers, farm workersWhat: Food safety, pesticides, food prices, genetically modified food, organic farmingWhere: United States, developing nations, European UnionWhy: Why does the European Union ban the sale and distribution of genetically modified food?What’s Your Angle?Let’s say that the most interesting question that emerged from the last exercise was: “How does repeated pesticide use in agriculture impact soil and groundwater pollution?”Find Your KeywordsNow that we have our sample research question, we need to identify the key concepts and their related keywords.Using our research question, “How does repeated pesticide use in agriculture impact soil and groundwater pollution?” we might consider these keywords:A SYMPHONY OF SYNONYMSLet’s examine our research question again:How does repeated pesticide use in agriculture impact soil and groundwater pollution?Now analyze this assignment step by step:Find important words and phrases that describe this topic (you can ignore common words that don’t have a lot of meaning, such as prepositions, articles, and adjectives): pesticide, agriculture, soil, and pollution.Now, think of some synonyms for the keywords you found:pesticideagrochemicals, pest management, weed management,diazinan, malathionagriculturefarming, food crops, specific types of cropssoilclay, organic componentsgroundwater watershed, water resources, water table, aquaticspollutionenvironmental impact, degradation, exposure, acid rainWhy are synonyms necessary? You’ll often need to search for different words relating to the same concept.Dive Into a Sea of Resources!Browse through general sources to get familiar with your topic. You will find many sources for locating background information. Remember our point from earlier in this tutorial: the source you select will determine what you find. Make sure you spend your time looking in the right places.HOT TIP!Is there enough info on your topic? If not, review the earlier steps for starting your research. It’s normal to refine and revise your topic multiple times.What Do You Know?Once you’ve established your focused topic, you need to get familiar with it by doing some reading. Start with more general sources and then work up to more specific and detailed sources. Where you go next depends on how much you know.So, just how much do you know about your topic?Not All That MuchI’ve Got the BasicsI’m Ready for DetailsSounds like you need the type of information typically found in encyclopedias and websites.Sounds like you’ve got a basic understanding of your topic and just need to learn more. Check out books, magazines, and newspapers.Specific information is what you need. You’ll want to find relevant scholarly articles, statistical sources, and government publications.Matching Resources to Your Information NeedNewspaper: Current regional or local informationScholarly journal article: Detailed analysis of a complex problem.Book or book chapter: Summary of what is known about a topic.Encyclopedia or website: Factual information like names, dates, and definitions.TEST YOURSELF: WHAT HAVE YOU LEARNED?What are the characteristics of a good topic?(Select all that apply) It interests you.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.Rank the following questions in order from most general to most specific (1 being the most general):Are pesticides bad?Do video games cause violent behavior in adolescent males?Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?Is there a relationship between fast food consumption and obesity?What is the best way to focus  your topic?Think about the discipline that you are researching for.Tailor your topic to the requirements of your assignment.Talk to a librarian about the resources that are available for your topic.All of the above.Pick the best set of keywords to begin searching for information on global warming.Rising ocean levels, air pollution, greenhouse gasesBiodiversity, atmospheric temperature, ozone layerGlobal climate change, greenhouse effect, atmospheric carbon dioxideEnvironment sustainability, alternative energy, biofuelsWhy is it a good idea to use different words to describe similar ideas when you are beginning research?(Select all that apply) Because there is only one right answer and you can find it by trial and error.Because  using different words will help you cast a broader net than just using the same term over and over.Different researchers might use different terms to describe the same idea.You might spell some of the words wrong and not get any results.What is the most difficult aspect of beginning to research a topic that you don’t know very much about?You don’t know enough about the topic to know what is important and what is not.You don’t understand the technical aspects of the topic.It takes a lot of time to do research.All of the above.For you, what the most difficult part about beginning your research?ANSWERSA good topic will incorporate all these characteristics.1 = Are pesticides bad?2 = Is there a relationship between fast food consumption and obesity?3 = Do video games cause violent behavior in adolescent males?4 = Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?The more a research question incorporates the concepts of Who, What, When, Where, Why, and  How the more specific it will be.All of the above.4.3; think carefully about which terms are closely related to global warming.5.2 and 5.3; there may be many ways to describe a single topic. Using as many related words as possible will help you find the most information!All of the above; remember that research takes time and energy and isn’t an easy thing to do!No matter what, coming to the library and talking to a librarian will help you get started. Finding information effectively and efficientlyLevel 2 teaches you how to structure a search for the information you need to write a paper, for example. You will learn the following:how to construct a search strategy using the aspects defined in level 1how to perform a smart search using the information sources available at TU Delft LibraryDetermining search termsNow it is time to do an actual search! In level 1 you divided the search topic into its different aspects. What’s next? Are you going to use Google and type in all the aspects, like you probably do every day? What will you do with all the search results? Are you going to study them all? No, there is a smarter way!Exercise 1Plug in your earphones or turn down the volume and watch the clip ‘Web Search Strategies Explained in Plain English‘ by Commoncraft about smart searching on the web.Searching the web is very similar to searching other information sources such as Worldcat Discovery. Doing the following exercise will teach you how to apply the aspects of your search topic in a smart search. Complete the exercise on how to find suitable search terms matching the aspects of the search topic. Determining search strategyNow you are going to convert the synonyms you have found into a smart search strategy. You have to use search operators to use all the synonyms properly.Exercise 2Study the TUlib module Search operators.If you want to perform a smart search, you must combine your search terms. Complete thisexercise on combining search terms with Boolean operators.Towards information sourcesNow you have formulated a search strategy, which you will use to search the various information sources. But where to start? How do you choose which information source you want to use? This table gives an overview of the differences between Worldcat Discovery, Scopus and Google Scholar and helps you determine when to use each one.Exercise 3Watch the first two sections (“Basic searching” and “Retrieving documents”) of this video about searching in WorldCat Discovery (which includes the TU Delft Library catalogue).Watch this video with an example of a search strategy carried out in article database Scopus.Complete the exercise on carrying out your search strategy in various information sources.Now you have learned how to convert the aspects of your search topic into a search strategy and how to apply this strategy in a number of information sources.You can find other relevant information sources for your subject area in the “Useful links” overview in the section “What’s next”.

This book is based on two open-access textbooks: Bhattacherjee’s (2012) Social science research: Principles, methods, and practices and Blackstone’s (2012) Principles of sociological inquiry: Qualitative and quantitative methods. I first used Bhattacherjee’s book in a graduate-level criminal justice research methods course. I chose the book because it was an open educational resource that covered the major topics of my course. While I found the book adequate for my purposes, the business school perspective did not always fit with my criminal justice focus. I decided to rewrite the textbook for undergraduate and graduate students in my criminal justice research methods courses. As I researched other open- educational resources for teaching social science research methods, I found Blackstone’s book, which covered more of the social science and qualitative methods perspectives that I wanted to incorporate into my book.

As a result, this open-access textbook includes some content from both previous works along with my own additions based on my extensive experience and expertise in conducting qualitative and quantitative research in social science settings and in mentoring students through the research process. My Ph.D. is in Sociology, and I currently teach undergraduates and graduate students in a criminal justice program at Weber State University. Throughout my career, I have conducted and published the results of research projects using a variety of methods, including surveys, case studies, in-depth interviews, participant observation, content analysis, and secondary analysis of quantitative data. I have also mentored undergraduates in conducting community-based research projects using many of these same methods with the addition of focus groups and program evaluations.

Short Description:
The title of this book is Speaking of Culture and its purpose is to define culture and many other concepts associated with it. My hope is that the readings in this book will help you to better understand the breadth of the concept of culture and provide you with a vocabulary for discussing it more articulately. Culture is one of those broad concepts that is used widely, although somewhat imprecisely, in everyday English. It also cuts across many academic disciplines, and this book draws on many of them. It touches, for instance, on anthropology, biology, history, mythology, political science, psychology, and sociology.

Long Description:
“Speaking of Culture” is a collection of instructor-authored background readings intended to accompany other activities, discussions, experiences, projects, and readings for IELI 2470 – Cross-Cultural Perspectives, a course offered by faculty in the Intensive English Language Institute at Utah State University. Its main purpose is to define culture and other concepts often associated with it.

Word Count: 46356

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This book offers a wealth of instructional material on the topic of research article writing for publication and thesis or dissertation completion. The text provides graduate student writers with helpful information, strategies, and tips on navigating disciplinary writing in their fields and how to understand, dissect, and ultimately, construct their own research article. The text is organized according to a standard research article format, breaking down each section of the empirical research in a simple and straightforward manner to help graduate students build a quality, argument-driven manuscript as they write up their empirical study findings.

Long Description:
This book offers a wealth of instructional material on the topic of research article writing for publication and thesis or dissertation completion. The text provides graduate student writers with helpful information, strategies, and tips on navigating disciplinary writing in their fields and how to understand, dissect, and ultimately, construct their own research article. The text is organized according to a standard research article format, breaking down each section of the empirical research in a simple and straightforward manner to help graduate students build a quality, argument-driven manuscript as they write up their empirical study findings.

Word Count: 48652

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A tableau dramatizing the brutal tactics employed by Zachary Taylor as commander of U.S. forces against the Seminole Indians during the Second Seminole War (1835-42). Taylor, on horseback at right, presides over a scene of devastation and carnage. Soldiers aided by bloodhounds relentlessly pursue retreating Seminoles, including a multitude of women and children who flee in panic to the left. A wounded dog lies on the ground in the lower right, while another lunges at the throat of a Seminole brave who shields a woman and child at left. A village burns in the distance In the center an officer standing with his back to the viewer points out the slaughter to Taylor, who exclaims, "Hurra! Captain, we've got them at last, the dogs are at them--now forward with the Rifle and Bayonet and "give them Hell Brave Boys", let not a red nigger escape-, show no mercy-, exterminate them, -this day we'll close the Florida War, and write its history in the blood of the Seminole--but remember Captn., as I have written to our Government to say that the dogs are intended to ferret out the Indians, (not to worry them) for the sake of consistency and the appearance of Humanity, you will appear not to notice the devastation they commit."|Entered . . . 1848 by James Baillie.|Published by James Baillie, 87th St. near 3rd Avenue N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 96-97.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-20.

Students use Library of Congress primary sources to examine electrification as both a technological and social process.

SOL:AR is designed to create a comprehensive and cohesive approach to HDR training for UNE students. Resources throughout the modules come from Research Services, UNE Library, the Academic Skills Office, and Technology and Digital Services (TDS).

The information and resources provided are introductory and suitable for all HDR students. Where applicable, links have been provided to more detailed information and there is an associated workbook with activities to complete.

SOL:AR consists of 15 modules, covering a number of different topics aimed at helping you navigate the research and writing components of your HDR journey.

While SOL:AR has been designed in chronological order and the modules build upon each other, you can dive in and out of the modules as you need them. And, of course, you're welcome to go back to review them at any time.

SOL:AR was developed by the University of New England from content initially developed by Queensland University of Technology through AIRS. Their contribution is gratefully acknowledged.

This reader is an Open Educational Resource, meant to accompany a graduate or higher-level undergraduate university course in climate change resilience, adaptation, and/or planning. While the material is geared toward students in urban and regional planning, it may also be of interest to students of urban studies, public health, geography, political science, sociology, risk management, and others.

Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures — what the editors characterize as the "art and science of writing" — often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to "function at the intersection of the practical and the abstract, the human and the technical."

We have designed this third edition of Java, Java, Java to be suitable for a typical Introduction to Computer Science (CS1) course or for a slightly more advanced Java as a Second Language course. This edition retains the “objects first” approach to programming and problem solving that was characteristic of the first two editions. Throughout the text we emphasize careful coverage of Java language features, introductory programming concepts, and object-oriented design principles.

PLoS Medicine is an international, multidisciplinary medical journal that publishes outstanding human studies that substantially enhance the understanding of human health and disease. PLoS Medicine aims to promote translation of basic research into clinical investigation, and of clinical evidence into practice. PLoS Medicine encourages papers that cross disciplines.

Biology 101 Vocabulary Quizlet Exercises, Modules 1-16

Module 1: Themes and Concepts of Biology, Process of Science
Module 2: Introduction to Chemistry
Module 3: Biological Macromolecules
Module 4: Cellular Structure and Function
Module 5: The Cell Membrane
Module 6: Energy and Metabolism
Module 7: Cellular Respiration and Fermentation
Module 8: Photosynthesis
Module 9: Somatic Cell Division, Reproductive Cell Division
Module 10: DNA Structure and Replication
Module 11: Gene Expression and Protein Synthesis
Module 12: Genes and Inheritance
Module 13: The Animal Body: Basic Form and Function
Module 14: The Human Digestive System
Module 15: The Human Circulatory and Respiratory Systems
Module 16: The Human Immune System

Based on OpenStax Concepts of Biology, 1st Ed.,
https://openstax.org/details/books/concepts-biology

Students use Library of Congress primary sources to study the working conditions of American laborers at the turn of the century.

Library 101

Short Description:
Engaging graphics, compelling examples, and easy-to-understand explanations make Choosing and Using Sources: A Guide to Academic Research, your most valuable, open access resource for completing research-based writing assignments and projects. Save Valuable Time with Choosing and Using Sources, a Free ebook NewParaWith this free-of-cost guide, students are better equipped to tackle the challenges of developing research questions, evaluating and choosing the right sources, searching for information, avoiding plagiarism, and much more. With Choosing and Using Sources, you have: Research help through short videos, easy-to-follow explanations, and self-quizzes, designed to help increase your understanding of the research process. A guide with easy-to-navigate chapters and tips to help you figure out what your instructor may be asking for in a writing assignment or research project. Time savings and increased confidence to successfully carry out research for your class. Get started with Choosing and Using Sources today. ❱❱❱ View additional formats of this book.

Long Description:
Chapters cover developing research questions, understanding types of sources, searching for information, evaluating sources, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them.

Word Count: 47005

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Build your very own terrarium with Kayla from the Baltimore County Public Library. 

An advertising calendar for a lithographic printer, with various patriotic motifs and a subtle commentary on the Emancipation Proclamation. The calendar, for 1863, is set within an elaborate architectural framework. The whole is draped with an enormous flag which hangs down from an enthroned Columbia at top. Columbia sits holding a sword and shield, an eagle on her left, and a globe and the Constitution at her feet. Further left are a plough, scythe, and wheat sheaves. On the right appear symbols of progress and industry including a telescope, locomotive, anvil and hammer, millstone and gear wheel, and bales and barrels of goods. On the middle register are symbols of the arts, sciences, and learning, including an easel painting, palette and brushes, musical instruments, books, urns, and a tapestry. On the far left a seaman mans a cannon before a backdrop of sails and smokestacks. On the right an infantryman stands guard with his dog before an encampment. At the bottom are two scenes. The scene on the left shows three black children and a white child, who watches idly as one of the three stands on a cotton bale and whitewashes over a placard reading "1862." Another black child, kneeling on a crude wooden block with chains attached to it (an allusion to slavery), holds the bucket of whitewash, and the third blows soap bubbles. In the scene on the right the roles are reversed: as the white child works, the three black children are idle. Standing on a pedestal labeled "Emancipation," the white boy inscribes the date "1863" on a panel. He holds a portfolio under his arm. A black child sits on a classical cornice at left, holding a small bucket of paint while one of his companions reclines on the ground. The third black child sits fiddling on a fallen column nearby. A small hourglass appears in a vignette below the calendar. |Ehrgott, Forbriger & Co. Lith. Cincinnati.|Entered . . . 1862 by Ehrgott, Forbriger & Co. . . . Ohio.|The Library's impression of the calendar was deposited for copyright on January 3, 1863. |Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1862-18.