chapter # 8

How do search engines work ?

They search the Internet -- or select pieces of the Internet -- based on important words.

They keep an index of the words they find, and where they find them.

They allow users to look for words or combinations of words found in that index.

5 search engines on the Internet

chapter 7 # internet

8. please suggest the ideas to help and support the flooding crisis in Thailand in your web blog.

Ans..Give money and clothing for flood victims. Because the money is going to buy a bag of sand.To prevent water from flowing into another.

Chapter 6 - Citation and Report writing

                (Reference)

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       Report writing

Chapter 5

Lego

Library of Congress Classification System

HCC Library, like many academic libraries in the United States, uses Library of Congress Classification (LC) for call numbers. This system uses a combination of letters and numbers to arrange materials by subjects. The first letter(s) of a call number represent the broad subject of the material.

The Dewey Decimal Classification System

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Description: The purpose of this lesson is to teach students about the fundamentals of the Dewey Decimal System to enable them to locate books in the library. Many students are overwhelmed when entering the library because of the vast amounts of books on the shelves. Learning the Dewey Decimal Classification System will guide the students to the books of their choice!

Background: The Dewey Decimal Classification System is the most widely used method for classifying books in the library. This system is a general knowledge organization tool that is continuously revised to keep pace with knowledge. It is named after Melvil Dewey, an American Librarian who developed it in 1876. This system is a numerical scheme for the arrangement of subjects of nonfiction books, and it classifies books by dividing them into 10 main subject groups that are called categories. Each category is represented by figures beginning with 000 and going on to 999. In other words, it is a system of numbers used to mark and arrange mostly non-fiction books.

Each number stands for a special topic. Every book is given a number and is put on the shelf in number order. Books with the same number are put in alphabetical order by the author’s last name. There are three summaries of the DDC. The first summary contains the ten main classes. The first digit in each three-digit number represents the main class. For example, 500 represents natural sciences and mathematics. The second summary contains the hundred divisions. The second digit in each three-digit number indicates the division. For example, 500 is used for general works on the sciences, 510 for mathematics, 520 for astronomy, 530 for physics. The third summary contains the thousand sections. The third digit in each three-digit number indicates the section. Thus, 530 is used for general works on physics, 531 for classical mechanics, 532 for fluid mechanics, 533 for gas mechanic. A decimal point follows the third digit in a class number, after which division by ten continues to the specific degree of classification needed. A subject may appear in more than one discipline. For example, "clothing" has aspects that fall under several disciplines. The psychological influence of clothing belongs in 155.95 as part of the discipline of psychology; customs associated with clothing belong in 391 as part of the discipline of customs; and clothing in the sense of fashion design belongs in 746.92 as part of the discipline of the arts. The Dewey Decimal Classification System is used in most Public School libraries. It is essential for students to understand why books are numbered and how to find the numbers on the shelves, so they can use the library effectively and in a friendly manner. Dewey is also used for other purposes, e.g., as a browsing mechanism for resources on the Web. One of Dewey's great strengths is that the system is developed and maintained in a national bibliographic agency, the Library of Congress.

Objectives: The students will be able to:

• Identify each of the 10 major classes of the Dewey Decimal System
  
• Identify the difference between fiction and non-fiction
  
• Identify the numbers in the 2^nd and 3^rd places
  
• Locate non-fiction books and explain the call number by using the Dewey Decimal System.

Materials:

Computer, pen, pencil, paper and handouts identifying the categories of the Dewey Decimal System.

Are You Ready To “Dew” It?

Activities: THE MAIN DEWEY DECIMAL CLASSIFICATION SYSTEM

Numbers	Categories
000-099	General References or Works (encyclopedias, biographies, periodicals and journalism)
100-199	Philosophy, psychology and logic
200-299	Religion (men’s faith)
300-399	Social Sciences (how people live and work in society; law, government and institutions)
400-499	Language (English, grammar and dictionaries)
500-599	Natural Science (Mathematics, astronomy, physics, chemistry, geology, paleontology, biology, zoology, and botany)
600-699	Technology and Applied Science (medicine, engineering, agriculture, home economics, radio, TV, and aviation)
700-799	Fine Arts and Recreation (architecture, sculpture, painting, music, photography and recreation)
800-899	Literature (plays, poems, essays, literature in foreign languages)
900-999	History and Biography (history, biography, geography and other related disciplines)

• Activity 1:
  1. The students will be placed in groups of 5 – 6 persons.
     
  2. A student will identify a category and the other students will name a title of a book that will fall under the category.
  
  
• Activity 2:

  Make up a game using decimal jeopardy (for example: given the book title, “The Biography of Michael Jordan” the student will have to identify the category and number of the book.)

  
  
• Activity 3:

  Students will make up a Dewey Decimal System rap song using all the numbers and categories.

• Activity 4:

  Students will write a biography about Melvin Dewey.

Evaluation

• Identify non-fiction books according to classification and add correct call numbers to each.
  
• Locate books on the shelf according to the Dewey Decimal System.
  
• Matching quiz using numbers and categories.

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Dewey Decimal Quiz

1. The book “Fishing with Dad” has the Dewey number 799. What does each number represent?
   
2. Using the Dewey numbers, arrange the following numbers in order: 796.1, 796.9, 796.4, 796.01, and 796.12.
   
3. Name the continent represented by the call number 916.
   
4. Books about trees have this call number ___________.
   
5. What class division would you check to locate a book on occupations?

Answers to Quiz:

1. 7 represents “Fine Arts”
   the second 9 represents “recreation”
   the third 9 represents “hunting fishing and shooting”
   
2. 796.01
   796.1
   796.12
   796.4
   796.9
   
3. Africa
   
4. 582
   
5. 300
   

make a link to the library The library of congress system   http://www.loc.gov/catdir/cpso/lcco/

British library
http://www.bl.uk/

Thai nation of library
http://www.nlt.go.th/th_index.htm

sripatum university library
http://library.spu.ac.th/e-library/index4.html

ASEAN communnity
http://www.bic.moe.go.th/th/index.php?option=com_content&view=article&id=191&Itemid=171

Information Society

The Information Society is a society in which the creation, distribution diffusion, use, and manipulation of information is a significant econamic, political, and cultural activity. The knowledge ecnomy is its economic counterpart whereby wealth is created through the economic exploitation of understanding

The Information society is to gain competitive advantage internationally through using IT in a creative and productive way. An information society is a society in which the creation, distribution, diffusion, use, integration and manipulation of information is a significant economic, political, and cultural activity. The knowledge economy is its economic counterpart whereby wealth is created through the economic exploitation of understanding. People that have the means to partake in this form of society are sometimes called digital citizens. As Beniger^[1] shows, this is one of many dozen labels that have been identified to suggest that we are entering a new phase of society.

Source

What is Information?

According to Russell Ackoff, a systems theorist and professor of organizational change, the content of the human mind can be classified into five categories:

1. Data: symbols
2. Information: data that are processed to be useful; provides answers to "who", "what", "where", and "when" questions
3. Knowledge: application of data and information; answers "how" questions
4. Understanding: appreciation of "why"
5. Wisdom: evaluated understanding

Data... data is defined as recorded facts and figures.
Information... information is knowledge derived from data.

Knowledge... knowledge is data which an individual recognizes as relevant ans is thought is aboutm interpreted, stored or used for a purpose

Understanding... understanding is an interpolative and probabilistic process. It is cognitive and analytical. It is the process by which I can take knowledge and synthesize new knowledge from the previously held knowledge. The difference between understanding and knowledge is the difference between "learning" and "memorizing".

Wisdom... wisdom is an extrapolative and non-deterministic, non-probabilistic process. It calls upon all the previous levels of consciousness, and specifically upon special types of human programming (moral, ethical codes, etc.).

 

Good and Poor Information

There is a tremendous amount of useful, factual information available online. Unfortunately, it's also very easy to find incorrect or misleading information when searching online.
It can be quite difficult to determine whether the information you find on the internet is good or bad. Lots of incoherent information is posted every day by people simply looking to jump ahead in the search engine rankings.

Have you ever read through an entire article or website, only to realize that you have more questions than you did when you started? You've probably stumbled upon some poor information in your time using the internet. There are different kinds of incorrect information available online; read on to find a description of these different types.

Intentionally Misleading Information - If you've browsed Wikipedia for a fair amount of time you've probably came across a page that was locked. This happens often when celebrities are are involved in scandals or when they pass away. Some of the comments you may encounter are totally inaccurate, while others might be controversial and subject to argument on both sides of the issue.

Wikipedia's administrators lock pages when there are too many edits coming in that present false information. This is especially common for the pages of celebrities with poor reputations, which often have derogatory information posted on them. Visit the page of a controversial celebrity and look at the edit history; you'll almost definitely see some of these edits. This is one of the negatives that come with user contributed sites, and these things must be screened carefully when the open source frameworks permit such easy access by the general public.

Unintentionally False Information - Everywhere you look online, you'll find someone claiming to be an expert and sharing his or her secrets. While they may not be trying to intentionally mislead you, they're often not 100% correct.

Always question the claims of any self-proclaimed experts online. You can double-check the facts behind their statements to be sure that what they're saying is truthful. Most of these people are simply trying to make money, and even though they may not have any malicious intent, the end result still has you believing false information.

Despite all of this, don't be scared to find information online. There's still a huge amount of useful information that can be found on the internet; you just have to do a little extra research sometimes and try to stick to reputable sources. Stick with these sources and more likely than not, you won't be mislead.

Information source

"Source" means the origin of something. An information source is a source of information for somebody, i.e. anything that might inform a person about something or provide knowledge to somebody. Information sources may be observations, people, speeches, documents, pictures, organizations etc. They may be primary sources, secondary sources, tertiary sources and so on.


Primary Sources

Academic research is based on primary sources: original 'material' from the field one is studying, including books, articles and letters written by the people or in the field one is studying, interviews with persons involved in the field, speeches and lectures which they delivered, diaries they kept, etc. Scholars consult primary sources in search of new material and/or insights that have not previously been reported by other scholars, or have been reported differently or perhaps even 'mis-reported' by other scholars.

Secondary Sources

Secondary sources are accounts of events which were created well after the event occurred. Secondary sources are based on primary sources — they are usually studies which analyze, evaluate, interpret, or criticize primary sources. By assessing, repackaging and distributing information, secondary sources make the information more accessible.

Tertiary Sources

In addition to primary and secondary sources, there are also tertiary sources. These are sources that compile or digest other sources. Some reference materials and textbooks are considered tertiary sources when their chief purpose is to list, summarize or simply repackage ideas or other information. Tertiary sources include dictionaries and encyclopedias, Wikipedia and similar user-contributed online 'encyclopedias' and reference material, as well as various digests (including the Reader's Digest and similar) and schoolbooks.

Generally, tertiary sources are not considered to be acceptable material on which to base academic research. However, this depends on the topic being covered and the reason the source is used. If a language scholar is comparing different definitions of terms in a selection of contemporary dictionaries, or describing different shades of meaning of the translation into Finnish of a term from English on the basis of available dictionaries, the use of these dictionaries as sources would not only be entirely appropriate and essential to the research, but also take on the status of primary sources.

1. Objective facts.
http://us.123rf.com/400wm/400/400/pling/pling0908/pling090800014/5386454-group-of-businessman-carrying-briefcase-run-around-a-clock-3d-illustration.jpg

1.objective facts

Group of businessman carrying briefcase run around a clock 3d illustration


2.subjective opinion.

In our liberal society, more liberal than any that has gone before it, it has become a custom to allow a platform for any view of the world, no matter how skewed and unfounded. This is a good thing. We need to have an open exchange of ideas and opinions, and in fact, the democratic process that we’re so fond of is dependent upon it. But that does not mean that every opinion is equally valid, nor that it is an accurate representation of how the world really is.
One of the most annoying sentences I get to hear is the one saying that “It’s true for me”, often uttered as a form of defence of some non-evidential opinion about how something works, be it alternative medicine, the supernatural or similar fringe topics. The thing is that truth is something that I take very seriously. I’m a strong supporter of freedom of speech and I would in fact lay down my life to protect your right to state your opinion about any given subject, but that does not mean that I neither support nor accept your opinion.

It has been stated on several occasions that everyone is entitled to their own opinions, but not their own facts, and that is an important point to make. Opinions are by definition subjective and likewise facts are by definition objective. A fact is something that can be tested, measure or otherwise objectively concluded while a valid opinion is an interpretation of those facts, which means that in order to have an informed opinion you have to be familiar with the relevant facts.

And herein lies the problem.

In order to form a relevant opinion about a subject you have to actually know something about it.
Which means studying.
Which means doing research.
Which means work.

Does that mean that an uninformed opinion is worthless?
Yes, it does.
Does that mean that people should avoid forming strong opinions about subjects they don’t know much about?
Yes, it does.

You are of course free to state whatever uninformed opinion you choose, but you shouldn’t be surprised if people ignore it or even ridicule it.
That’s the price you pay for not learning the relevant facts.

Part of the problem is that the process of forming an opinion based on objective facts is quite different from the way we “usually” form opinions, which are more akin to knee-jerk reactions often based on our initial subjective emotions regarding a subject. When taking the objective facts into account the ideal position is to have no feelings about the subject at all, and while this is in practice impossible to achieve fully, it is an ideal worth striving for. When all the available facts are on the table and the criteria for success are established, then the weighing of pros and cons can begin. This is kind of like setting up a mental (or actual) “scoreboard” in which the various facts are assigned a value based on their relevance and impact, and then totted up against one another until you can clearly see what your opinion logically should be.

The reason we should strive not to have an opinion before we start looking at the objective facts of a matter is something called Confirmation Bias. Wikipedia has an excellent definition of what that is:
“Confirmation bias (also called confirmatory bias or myside bias) is a tendency for people to favor information that confirms their preconceptions or hypotheses regardless of whether the information is true. As a result, people gather evidence and recall information from memory selectively, and interpret it in a biased way. The biases appear in particular for emotionally significant issues and for established beliefs. They also tend to interpret ambiguous evidence as supporting their existing position.”
Basically what this means is that if you are convinced that your boss dislikes you and is picking on you more than anyone else, you will begin to notice it more and more when he picks on you and ignoring it more and more when he picks on somebody else. If you think that there are more red cars driving around than any other colour, you will automatically notice the red cars more than those of a different shade. And so on and so forth.

This is even worse if it is an opinion that you’ve stated publicly because of a nice little psychological effect called Consistency, and you can see this clearly in for instance politics. When was the last time you saw a politician openly admitting they were wrong and had changed their opinion? I assure you it is a fairly rare sight. But this also applies to people in general, and it appears that the need to be consistent is so strong that many people will hold on to their opinions no matter how heavily the facts speak against them.

The only solution is to build yourself a fortress. No, not a real one, although that would be pretty cool too, but a mental fortress with its own fortifications and gates, with walls that are constantly checked and rechecked for validity and logic adherence, not so that you can shut other people’s opinions out, but so that you can control them for factual basis and make sure they are on the level. At the same time you must check and recheck your own opinions for the same, because let’s face it; no-one is better at fooling you than you.


Thanks for your time.