Library Research Paper Research Articles

Islam in The Practice of Maritime Economy in Indonesia

The maritime economy is formed as a result of the vast ocean area's geographical situation, the archipelago's rich natural resources, and the establishment of international trade routes as a result of the archipelago's strategic location at the intersection of two oceans and continents, namely the Indian Ocean and the Pacific Ocean, and the Asian continent and the Australian continent. In Indonesia, Islamic values impact marine economic practices; how do Islamic values form the spirit of the maritime economy? How do Islamic principles influence the archipelago's marine economy? How did your talents as an accomplished sailor change after Indonesia gained independence? Studies to answer these scientific questions are important for at least two reasons: first, to explain why Islam has had such a profound influence on the formation of the maritime economic ethos in Indonesia; and second, to explain why Islam has had such a profound influence on the formation of the maritime economic ethos in Indonesia. Third, Islam is the largest community in the archipelago. This paper is a critical library research paper, and the following data collection strategies were used for this study: (1) arranging the appropriate equipment, (2) constructing a working bibliography, (3) organizing time, and (4) reading and taking research notes. Analyze data using content analysis. Content analysis is a technique for analyzing and comprehending literature. To begin with, the primary source of Islam, the Quran, contains a wealth of information regarding maritime trade. Second, the effect of Islam on maritime economic practices in Indonesia is both a cause and a result of Islam's spread via maritime trade channels. Third, the development of the marine economy in modern Indonesia may be seen in the maritime spirit, which is still a living value and a belief among maritime economic actors and coastal populations that rely on maritime resources for their income

Digital library research in BRICS countries during 2000-2019:scientometric analysis

The study examines 1220 digital library research papers published by BRICS countries during the period 2000 to 2019. Bibliographic data on the research papers were collected from Web of Science database. It is found that maximum number of publications (225) were two-authored. The Degree of collaboration is 0.84, collaborative index is 4.14, the collaboration co-efficient is 0.59 and the modified collaboration co-efficient is 0.61. Among all the BRICS countries, China has contributed the most number of papers [690 (56.58%)] followed by India with 205 (16.80%) contributions. Lotka's law was not found to fit with the observed author's productivity of the study. The study concludes that there is increased research on digital library in BRICS countries.

ДИДАКТИЧНІ ПІДХОДИ ДО ВИКЛАДАННЯ ПЕДІАТРІЇ В УМОВАХ КРЕДИТНО-МОДУЛЬНОЇ СИСТЕМИ ПРИ ПІДГОТОВЦІ ІНОЗЕМНИХ СТУДЕНТІВ, ЯКІ НАВЧАЮТЬСЯ АНГЛІЙСЬКОЮ МОВОЮ ЗА ФАХОМ “ЛІКУВАЛЬНА СПРАВА”

Мета роботи – аналіз власного досвіду використання кредитно-модульної системи при навчанні студентів на кафедрі педіатрії та оптимізування методики викладання до сучасних вимог. Матеріали та методи дослідження. У роботі використано методи аналізу літературних джерел та власного досвіду роботи в умовах кредитно-модульної системи при викладанні педіатрії. Основна частина. Для підвищення зацікавленості студентів ми пропонуємо надати можливість отримання додаткових балів з дисципліни за рахунок самостійної навчальної роботи та інших видів діяльності студентів (підготовка рефератів, доповідей та повідомлень на заняттях, що виходять за рамки обов’язкового мінімуму знань). Додаткові бали додаються до загальної кількості з дисципліни. У зв’язку з тим, що велика частина навчальної програми відводиться на самостійне вивчення матеріалу, ми збільшуємо кількість наочного матеріалу (мультимедійні матеріали, наукові фільми).Оцінювання підготовки студентів до практичних занять включає перевірку базових знань, тестовий контроль, усне опитування, вміння виконувати практичні навички та вміння, тобто роботу з хворими, інтерпретування лабораторних та допоміжних методів обстеження, вирішення ситуаційних задач, які допомагають студентам відпрацьовувати навички клінічного мислення.Важливим компонентом навчального процесу є створення умов самооцінки знань студента, одержання морального задоволення від розуміння теми та вільної орієнтації в ній.Метою практичного заняття також є виховні елементи: студент повинен навчитися дотримуватися правил поведінки, принципів лікарської етики та деонтології біля ліжка хворого, оволодіти вмінням встановлювати психологічний контакт із пацієнтом та його родиною, засвоїти почуття професійної відповідальності за своєчасність та адекватність надання кваліфікованої медичної допомоги.Висновки. Для повноцінної організації практично орієнтованого викладання педіатрії іноземним студентам, які навчаються англійською мовою за фахом “Лікувальна справа”, яке б відповідало європейським стандартам, необхідно збільшити кількість наочного матеріалу (мультимедійні матеріали, наукові фільми). У структуру практичного заняття включати клініко-ситуаційні задачі, роботу з хворими, інтерпретування лабораторних та допоміжних методів обстеження, які дозволять іноземним студентам застосувати отримані фундаментальні знання в прикладному аспекті й у практичній діяльності в майбутньому, що допоможе підвищити мотивацію студентів під час вивчення дисципліни. Для підвищення мотивації самостійної навчальної роботи з дисципліни необхідно уніфікувати можливість отримання додаткових балів за інші види діяльності, шляхом розробки алгоритму та вимог до надання додаткових балів до загального рейтингу.

What Writing Tasks Do TESOL Professors Require?

Previous studies about writing assignments in higher education have explained that the library research paper, report on experiment, summary, and article/book review were the most common writing assignment tasks assigned across disciplines. No previous studies have explored writing tasks in the TESOL discipline at a national level. In this study information on 120 writing assignments, gathered directly from TESOL professors in the United States, with 28 available online, were analyzed to (a) explore the writing tasks frequently assigned to TESOL master's students; (b) examine the importance of the writing assignments for course evaluation; and (c) compare TESOL assignments with those in social sciences, humanities, and the arts. The study results will help to interpret characteristics of writing assignments in TESOL programs and to infer skills required for the writing assignments in the TESOL field. Also, the study will help instructors of English for academic purposes in TESOL programs guide and prepare nonnative-English-speaking students.

Writing at the graduate level: What tasks do professors actually require?

This paper presents a case study of writing tasks in graduate courses at a large, American university. The study investigates writing tasks across the curriculum and draws implications for curriculum design in English for Academic Purposes (EAP). Using actual course syllabi for task analysis, the researchers analyzed 200 course syllabi from 20 academic departments covering a wide range of disciplines. Findings indicate that library research papers and project reports are the most commonly assigned tasks across the curriculum. This study also found that professors in the social sciences, arts, and humanities assign a wider variety of writing assignments and more writing assignments in general than do professors in the sciences, math, and engineering. Finally, while many courses in the sciences, math, and engineering require no writing assignments at all, each of these departments does have at least some courses requiring extended writing.

Source articles as scaffolds in reading to write

This article discusses a case study examining a Chinese graduate student’s experience with reading-to-write tasks in business, particularly the student’s use of source articles in performing the tasks. Data on six library research papers were collected from several sources in three semesters, including (1) course syllabi, (2) the source articles and the student’s reading notes, (3) the student’s outlines, drafts, and final versions of the six papers, and (4) interviews with the student. Analysis of the data indicated that the source articles scaffolded the student’s representations of the tasks and that the student’s task representation was influenced by several factors such as the student’s goals, the perceived purpose of the assignments, and the student’s beliefs and experience. Implications of the study for second language writing instruction and research are discussed.

Improving library research papers in undergraduate science classes

After several years of trial and error, I have developed a method to generate consistently good library research papers in undergraduate science classes, papers that show thought and integrate information. It is based, in part, on treating the student papers as journal article submissions. There are five steps to the procedure which are spaced throughout the semester to ensure that the papers will not be done at the last minute. The steps are: (1) selecting a topic; (2) computerized on-line library reference search; (3) first draft of paper; (4) paper review by a classmate; and (5) submittal of revised paper. Each step requires a written document and has a class-discussion component. A side benefit of the discussion component is that it helps to set students at ease about participating in class discussions, which carries over to discussions about the scientific content of the class. The resulting well-written papers are usually a pleasure to read and grade.

Tips on Writing a Library Research Paper

Tips on Writing a Library Research Paper

Writing-to-Learn Assignments for Secondary-School Earth-Science Classes

Experience with ninth-grade earth-science students shows that various kinds of writing assignments can help them learn the subject and can increase their interest in it. I have used both formal writing assignments (such as laboratory reports and library-research papers) and informal assignments (such as a “learning log” or journal, and “role writing”). My experience suggests that providing frequent review and encouragement with lots of opportunities for revision, and providing writing assignments that require something other than simple, straightforward expository papers are crucial to student performance. The writing assignments can also be designed to improve student use of textbooks.

Supplemental Exercises for the Invertebrate Zoology Laboratory

Supplemental Exercises for the Invertebrate Zoology Laboratory

A Guide to Writing Sociology Papers

To the Instructor About the Authors To the Student PartI: Essentials Getting Started Organizing Your Time The Writing Process Acknowledging Sources Polishing Your Paper Part II: Writing from Various Data Sources The Textual Analysis/Paper The Library Research Paper The Ethnographic Field The Quantitative Research Paper Part III: Finishing up A Final Checklist for Submitting Your Paper Thinking Big References Index

Writing the Scientific Paper in the Investigative Lab

FOR THE PAST THREE YEARS we have been using the investigative laboratory approach here at the University of Nevada in both our majors and non-majors introductory biology courses. In the investigative laboratory the students conduct individual research projects on topics of their own choosing and then write a report at the end of the semester on the results of these projects, Numerous articles have been published detailing the philosophy behind the approach, the problems inherent in this type of laboratory, and solutions to those problems (see, for example, Thornton 1971). One problem, however, that does not seem to have been adequately discussed in past publications is the problem faced by beginning students when they try to write their reports at the end of the semester. It is usually a requirement that the reports be written in the style of a scientific paper. For most beginning students, however, writing a scientific paper is a new and foreign experience. The rules are rigid, and different from those that apply when the students write an English theme or a library research paper. Most students, by the time they become college freshmen or sophomores, have already acquired writing styles that conform to the requirements of English themes and term papers. It takes time and practice for the student to break these habits and become familiar instead with the style required in a scientific paper. Over the past three years I have seen many of the same errors appearing again and again in the students' papers, errors that are due to the students' experiences with writing papers in other academic fields.

The Library Research Paper in the Freshman Course

The Library Research Paper in the Freshman Course

The Library Research Paper in the Freshman Course

The Library Research Paper in the Freshman Course