Impact of Culture on Entrepreneurship

Information Management and Business Review Vol. 4, No. 1, pp. 30-34, Jan 2012 (ISSN 2220-3796) Impact of Culture on Entrepreneur Intention Syed Imran Sajjad1, *Haroon Shafi1, Aasim Munir Dad2 1Iqra university Islamabad campus 2University of Science and Technology (MUST) Mirpur Azad Kashmir, Pakistan *[email  protected] com Abstract: The main purpose of this study is to identify the role of entrepreneurship in Pakistan. After reviewing the literature, researchers identify those predictors who influence the entrepreneur’s intention with the help of socio cognitive model.National culture of a country influences the entrepreneur’s intention to start new business. Perceived feasibility, perceived desirability and entrepreneurs experience has a direct impact on entrepreneur’s intention. The study finds out the impact of culture on entrepreneur intention, different cultures have different ways to influence the entrepreneur intention and different ways to impact on int entions towards perceived feasibility and perceived desirability .The study helps entrepreneur’s decision making process and also helps out the development of further new business in Pakistan, motivates students to become entrepreneurs and analyzes their feasibility and desirability. Culture varies from country to country, within country different provinces, how different cultures, different traditions, norms and values. So in future, it helps to analyze entrepreneur’s intention in different cultures.Key words: Pakistan’s society, Entrepreneurship, entrepreneur’s experience, culture 1. Introduction Entrepreneur is an individual who runs a business with new idea or adding value in existing idea entrepreneur is a creator, risk taker who brings change in environment, with the help of technology, effective organization trained employees, and gets maximum benefit. A good leader is that, who manage all these activities on continuous bases.This is the study of a n individual who starts new business. In this paper researchers analyze the entrepreneurial intention how entrepreneur is being motivate to starts new business, the relationship between entrepreneur intention with their experienced and relationship between desirability that influences the entrepreneur intention, study also analyze the affect of national culture on entrepreneur intention as well as entrepreneurial activity for development nd underdevelopment countries. Different aspects of human behavior but the one predictor intention plays an important role (Ajzen, 1991) when individual starts new business than an economic activity starts than circulation of money starts ultimately growth of country starts according to Romer(1994) due to entrepreneur investment in new venture long term growth of country starts.According to Mitchell et al (2002) for starting a new business many factors influence entrepreneur intention like desirability, feasibility, and entrepreneurial experience, b ut it varies culture to culture and nation to nation, within country culture varies, researchers are still unclear, the over all impacts of culture in entrepreneur intention, Every country has its own culture, its values, norms and beliefs that affects the entrepreneurial intention, at some stages the culture plays an important role in decision making.Now a day’s private sector plays a vital role in economic development, in private sector small business owners have various opportunities to start new venture. The policies of government are important for entrepreneurs, but only development of policies is not sufficient, their implementation is also mandatory to attract investor to invest in business, small and medium enterprises some time not going well due to lack of knowledge and infrastructure.This paper is conceptual in nature and focuses that how entrepreneurs motivate to start a new venture especially in the context of culture. 2. Literature Review 30 Entrepreneurial inte ntion: Entrepreneurial intent to begin an innovative enterprise, in literature different researchers suggested the importance of entrepreneur intent such as (Shapero & Sokol, 1982; Shapero, 1975; Krueger, 1993; Bird, 1988; Krueger et al. , 2000). Some researchers including (Bird, 1988) identified entrepreneur individual nature, skill, experience the same as social desirability and personal feasibility.Different Researchers recommended including (Shane, 2003), that: the existence of an entrepreneurial possibility; its identification by the entrepreneur; and the conscious decision of the entrepreneur to be aware of that chance, are between the mandatory steps required in the entrepreneurial process. Cristina and Dwayne (2009) saw the effect of entrepreneur intention in Caribbean and the found out the link among entrepreneur intention, desirability, and feasibility and suggested that culture acted as moderator to influence the entrepreneur’s intention.After reviewing literature it has been seen that there is linked between desirability perception and entrepreneur intention to begin a new venture, Krueger (1993) practiced Shapiro’s theoretical model and suggested that there is a positive impact of perceived desirability on entrepreneur intention (Krueger et al. , 2000). For better understanding of different indicators and the impact of these indicators on entrepreneur (Krueger et al. 2000) suggested that attitude of entrepreneur varies for every exogenous facet that affects entrepreneur intention to become entrepreneur. P1. Perceived desirability will directly influence entrepreneurial intentions. The study analyzed that perceived feasibility and perceived desirability are decided by exogenous facet for example individual and conditional facets disclosure to entrepreneur experiences that studied as exogenous facets, all these observation manipulate entrepreneur intentions.According to (Bandura, 1994) self-efficacy is an emotional and thinking process . In this, model the two predictor perceived feasibility and desirability act as mediators the both predictors influence entrepreneur experience. This paper is extensions of social cognitive process model that analyzed to identify, save, and recover the information ultimately take suitable action (Frese and Zapf, 1994). For entrepreneur information any resource is very important, to identify that information and take proper action.Cristina and Dwayne (2009) argued that perceived feasibility and desirability has direct impact on entrepreneur intention and also there is a direct relationship between entrepreneur experience and intention, entrepreneur, experience plays an important role, experience influences the intention, due to experience their performance increase, experience motivated towards risk taking for new venture . Due to entrepreneur expertise that is gained from previous experience makes strategies more effective (Zhao et al. 2005). It has been argued that feasibility per ceptions regarding entrepreneurship are influenced by prior exposure to entrepreneurial experiences. For example, (Shapero and Sokol, 1982) contended that prior exposure to entrepreneurial activity would have a positive effect on perceptions of feasibility (and perceived desirability). Krueger (1993) demonstrated in his study that breadth of entrepreneurial xperiences significantly and directly influenced perceived feasibility, In literature it is carefully reviewed that entrepreneur’s intentions reveal a very few piratical support such as (Krueger and Dickson, 1994), analyzed that in risky situation self efficacy of those entrepreneurs are high influence high level of perception, if feasibility is high then entrepreneurs intention is more to start a new business and desire to invest more and more in business.A supportive culture also influences the entrepreneur’s intention, with his social and moral values and belief. P2. Perceived Feasibility will directly Impact on entrepreneurial intentions P3. Entrepreneur experience has a direct Impact on entrepreneurial intentions 31 Figure 1: Model Culture Perceived Feasibility Entrepreneurial Experience Entrepreneurial Intentions Perceived Desirability Culture: It recommends that the culture is most effective constant for entrepreneur. Good cultural values also influence the entrepreneur intention.The appropriateness, consistency, effectiveness, (ACE) model of persuasion (Reardon et al. , 1989) three main thought of culture Importance, stability, efficiency. Culture includes some social, moral ethical values norms and beliefs that must be socially acceptable (Hofstede, 1980). This extends society think about those values norms and beliefs. Normally, researchers analyzed that culture facilitated the entrepreneurship because of high individuality, low ambiguity, and low in power remoteness, and high intention for commencement of new business. Hayton et al. , 2002, p. 34). National culture has a moderating effect on entrepreneur intention (Fernandez et al. , 1997), George and Prabhu, 2000) P4. culture of a country has a significant effect on entrepreneur intention. 3. Discussion The present study examines the role of entrepreneurial intention in Pakistan and how culture affects the entrepreneurial intention. This model is based on Shapero and Sokol (1982) and tested by Krueger (1993). Later on Dwayne Devonish, et. l (2009) investigates the effect of entrepreneur intention in Caribbean; In Caribbean Governments are familiar with the need to expand the structure and change the mechanism in provinces and encourage the entrepreneurship. This present study sees the effect of culture in entrepreneurial intention in Pakistani society. Now – a – day’s instability of government is not helpful for entrepreneur to invest. Government policies are also significantly affecting the entrepreneur intention.This model indicates that entrepreneurial experience has a direct and posit ive relationship with perceived desirability and perceived feasibility. The entrepreneurial intention plays an importance role for starting new venture, past experience influence their decisions the model shows the direct relationship between entrepreneurial intention and entrepreneurial experience. This model recommends that the entrepreneur’s experiences acts as a key function to influence the intention of an individual to become entrepreneur linked with the previous point of view and research (Shapero and Sokol, 1982).According to Krueger et al (2000) experience influences the entrepreneur intention, there is also a direct relationship between entrepreneur’s experience on perceived feasibility and perceived desirability, feasibility and desirability existing in environment that influence the entrepreneur’s experience, so perceived feasibility and perceived desirability partially mediates entrepreneurs experiences and entrepreneurs intentions. Entrepreneurs ex perience directly influences the entrepreneur’s intention to start a new venture. 2 The other two indicators perceived feasibility and desirability mediated the entrepreneurial experience towards entrepreneurial intention. In this paper, we see the impact of culture on entrepreneurial intentions and his experience, how values and norms of a culture affect entrepreneurial decision in Pakistani society, different cultures have their own values traditions and norms, many small and medium size organizations have different impact on culture. Mark-Pruett et al. 2008) suggest that national culture of a country is directly linked with entrepreneur intention. Culture is shared values, norms, traditions rules beliefs, and anticipated behaviors of people. Cultural values and beliefs specify the level to which society judges’ entrepreneurial behaviors, such as innovation, perceived feasibility, risk taking, independent thinking and perceived desirable. Managerial implication: The study also helps managers to understand the impact of culture on entrepreneurial intentions and experience.The other motivating research would be to arrange a relative research for the service firms in different markets. A good culture influences entrepreneurial intention ultimately its performance increases and firm grows. A good supportive culture is helpful for the development of the organization, Government policies must be stable and supportive for new investors, banks also play important role for giving them loan on low interest rates, and all these aspects attract the entrepreneur intentions to start a new venture.Limitation and Recommendation: The study finds out the impact of culture on entrepreneur intention, different cultures have different ways to influence the entrepreneur intention and different ways to impact on intentions towards perceived feasibility and perceived desirability. It is difficult to sketch the conclusion, because in both streams of researches, it is d ifficult to measure lack of agreement and lack of clearness. In conclusion, we can say that the involvement of culture and its influence on entrepreneurial intentions helps entrepreneur to take decision.The regular support is education that increases entrepreneurial performance and efficiency. It is suggested that the education system in universities and colleges should help to improve the skill and knowledge of students regarding entrepreneurship, and also focus the students attention to find out the their desirability and feasibility in the field on entrepreneurship, conducting seminar on entrepreneurship allow entrepreneurs to share the experience with students and motivate them. Danns and Mentore (1995) suggested that â€Å"entrepreneurial experience† helps the students to develop positive attitude and approach to start a new venture. . Conclusion and Future Research Finally, entrepreneurship is a key factor for the development of any country. The current study focuses on the entrepreneur’s intention, national culture of a country influences the entrepreneur’s intention, perceived feasibility, and desirability and entrepreneurial experience directly influence the intention of any individual to start a new business. This study only emphasizes only Pakistani culture, and culture related policies and their implementation. In future research scholar will focus on one aspect of culture or one particular area. Culture varies country to country.Appropriate scale should be developed to empirically examine relations among above model. References Ajzen, I. (1991). Theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(1), 179-211. Bandura, A. (1994). Self-efficacy, in Ramachaudran, V. S. (Ed. ). Encyclopedia of Human Behavior Academic Press, 4, 71-81. Bird, B. (1988). Implementing entrepreneurial ideas: the case for intentions. Academy of Management Review, 13, 442-449. Cristina, J. & Dwayne, D. (2009). An explorato ry study of competitive strategies among hotels in a small developing Caribbean state.International Journal of Contemporary Hospitality Management, 21(4), 491 – 500. Danns, G. K. & Mentore, M. M. (1995). Race and economic power in Guyana: a study of the East Indians, in Ryan, S. and Stewart, T. (Eds), Entrepreneurship in the Caribbean: Culture, Structure, Conjuncture, University of the West Indies, Institute of Social and Economic Research, Trinidad and Tobago. 33 Fernandez, D. R. , Carlson, D. S. , Stepina, L. P. & Nicholson, J. D. (1997). Hofstede’s country classification 25 years later. Journal of Social Psychology, 137(1), 43-54. Frese, M. & Zapf, D. (1994).Action as the core of work psychology, in Trandis, H. C. , Dunnette, M. D. and Hough, L. (Eds), Handbook of Industrial and Organ. George, G. & Prabhu, G. (2000). Developmental financial institutions as catalysts of Entrepreneurship in emerging economies. Academy of Management Review, 25, 620-30. Hayton, J. C. , George, G. & Zahara, S. A. (2002). National culture and entrepreneurship: a review of behavioral research. Entrepreneurship Theory and Practice, 26(4), 33-53. Hofstede, G. (1980). Culture’s Consequences: International Differences in Work Related Values, Sage, Beverly Hills, CA. Krueger, N. & Dickson, P.R. (1994). How believing in ourselves increases risk taking: perceived self-efficacy and opportunity recognition. Decision Sciences, 25(3), 385-400. Krueger, N. (1993). The impact of prior entrepreneurial exposure on perceptions of new venture feasibility and desirability. Entrepreneurship Theory and Practice, 3, 5-21. Krueger, N. , Reilly, M. & Carsrud, A. (2000). Competing models of entrepreneurial intentions. Journal of Business Venturing, 15(2), 411-32. Mark-Pruett, R. , Bryan, T. , Francisco, L. & Jerry, F. (2008). International Journal of Entrepreneurial Behaviour & Research, 15(6), 571-594.Mitchell, R. , Smith, J. B. , Morsem, E. A. , Seawright, K. , Peredo, A. M. & McKe nzie, B. (2002). Are entrepreneurial cognitions universal? Assessing entrepreneurial cognitions across cultures. Entrepreneurship Theory and Practice, 26(4), 9-32. Reardon, T. , Crawford, E. & Kelly, V. (1989). Link between nonfarm income and farm investment in Africa households: Adding the capital marketing perspective. American journal of Agriculture Economics, 76 (5), 172-179. Romer, P. (1994). The origins of endogenous growth. Journal of Economic Perspectives, 8(1), 3-22. Shane, S. (2003).A General Theory of Entrepreneurship, Edward Elgar, Cheltenham. Shapero, A. (1975). The displaced, uncomfortable entrepreneur, Psychology Today, 9(11), 83-8. Shapero, A. & Sokol, L. (1982). Some social dimensions of entrepreneurship in Kent, C. (Ed. ), Encyclopedia of Entrepreneurship, Prentice-Hall, Englewood Cliffs, NJ, 72-90. Zhao, H. , Hills, G. E. & Siebert, S. E. (2005). The mediating role of self-efficacy in the development of entrepreneurial intentions. Journal of Applied Psychology, 90 (6), 1265-1272. 34 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Admitting diagnosis: Egtopic pregnancy Essay

Chief Complain: The patient presents in the emergency this morning, complaining of lower abdominal pain. HISTORY OF PRESENT ILLNESS: the patient states that she has been having vaginal bleeding more like spotting over the past month, she denies the chance of pregnancy although she states she is sexually active and using no birth control. Gynecologic History: Patient is graved to par 1 abortus 1. her only child is a year old 15 year old daughter who lives in Texas that lives with her grandmother. PAST MEDICAL HISTORY: Positive for hepatitis B PAST SURGICAL HISTORY: Pilonidal cyst removed in the remote past, has plastic surgery on her ears child. SOCIAL HISTORY: Married, has 1 daughter, patient works as a substitute teacher, smokes 1 pack of cigarettes on a daily basis. Denies EtOH. Smoked marijuana last night, no iv drug abuse. ALLERGIES: Tetanus MEDICATION: None REVIEW OF SYSTEMS: Patient complains of lower abdominal pain for the past week. Apparently got much worse last night, and by this morning wasn’t tolerable. She is also having some nausea and vomiting, denies hematemesis and mel She has had vaginal spotting over the past month with questionable vaginal discharge as well. denies the frequency, urgency and hematuria and denies arthralgia. Review of systems is otherwise essentially negative. PHYSICAL EXAM: Vital signs show temperature 97 degrees. pulse 53 respirations 22. blood pressure 108/60. GENERAL: Physical exam revels a well developed, well nourished 35 year old white female is the moderate amount of distress the time of the examination, HEENT are all remarkable except poor indentation. neck is soft and supple. CHEST: Lungs are clear in both fields. HEART: Regular rate and rhythm. ABDOMEN: soft but positive  tenderness of her lower abdominal area. Fundus was not palpable. above the pubic area. Left andexal are more than tender than the right. VAGINAL: The cervix is closed. a moderate amount of motherapulient vaginal discharge is noted. the patient wouldn’t allow me to perform a bimanual examination due to her pain. so the speculum was withdrawn. EXTERMITIES: No clot or edema. NUEROLOGICAL-in tact urea x3, no nuerologica defictest. DIAGNOSTIC: Dr. on admission hemoglobin 12.8 grams, hemaocrit is 36.6%. urine analysis is essentially negative. beta hcg is positive wit the WBC count of 23,278 RADIOLOGY: Pelvic ultrasounds shows a 7 week 4 day off viable ectopic pregnancy per radiologist. the patient was given Demerol 25mg and Phenergan 25mg iv for the pain after her report was obtained. she was also given Claforan 1 gram iv, I paged Dr. Gerald GYN, physician as soon as they received the ultrasound report at approximately 10 am he was not in his north Miami office. I paged the south Miami office and reached Dr. Gerards office at approximately 10:15am. his office personnel advised me that he is not on call, Dr. Vonbeck is on call. I spoke with Dr. Vonbeck at approximately 10:25 am and she will be here to take the patient to the operating room. ADMITTING DIAGNOSIS: Left Ectopic 1st trimester pregnancy. The patient received and iv of lactated ringer’s upon the arrival in the emergency room. This was normal saline while we were awaiting Dr. Vonbecks arrival. The surgical procedure was explained the patient and her husband all the risk and benefits were discussed. Then assessing in immediate surgery and informed consent was signed. no old records are available for review. Dr McClure end dictation. Rosemary Bumbak dictating a OPERATIVE REPORT Patient Name: Brenda C. Seggerman Patient ID: 903321 Date of Admission: 03/27/2012 Date of Surgery: 03/27/2012 Surgeon: Rosemary Bumbak, MD Assistant: Michael Gerard , DO Anesthesiologist: General and tracheal by Dr. Avalon Estimated Blood Loss: approximately 1000ml required transfusion of 2 units of whole blood. specimen removed portion of left fallopian tube containing the ectopic pregnancy. Preoperative Diagnosis: left tubectoipc pregnancy Postoperative Diagnosis: 1 rupture let tubal ectopic pregnancy 2. Hemoperiteoneum 3-pelvic adhesions Surgical Procedures: 1-exploratory laperotomy 2-partial salpingectomy 3-evauation of hempopatium 4-lisis of adhesions Procedure in detail: The patient was prepped and draped in the usual manner and placed under adequate general anesthesia, Pfannenstiel incision was preformed and carried through skin and subcutanous tissue, fascia and peritoneum. the paritenial cavity was entered. the hemoparituim was noted, and approximately 500 ml of blood was rapid evacuated from the pelvic cavity, as were large cloths, following this, the bowel was packed away the pelvic area with packing lapse. A retaining retractor was introduced. The left fallopian tube was noted. A large tubalectopic pregnancy was noted effecting approximately the distal half of the fallopian tube. Following this Heaney clamp was placed and the mesosalpinx cell and another curver clamp was paced in the proximal aspect of the left fallopian tube beyond the area of ectopic pregnancy. A patial salpiingectomy was preformed. removing the portion of the left fallopian tube containing the ectopic pregnancy. Heaney clamps were replaced with sutures with #1 micro. Hemostasis was checked again and no bleeding was detected. Further evacuation of blood and blood clots was then preformed. the right fallopian tube was noted to be covered with adhesions both tubular variatand tubal uterine The adhesions were then sharply lysed freeing the right fallopian tube. Hemostasis was checked again. No bleeding was detected. Mild cirrhosis abrasion was noted was noted where the area of the ectopic pregnancy was apparently attached to the bowel and not bleeding and was very superficial. hemostasis was checked and no bleeding was detected. The peritoneum was closed continuously was homeochinoc suture. The facsia was approximated was inntrupted with  figure of 8 stitches of micro and the skin was approximated with staple gun. The patient tolerated the procedure well and left the operating room in satisfactory condition. All counts were correct. Blood loss was estimated at 1000ml which was replaced with 2 untis of whole blood while in recovery. Rosemary Bumpbak, MD OBGYN DIAGNOSTIC REPORT Dr Donna Harrison dictation Patient Name: Brenda C. Seggerman Patient ID: 903321 Date of Admission: 3-27-2012 ER Physician: Alex McClure MD Transvaginal ultrasound on 3-27-14 Patient History: Serve left pelvic pain rule out ectopic pregnancy. Pregnancy test is positive. Findings-transabdominal imaging demonstrates utures with small amount of fluid within it Psudodecidual sign. There is a large amount of hemorrhage seen within the left adnexa. no embryo is seen. The right ovary is unremarkable Endovaginal examination was performed in searched of viable ectopic. One is seen with crown length with 1.3cm corresponding to 7 weeks and 4 days. A large amount of free fluid is seen, esooudo gestuational sac is noted within the uterus which is oblong. IMPRESSION: A left sided ectopic pregnancy is found with large amount of hemorrhage is noted and extending into the cul-de-sac the hemorrhage measures 13x6x10cm. Dr. McClur and the emergency room was notified which notified the surgeon and is on her way, end of report Dr Harrison. (Contiuned) _________________________ Dr. Donna Harrison NN:EF D: 3/27/2012 T: 3/27/2012 Please send a copy of this report to Rosemary Bumbak, MD OBGYN DISCHARGE SUMMARY Rosemary Bumbak, MD OBGYN Patient Name : Brenda C. Seggerman Patient ID: 903321 Date of Admission: 03/27/2012 Date of Discharge: 03/30/2012 Admitting Diagnosis: ectopic pregnancy Surgical procedures: 1-expoloratory laparotomy 2-partioal salpingectomy 3-evacation of hemoparitoneum 4-lises of adhesions Complication-blood loss requiring transfusion x2 History: This 35 year old white female Gravida 3 para 10121 had her last menstrual cycle in early January. Prior menstrual cycles had been regular. She reported no contraceptives but not attempting pregnancy. Patient presented to the emergency room complaining of vaginal bleeding with pain in lower pelvic area. ultrasound preformed in the emergency room showed a 13.8 cm left adnexall mass with positive cardiac activity compatible with ectopic pregnancy. Hospital Course: On 3-27-2014 the patient underwent exploratory laparotomy, left partial salpingectomy, evacuation of hemoparitoneum, and lyses of adhesions. Blood loss was approx 1000ml and was replaced with transfusion of 2 units of red blood cells the blood type was noted to be ORH negative and RhoGAM was provided. The patient was discharged on post operative on day number 3 on after having a normal bowel movement she was discharged with complaints on no medications. She understood her instructions regarding follow up, wound care a nd limitations Rosemary Bumbak ,MD OBGYN PATHOLOGY REPORT Berry J Lzano, dictation for PATIENT NAME: Brenda C. Seggerman. PATIENT ID: 903321 Date of Admission: 3/27/2012 Surgery: 3-27-2014 Admitting diagnosis: Ectopic pregnancy Surgeon: Rosemary Bumback, MD OBGYN Pathological Findings: 03-s-965 specimen received 3/27 specimen report 3-320 Procedure: left partial salpingectomy The patient has a ectopic pregnancy as proven by pelvic ultrasound. tissue received left fallopian tube. GROSS PATHOLOGY: desc examination of designated â€Å"left fallopian tube† reveals a left fallopian tube measuring 6cm in length and 2.3 cm in normal width. Sectioning of the tube reveals a distending of the tube with blood clot and possible field tissue. reprehensive sections are places in 1-c for embedding MICROSCOPIC: Microscopic examination was preformed

Course Guide

Course Guide School of Computing, Information and Mathematical Science/USP Library Faculty of Science, Technology and Environment The University of the South Pacific ii Produced by the University of the South Pacific, Suva, Fiji, 2013 First produced June 2010 Revised July 2012 Production team for semester 2, 2010 Course writers Colin Ash Paula Jones Deepak Bhartu Dinesh Kumar Kaylash Chaudhary Rajneel Totaram Rinel Ram Ronal Singh Shaveen Singh Sunil Lal Viren Sharma Valentine Hazelman Instructional designer Cover design Marketing, Development and Communications OfficeCourse revision team for Semester 1, 2011 Course writers Shirley Devi Ajeshni Jeet Gavin Khan Salsabil Nusair Sunaina Nair Saleshni Sharma Dennis Sen Krishneel Chaudhary Viren Sharma Shaveen Singh Education technologist Cover design Tevita Ului Jitoko Marketing, Development and Communications Office This material has been prepared by the University of the South Pacific for use by students enrolled in the course for whic h it was developed. It may contain copyright material copied under the provisions of the Fiji Copyright Act 1999 or under license from rights holders or their agents.Copyright in material prepared by USP is owned by USP. This material cannot be sold or copied for further distribution without the University’s permission. Where provided in electronic format, it can only be printed by or for the use of the student enrolled in the course. iii iv Conte nts USING THIS COURSE GUIDE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 PART A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. What is this course about?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 What are my learning outcomes? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 What is my study schedule?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 What are my learning resources? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 MOODLE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. How do I study this course? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 How am I assessed in this course? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Rationale for assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 Assessment Plan †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 How do I submit my assignments?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Course valuation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 PART B †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 Topic 1: ICT Tools @USP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Topic 2: Basic Computing Skills †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16 Topic 3: Hardware Fundamentals and Computer Procurement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Topic 4: Simple Text-Based Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦.. 18 Topic 5: Fundamentals of Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 Topic 6: Search Strategies and Sourcing Information Online†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 Topic 7: Presentation Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Topic 8: The Library Website and the Library Catalogue †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Topic 9: Searching Databases and Managing References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. 24 Topic 10: Evaluating Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 Topic 12: Analytical Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 Topic 13: Social and Ethical Issues †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 vi USING THIS COURSE GUIDE Welcome to UU100: Communications and Information Literacy! Firstly, this course is an eLearning course which means that along with this Course Guide, you will also use a learning management system called MOODLE which requires you to have access to the computer and the Internet. This Course Guide is divided into two (2) parts: Part A tells you what the course is about and what you are expected to do to complete the course successfully. Part B tells you about your course content, topics and what activities you are expected to do throughout the FLEXI school. 1 2PART A 3 4 What is this course about? This course covers fundamental concepts of computers and their applications, including the use of software for word processing, spreadsheets, presentations and graphics. It also addresses the broader imperative for you to develop the capacity to effectively locate; access; evaluate; and use information in different formats. You will develop the learning skills needed for success in your studies and in modern workplaces. This course forms the basis of an overall effort to infuse computer and information literacy throughout the university curriculum.What are my learning outcomes? Upon successful completion of this course, you should be able to: 1. Access and use USP’s ICT resources available on-campus and off-campus. 2. Identify and use different features of a computer system. 3. Use standard applications for creating documents, presentations and spreadsheets. 4. Recognise the structure of information, that is, how it is produced, organised and disseminated. 5. Apply appropriate techniques in formulating effective search strategies to locate relevant information resources. 6.Navigate and utilise the Web, the USP Library website, the USP Library catalogue, and an online database subscribed by the USP Library to locate relevant and scholarly information resources. 7. Use appropriate referencing software and tools. 8. Critically evaluate information resources and synthesise information in academic writings. 9. Use emerging web-based tech nologies for educational and social purposes. 10. Recognise the legal, socio-economic and ethical issues regarding access to and use of information technology and information resources. What is my study schedule?Below is a study schedule that includes assessment activities and an assessment plan. The course guides your learning through a series of mandatory practical computer laboratory activities each day: ? ? ? Pre-lab activities to orientate you on the what and how of the week’s topic; A two hours lab session to complete the lab exercises with a facilitator present or online; Post lab activities to discuss, review, demonstrate and document the lessons learnt. 5 Topics *Pre Lab Activity Read Course Guide (Part A and B) Create ePortfolio Profile 1–2 1 1–3 1–2 1–2 1 1–2 1–2 1–2 1–2 1–2 1 Lab Activity Lab and Course Orientation 1–4 1–3 1–2 1–5 1–3 1–3 1 1–3 1– 4 1–3 1–4 1–4 1–2 *Post Lab Activity Orientation and Lab Introduction 1. ICT Tools @USP Discussion Forum Netiquette Online Quiz 1 2. 3. Basic Computing Skills Hardware Fundamentals & Computer Procurement Simple Text-based Reports Fundamentals of Information Search Strategies & Sourcing Information Online Presentation Reports The Library Website Searching Databases Effectively 4. 5. 6. Online Quiz 2 1–2 1 1 Online Quiz 3 1 Online Quiz 4 1 Online Quiz 5 Discussion Forum 7. 8. 9. 10. Evaluating Information 11. Web 2. Tools for Educational and Social Purposes 12. Analytical Reports 13. Social and Ethical Issues Assessment Name Assignment 1 Assignment 2 ePortfolio Activity 1-6 Final ePortfolio Submission Due Date 7th April, 2013 19th May, 2013 TBA 9th June, 2013 6 What are my learning resources? ? ? Course Guide: This booklet material that you are reading. MOODLE: The website hosting all resources in electronic format. URL: http://elearn. usp. ac. fj NB : Moodle is an integral part of the course for all students. Participating in the Discussion Forum (a kind of chat-room) is useful and at times even fun.The site is the main interface between you and your course coordinator/tutors—when we're not in class or tutorial, important information about class events and other relevant notices will be posted on the UU100 MOODLE site. Some features that you will find on your UU100 MOODLE site includes: ? News and Announcement forum: The course coordinator or facilitator will be using this forum to communicate any important information in regards to UU100. Note: This is a one way forum and you will not be able to make postings on this or reply to the posts.Forums: Block for each topic on Moodle will have a Forum discussion link for students to discuss their experiences and learning for the topic. No student is allowed to post answers for prelab, inlab or post lab activities (including quizzes). The forum discussion is only to encourage s tudents to share their knowledge and experience in regards to UU100. Additional forum discussions will be made available for assignments and eportfolio as well. Course guide: (this booklet) is available online at the relevant link. You should consult this document for all questions relating to course structure.Assessment materials: This link provides all you need to know about assessment in the course, including due dates, marking criteria and submission requirements. Assignment submission boxes: All assignments need to be submitted online through the relevant drop box. Hard copy of the assignments will not be accepted/required. ? ? ? ? IMPORTANT: Having problems with Moodle? Site not found? If you have any difficulties with accessing Moodle, email [email  protected] ac. fj or talk to your tutor. ? In addition to the Materials available via Moodle, online Library resources are available via the Library website http://www. sp. ac. fj/library/. You may also visit the Information Lit eracy Program link on the Library website. 7 MOODLE MOODLE is USP’s learning management system and will be used to support learning in some of your courses. To access MOODLE, you need a computer connected to the Internet. MOODLE works best and is most compatible with Mozilla Firefox, thus students are recommended to use Mozilla Firefox to access Moodle if any issue is faced with any other browser. Moodle can be accessed from any PC connected to LAN at USP or any PC elsewhere connected to Internet.To login, you will need a username and password which must have been given to you by your local USP Campus or Centre. How to login to MOODLE Step 1: Accessing MOODLE ? ? ? Open your browser: Recommended browser to access MOODLE is Mozilla Firefox. Type the following URL at the address bar: http://elearn. usp. ac. fj/ Press Enter. ? Alternatively, you can go to the USP website: http://www. usp. ac. fj/ and use the Quick Links drop down menu on the left of the page and select MOODLE. S tep 2: Username and Password ? ? ? ? You will come to a Login screen.Type your Student ID number in the Username box. Type your student email password in the Password box. Click on Login. (webmail) ********* Step 3: Accessing your course ? You should now see a list of your courses. Click the Course Code UU100 e. g. Lost or forgotten password? Please contact your USP ITS student helpdesk. 8 How do I study this course? There are 13 by 2 hour assessed lab sessions during the semester. You are required to attend the practical session on a weekly basis. Some of these sessions (at least 6) will be delivered and assessed online.You should anticipate spending an additional 3 hours per week on the subject engaged in reading, reflection and research and undertaking assessment tasks and reporting on your learning progress. Attendance in tutorials is assessed (see assessment plan). For this reason class rolls will be taken in each lab session. Learning consists of a number of computer laborator y activities which allows you to demonstrate the level at which you learn and understand the essential knowledge for the course. The prescribed activities will be designed to suit the needs of all first year students.How am I assessed in this course? Rationale for assessment Assessment tasks are designed to provide you with an opportunity to develop and demonstrate specific academic abilities as stated in the learning outcomes. The rationale for each piece of assessment is as follows: ? ? ? ? Lab attendance and participation: This assessment requires you to develop your skills on various parts of the course content and to engage in practical activities. Quizzes: This assessment component allows you to measure your learning on topics. Assignments: These assessments develop your research, analytical and writing skills. Portfolio Report: An ePortfolio can be seen as a type of learning record that provides actual evidence of achievement. Your own ePortfolio is used to track your learnin g journey and achievement of course outcomes. Assessment is based on learning-by-doing, and not on memorising course notes. To successfully complete this course you must achieve a satisfactory mark in each of the four assessment items and an overall mark of at least 50%. 9 Assessment Plan ** Participation requires attendance to a minimum of 10 assessed lab sessions and completion of all online activities.Six (6) of the practical sessions will be delivered and assessed online, so F2F attendance is not required for this.. How do I submit my assignments? Original w or k versus plagiarism Always keep a copy of your written work! A handy way to back-up is to email yourself at an alternative email account like Gmail, Yahoo or Hotmail. Course materials on MOODLE, lecture notes and course notes are not citable authorities so you are not allowed to cite them in your essay, footnotes, or bibliography. This requires you to be creative and original in your work, and not plagiarize. Be careful a bout how you cite online resources.Copying materials from other sources without proper referencing and acknowledgement to the source is a serious offence and will be dealt with severely. In the USP Calendar, the Plagiarism and Dishonest Practice Regulations defines plagiarism as ‘taking and using another person’s thoughts, writings, inventions or other work as one’s own. If the lecturer/tutor is satisfied that plagiarism has occurred then the students at fault will be subject to disciplinary action. See http://www. fste. usp. ac. fj/index. php? id=6868 10 If any assistance is required in understanding plagiarism, please speak to your tutor or lecturer. . Student Responsibilities – you are expected to: ? ? ? ? Read the materials provided; Read the assigned work; Carry out any research required for any work; and Attempt and submit the relevant pieces of assessments required. 2. Lab/classroom Rules – To maintain a classroom environment that is conduciv e to optimal learning, please follow these simple rules: ? ? ? ? ? Arrive on time; Turn off your mobile phones (or keep them on silent mode); Do not do any other personal work, including visiting social networking sites such as Facebook; Do not chat with your neighbors unnecessarily; and Avoid any disruptive behavior.Submission of assignments, m a r king time and collection Assignments are to be handed in or posted electronically through MOODLE (see Submission of assignments online) on or before the due date. Under no circumstances must they be left in the office when no staff member is present or handed in by someone else (unless authorized otherwise). Before submitting your assignment you should check that you have a copy and that you have complied with all instructions given. It is the normal practice to attempt to mark course assessments within three weeks after due date.If this is not possible, the class will be notified of the revised marking time line. All grades will be made available for students via Moodle Grade book. Remember: on every assignment you should also include a cover sheet with your assignment which indicates your Name, Student ID No. , Assignment No. , Lecturer or Tutor, Lab Session, Due Day and Date. Submission of assignments online To submit assignments online, you should click on the relevant assignment drop box in the assessment section of the UU100 MOODLE site.At the bottom of the main assignment page you will see a â€Å"Browse† button which will enable you to upload your assignment from any storage media, select the file/assignment and click on â€Å"Upload this file† button to upload your assignment. It is important that you are logged in to your own account before uploading the file as the uploaded file will be stored under the logged in account. Once you submit an assignment, you will be redirected to the main assignment page where you will be able to see the details of your submission.Note: If you have submitted your assignment online and have not had any marks or feedback within three weeks of submission, please contact your course coordinator or tutor. 11 Course evaluation Online surveys/evaluations will be available in MOODLE for you to provide feedback for UU100. Your responses will remain strictly confidential and will only be used to further enhance the course. 12 PART B 13 Orientation & Lab Introduction Introduction In this first session, students are introduced to all the different components of UU100. Students are informed about the aims, objectives and assessment requirements of the course.Furthermore, students are also introduced to some key ICT Tools that will be used by the students for the rest of their academic life at USP. Learning outcomes After the completion of this week’s topic, students should be able to:? ? ? Learn the aims and objectives of UU100 Understand the assessment plan for UU100 Familiarize themselves with the key ICT tools used at USP. Readings Student s are to complete the following readings prior to attending their respective lab session. Note that all readings are available under the Orientation Tools link in Moodle. ? ? ? ? ? ? ? ?StudeNet SOLS Accessing personal share (Only for Laucala Campus Student) Google Apps Moodle Guide Assessment Breakdown NComputing Introduction to ePortfolio Post Lab ? Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † 14 Topic 1: ICT Tools @USP Introduction In this topic, you will familiarize yourself with a computer system, the Windows Operating System environment and other computer lab resources at USP. You will learn the basics of managing your course materials (files) using MOODLE; how to download the files, upload assignments, join a group and participate in the discussion forum.MOODLE is the learning management system adopted by USP. You will be able to find all the course related information about UU100 on Moodle. MOODLE stands for Modular Object Oriented Dynamic Learning Environment. You will also learn how to create a portfolio using MAHARA, an ePortfolio system. An eportfolio can be seen as a type of learning record that provides actual evidence of achievement. With your ePortfolio, you can capture and store evidence of your learning; reflect on them; give and receive feedback; plan and set goals, collaborate with others and publish your information to a chosen group of audience.Finally, you will use TURNITIN to check your assignment content for any sign of plagiarism. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Familiarise yourself with the Windows environment and other computer lab resources. Get Started with MOODLE – download and upload files, use groups and forums. Create your own ePortfolio profile using MAHARA. Check your assignment for plagiarism using TURNITIN before submission Readings ? ? ePortfolio Guide – Creating and Viewing your Prof ile TURNITIN Student Guide. Activities and practical ? Pre-Lab Activity: 1.Access Mahara and update your profile information. Lab Activity: 1. Familiarise yourself with a computer system and the lab resources available in USP’s computer lab. 2. Get Started with MOODLE – download course materials, upload a sample assignment and participate in the discussion forums. 3. Create a View using Mahara. 4. Check your sample Assignment document for plagiarism using TURNITIN – before submission. 5. Attempt Lab Activity questions. ? Post Lab Activity: 1. Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † ? 15 Topic 2: Basic Computing Skills IntroductionIn this topic, you will familiarise yourself with the different types of computer software available namely system software and application software. You will also learn to manage files using My Computer, create, save and close files and folders and practice using f ile compression utilities. Furthermore, you will also learn how to convert files to different formats and practice typing using the keyboard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? Learn about the different types of software. Type proficiently using the keyboard. Work with files and folders.Zip and unzip files and folders using the WinRAR utility. Convert files to different file formats. Readings ? Read Topic 2 notes posted on Moodle. Activities and practical ? Pre-Lab Activity: 1. You are required to research on the following topics before you attend this week’s lab session: a. Operating Systems. b. Keyboards and Shortcut keys. c. Files and file types. d. Different File compression and conversion tools 2. Practice and improve your typing skills using the recommended Touch Type Tutoring program. ? Lab Activity: 1. Learn about different types of software 2. Discuss FOSS 3. Working with Files and Folders. 4.Using WinZip to C ompress/Decompress Files and Folders. 5. Converting files to different file formats. Post Lab Activity: 1. Review Quiz 1 ? 16 Topic 3: Hardware Fundamentals and Computer Procurement Introduction In this topic, you will familiarise yourself with basic computer lab technology; hardware, software and networks. As this course is based on information communication technology and information literacy, it is important that you acquire the necessary computer-related skills which are seen as essential tools for communication of information. At some point in time, you may consider investing in a computer system.There are many factors ranging from budget to performance indices that you need to consider in buying a computer. This topic will also guide you in making an informed decision in this regard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? ? ? ? Describe the categories of computers. Describe and identify the various components of a computer. Distinguish between system software and application software. Identify and procure a computer system which meet the needs of the buyer Recognize and discuss the purpose of computer networks.Understand the client-server model. Access network resources. Work with web-based e-mail. Readings ? Read Topic 3 notes from Moodle. Activities and practical ? Pre-Lab Activity: 1. Computer Specifications – familiarising yourself with the components of a computer. 2. Watch the Video on â€Å"Understanding the parts of a computer† Lab Activity: 1. Identify essential hardware component specifications. 2. Attempt the Case study about a student’s choice of a computer. Post Lab Activity: 1. Complete ePortfolio Learning Objective 1. 2. Begin work on Assignment 1. ? ? 17 Topic 4: Simple Text-Based Reports IntroductionComputers can offer us valuable insights into our writing style simply because they can process text quickly and thoroughly. This topic provides hands-on experience of basic word processing techniques and functions. It is designed for you to be able to demonstrate a working knowledge of word processing terminology and identify functions and procedures utilised in word processing. Presented in this topic are a few writing tools and techniques that will be of some help as you use them for your professional writing. Learning outcomes Upon successful completion of this topic, you should be able to: Use computers to create electronic documents. ? Change the look of a document using formatting. ? Use templates and styles for creating professional looking documents and reports. Readings ? ? ? ? Pre Lab Activity Notes Lab Activity Notes ePortfolio Guide-Creating Folder and Uploading Files PDF document ePortfolio Guide – Journals Activities and practical: ? Pre-Lab Activity: 1. Create a Cover Page and a Birthday card using MSWORD 2010 2. Lab Activity Notes. Lab Activity: 1. Editing Documents. 2. Formatting Text, Paragraphs and Pages. 3. Adding tabl es and graphics to documents. 4.Spell Checking a Document. 5. Styles 6. Table of Contents. 7. Bibliography. Post Lab Activity: 1. Review Quiz 2 2. Complete EPortfolio Learning Objective 2 ? ? 18 Topic 5: Fundamentals of Information Introduction We live in what is often called ‘The Information Age’ – an era which is â€Å"marked by the increased production, transmission, consumption of and reliance on information. Many consider the new role of information to be changing our social and economic behavior as dramatically as did the Industrial Revolution† (Readiness for the Networked World: A Guide for Developing Countries. Glossary of Terms’ http://cyber. law. harvard. edu/readinessguide/glossary. html). Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Describe the roles of data, information, knowledge and wisdom in decision-making; Describe the competencies of an information literate individual; Describe the st ructure of information, that is, how it is produced, organised and disseminated; Discuss legal, ethical and socio-economic issues surrounding information; Readings ? Read Topic 5 notes Activities and practical ? Pre-Lab Activity: 1.Identify and analyse information needed for decision making in given scenarios. Lab Activity: 1. Browse and identify features of selected web-based primary, secondary and tertiary sources of information. 2. Discuss the impact of technological advances on primary, secondary and tertiary sources of information. 3. Discuss the reasons and implications of digital divide and suggest recommendations to bridge the divide in Pacific Island countries. ? Post Lab Activity: ? 1. Analyse scenarios of legal and illegal as well as ethical and unethical uses of information resources. 19Topic 6: Search Strategies and Searching Information Online Introduction The Internet has changed the way people use computers and communicate information. In Part A of this topic, you wi ll be introduced to various techniques for searching information. In Part B, you will use selected search engines, meta-search engines and subject directories to find web-based information to support your studies. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Construct effective search strategies using appropriate search terms and search techniques; 2.Identify features of selected search engines, meta-search engines and subject directories; 3. Use selected search engines, meta-search engines and subject directories to locate relevant and scholarly information resources. Readings ? Read Topic 6 notes Activities and practical ? Pre-Lab Activity: 1. Quiz ? Lab Activity: 1. Construct search strategies, on given topics, using appropriate search terms and search techniques. 2. Use Google Web advanced search mode and Google Scholar advanced search mode to conduct searches, on given topics, and analyse the results retrieved.Use an academic subject dir ectory to conduct searches, on given topics, and analyse the results retrieved. 3. ? Post Lab Activity: 1. Use the basic and advanced search modes of a selected meta-search engine to conduct searches, on a given topic, and analyse the results retrieved. 20 Topic 7: Presentation Introduction In this topic you will learn how to make use of presentation software that will aid you in delivering effective, targeted, interesting and captivating presentations suitable to the target audience. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? Identify different presentation tools. Use design templates. Create visually appealing presentations. Readings ? Topic 7 notes from MOODLE. Activities and practical ? ? Pre-Lab Activity: 1. Create a PowerPoint presentation in a group using MS PowerPoint 2010. Lab Activity: 1. Students to do a group presentation on slides created during Pre Lab. 2. Students will be introduced to Prezi – a Flash based presentati on software. ? Post Lab Activity: 1. Students to upload a Prezi presentation onto ePortfolio as Post Lab activity for the week. 1 Topic 8: The Library Website and the Library Catalogue Introduction In Part A of this topic, you will explore the range of useful information the USP Library website has to offer. The USP Library website is very often the most suitable way to find the information you need. It contains links to information and can direct you to the best sites, particularly relevant Pacific/Oceania sites. If you know your way around the Library website, you will find a treasure trove of information that will help you get ahead in your studies.In Part B of this topic, you will be introduced to the Library catalogue, which is the key to finding a huge range of information resources about subjects you will study at USP. Part B explores the various search modes of the library catalogue which you can use to search and find library resources efficiently. Learning outcomes Upon su ccessful completion of this topic, you should be able to: 1. Navigate the main USP Library website as well as Emalus and Alafua Library websites and identify relevant links for undergraduate students; 2.Construct search strategies and use the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources on given topics; 3. Interpret citations and construct search strategies using the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources for given citations. Readings ? Read Topic 8 notes Activities and practical ? Pre-Lab Activity: 1. Navigate the main USP Laucala Library website as well as Alafua and Emalus Library websites and identify types of library services and resources available for undergraduate students. Lab Activity: 1.For given topics and citations, construct search strategies and conduct searches using the following search modes and options on the USP Library catalogue: i. Quick Searc h using Keywords option; ii. Title Search using Browse, Phrase, and Exact Match options; iii. Advanced Search; iv. Subject Search. 2. For given topics and citations, construct search strategies and conduct searches using Quick Search and Advanced Search modes on Alafua, Emalus and regional libraries catalogues. ? 22 ? Post Lab Activity: 1. Use the advanced and subject search modes of the USP Library catalogue to conduct searches, on a given topic, and analyse the esults retrieved. 2. Review Quiz 3 23 Topic 9: Searching Databases and Managing References Introduction During your academic studies at The University of the South Pacific you will need to access and read many articles. The USP Library offers a wide range of online databases and many of these provide entire articles, called fulltext articles. You can find a list of these databases trough the USP Library homepage: http://www. usp. ac. fj/library. Under the heading eResources select Databases. In Part A of this topic you will explore ProQuest databases to find fulltext articles.In Part B of this topic, you will learn how to create, save and organise your references using referencing software called EndNote. Learning outcomes Upon successful completion of this topic, you should be able to: 1. 2. 3. 4. Access, navigate and identify features of ProQuest database; Construct search strategies, search and retrieve articles using ProQuest; Import references from online databases like ProQuest to EndNote Create and organise references and bibliographies using EndNote. Readings Read Topic 9 notes and PowerPoint tutorials. Activities and practical Pre-Lab Activity: 1. Register for EndNote account. 2. Create References manually using EndNote. ? Lab Activity: Part A 1. For given topics and citations, construct search strategies and conduct searches using the following search modes on the ProQuest database i. basic search; ii. advanced search; iii. topic search; iv. publications search. Part B 1. Create records in E ndNote by manually entering references and importing references from ProQuest database. 2. Organise references by creating groups and formatting in selected citation style. ? Post Lab Activity: 1.Formulate a search strategy for a given research topic, conduct the search on ProQuest, select and import records into EndNote and format into selected citation style. 24 Topic 10: Evaluating Information Introduction The quality and relevance of the information you use in your tertiary studies is of the utmost importance. It is easy to find information on most topics – but is it the best information? In this topic you will look at evaluating information in any format. In particular, you will learn how to apply the START evaluation criteria to critically evaluate the various types of information resources.Learning outcomes Upon successful completion of this topic, you should be able to: 1. Discuss the importance of evaluating information resources; 2. Identify criteria used for the ev aluation of sources of information; 3. Apply evaluative criteria to a range of information resources. Readings ? Read Topic 10 notes. Activities and practical ? ? Pre-Lab Activity: 1. Categorise Bad and Good Information Lab Activities: 1. Evaluate websites, on a given topic, using START evaluation criteria. 2. Evaluate journal articles, on a given topic, using START evaluation criteria. ? Post Lab Activity: 1.Use Google Web advanced search mode to conduct search on a given topic, select and evaluate a website using START criteria. 2. Review Quiz 4 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes Introduction This topic looks at the ways people use the latest developments in online communication, to create communities and share information, often near instantaneously. We encourage you to explore and find out more about this exciting development that has revolutionised communications and how people relate to each other in the 21st century. Learning outcomes Upon success ful completion of this topic, you should be able to: ?Identify and navigate various content collaboration, media sharing and social networking Web 2. 0 tools; Discuss the advantages and limitations of the different types of Web 2. 0 tools; Use selected Web 2. 0 tools. ? ? Readings ? Read Topic 11 notes. Activities and practical ? Pre-Lab Activity: 1. Browse and analyse blogs on a given topic. ? Lab Activity: 1. Browse a Facebook account of an organization and discuss the advantages and disadvantages of social networking tools. 2. Browse a selected Wikipedia article and discuss the advantages and disadvantages of content collaboration tools. 3. Browse the code of conduct of Flicker and discuss the advantages and disadvantages of media sharing tools. ? Post Lab Activity: 1. Use Google Docs to create and publish a document on a given topic. 26 Topic 12: Analytical Reports Introduction This topic will develop your skills at using Microsoft Excel. You will learn how to calculate using fo rmulas and functions, create charts and Pivot Table, a data mining tool provided with Microsoft Excel. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Work with formulas and functions in Microsoft Excel.Identify the appropriate type of chart for your report. Produce charts in Microsoft Excel. Use Pivot Tables to analyse and present data in Microsoft Excel. Readings ? Topic 12 notes from MOODLE. Activities and practical ? Pre-Lab Activity: 1. Create a spreadsheet as given in the pre lab activity using Microsoft Excel 2010 and answer the questions that follow. Lab Activity: 1. Create a Chart in Excel 2010. 2. Use formulas and functions to perform calculations 3. Add a PivotTable in Excel 2010. Post Lab Activity: 1. Review Quiz 5 ? ? 27 Topic 13: Social and Ethical Issues

Business Plan Essay Example | Topics and Well Written Essays - 3500 words

Business Plan - Essay Example One would be in Marlowe Arcade in Canterbury and in Westgate Shopping Centre at Oxford. Both stores shall carry the same products. The business will be financed with  £ 100,000 by a sole proprietor and  £ 200,000 through a business loan from a bank. Sales are estimated to reach about  £ 52,000 average for the first and second year. A positive cash flow is projected at the end of the first year. Prints & Plains shall offer products of various British Designers, from casual wear to formal wear, and to special attires depending on the season. As it caters mainly to women in their 20s and 30s who are already busy with their careers, it would present to this target market a wide array of choices in terms of clothing. It would offer practical get ups for the overly busy working women, and would carry stylish and fashionable ensembles as well. Covent Garden in London is popular for its shops, street performers, bars, restaurants, theatres and the Royal Opera House. It is an Italian style piazza holding restaurants, bars and fashionable boutiques and is known for being the capital’s premier entertainment and leisure destination. (Covent Garden Life.Com. 2007). In it are stores selling the country’s leading designer brands, and it has already a steady host of clients having been in operations for several years now. Marlowe Arcade in Canterbury and Westgate Shopping Centre at Oxford are both popular destinations for both local residents and tourists. They are also the best places to put up Prints & Plains branches as they are situated along busy districts where the hustle and bustle happens. Prints & Plains’s Target Market would primarily be working women in their early 20s to their late 40s, whose monthly salary range is from  £ 10,000 to  £ 50,000. They are the ones who appreciate trend and styles and would spend a considerable amount for nice clothing that would fit

Injuries Research Paper Example | Topics and Well Written Essays - 250 words

Injuries - Research Paper Example Bursa is never inflamed on its own but when it is used for a long period, or there is an injury on a joint that exerts a pressure on it, then it inflames. Over usage and injury also causes the sac to fill with extra fluid that exerts pressure around its surrounding tissue. This pressure causes pain and inflammation of the sac and swelling. Age factor plays a vital role in causing Bursitis. Bursitis is mainly caused in shoulders because shoulders have most frequent motion than any other body part. However, the pain caused is aggravated after a night’s sleep that hinders the flow of normal activity. Other areas where these is a great chance of bursitis are â€Å"elbows, hips, knees and base of thumb† (Vigorita et al., 2007). The treatments of Bursitis include many methods but the most common ones are icing, use of inflammatory medicines, physical therapy, and rest. These four methods not only relieve the pain but also reduce the swelling. According to Orthopedic Pathology , â€Å"treatment of bursitis includes usage of NSAIDs. Aspiration and bursectomy are options for more chronic conditions. Intrabursal tetracycline should be used in chronic olecranal bursitis† (Vigorita et al., 2007). References Vigorita, V. J., Ghelman, B., & Mintz, D. (2007). Orthopaedic Pathology. Lippincott Williams & Wilkins.

Financial Research Report Essay Example | Topics and Well Written Essays - 2500 words

Financial Research Report - Essay Example The stock’s high – low prices in 52 week range are 385.10  -  575.14 as on 6 December 2013 with closing price at 559.99 (Yahoo! Finance, 2013a). Being a diversified company, there are several competitors to Apple in various product ranges. In smart phones Samsung can be considered as a major competitor. Amazon and Microsoft are its competitors for iPad. Google is a tough competitor in many ways. Android smart phone of Motorola, a Google’s subsidiary competes with iPhone. Cloud service Google Drive can be considered as competition to Apple’s iCloud.    Rationale for investment The important factor influencing the decision to invest in Apple Inc. is its position in market vis-a-vis with its competitors. Gryta (2013) observes â€Å"Apple and Samsung devices hold their values reasonably well. BlackBerry  and  Nokia not so much†¦ Apple’s iOS and Google’s Android are more developed with applications than the more recent operating sy stems from BlackBerry and  Microsoft.† Apple’s ability to charge premium prices for its products in the market indicates its superior technology and brand loyalty. Therefore, stability of the operations in terms of sales and profitability in the future is assured, considering the growth prospects of consumer electronic goods and the development of new markets. Analysis of financial statements for the past three years strengthens our decision to recommend this stock for investment to investors with long term point of view and with low to medium risk preference. Shareholder equity Total stockholders’ equity has consistently increased over three years. This has reflected in increase in net tangible assets. (Annexure – I) 2013 2012 2011 Net Tangible Assets 117,793,000  Ã‚   112,851,000  Ã‚   72,183,000  Ã‚   Total Stockholder Equity 123,549,000  Ã‚   118,210,000  Ã‚   76,615,000  Ã‚   Operational performance Operational performance during the pas t three years indicates all round growth. (Annexure – II). Net sales at 108249 in 2011 increased to 170910 in 2013. Increase in sales works out to 57.89%. Cost of sales at 64431 in 2011 increased to 106606 in 2013. Increase in cost of sales works out to 65.46%. The reduction in gross margin at 64304 in 2013 compared to 68662 in 2012 is due to increase in cost of sales. This is in line with the overall economic situation in the country/world. However, increase in gross margin at 64304 in 2013 compared to 43818 in 2011 works out to 46.75%. Similarly, there is improvement in net margin from 25922 in 2011 to 37037 in 2013 that works out to 42.88%. Cash flow Cash flow indicates efficiency in cash management. (Annexure – III) 2013 2012 2011 Changes In Accounts Receivables (1,949,000) (6,965,000) (1,791,000) Changes In Liabilities 8,320,000  Ã‚   9,843,000  Ã‚   8,664,000  Ã‚   Changes In Inventories (973,000) (15,000) 275,000  Ã‚   Reduction in accounts receivable in dicates efficiency in collections. Liabilities are under control and more or less at the same level in 2013 compared to 2011. Reduction in inventory represents efficiency in materials management. Changes in accounts receivable and inventories should be viewed in the back drop of increased sales over the period. Therefore, positive changes in these cases in spite of increase in sales can be considered as an achievement. Taxation In respect of taxation the company stated, ‘Management believes that an adequate provision has been made for any adjustments that may result from tax examinations’

Case 1 Study Example | Topics and Well Written Essays - 1000 words - 2

1 - Case Study Example Delinquent orders have been accumulating while the company was not able to fulfill these increasing orders. Some of the Solar Feeder parts were even contracted to other suppliers with SDI only having the responsibility of assembling the parts. The company could, however, not maintain full and successful control on its sub-contractors (Brown and Abercrombie). Quality problem in the parts received from the suppliers was poor, which also facilitated the slow delivery. This factor is further attributed to the fact that it would always take SDI a lot of time to adjust the poor quality parts to the desired quality before the delivery is done. Consequently, the production process had to slow down significantly. Further much down time as well as production reject was experienced. Addressing the issue would require the management to look at the best ways to gain control over suppliers in order to quicken the parts quality and delivery. This will further boost production quality and quantity a nd hence revenue generation. Break even volume refers to the number of a product units that SDI has to sell in order for its sales revenues to equal to its total costs. In this regard, considerations of both unit costs and start-up costs are done. As for now, SDI Inc. has not achieved a breakeven of sales. The company’s costs and sales revenues need to balance in order to achieve a breakeven volume of sales (Hofstrand). From a look at the SDI financial ratios, it can easily be noticed that the company has a long way to go before achieving a breakeven volume of sales. The company is still facing losses, but not profits. The gross profit margin of the company is 59% (Brown and Abercrombie). This is based on the difference between the sales and cost of goods sold all divided by the sales. Considering that there are still other expenses/costs, which have to be deducted in the gross profits, the total costs are fur much above the sales revenue (Hofstrand). With a net