SGD 8 LBM 2 BerfikirKritis

8/19/2019 SGD 8 LBM 2 BerfikirKritis

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Step 1

1. Relevant Information :- Is an information that contain relation with the subject we learn.- The correct information that we get.- Resources of the author himself and can be responsible.

2. nline databases :- Is a database that accesible from a networ!" including from internet.- Some data which can be downloaded and uploaded to internet.

#. $ust also bear : harus memili!i pemahaman%. Reliable sources of information :

- The correct information about what we learn.- The correct and wisel& gained information .- The information that we can trust.

'. Te(tboo! : the printed paper that contain sources.). *thical issues : a con+ict of right or wrong and how we can decided our

ethical behaviour.

Step 21. ,hat is the characteristics of reliable sources2. ow to get the online databases correctl&#. ow we get the relevant information from the correct resources%. ow can we get some informations from patients'. ow if we get an information from a blog that made from a doctor). ,h& ever& medical students must /nd the relevant data0. $ention the other reliable resources e(cept from te(tboo!. ,hat are the ethical issues or procedure to references an information from

an& resources

. ow reliable is the internet as a learning resources13.ow to gained some relevant information from the librar&11.ow we !now that the information is unreliable and useless12.,h& ever& medical students must /nd the reliable resources1#.ow can students use the information wisel&1%.4fter we get the resources"how to collect our resources learning1'.,h& if the information unreliable will be useless for us1).,hat is journal and how to get the right journal from the internet

Step # :

1. ow to di5erentiate reliable sources and unreliable resources


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Reliable resources :

how man& times it is referenced b& the other people It can come from trusted resources" it can from journal"boo!"or

scienti/c paper

It is made b& an e(pert can6t be edited b& an&one else Trusted answers. If we search in internet we will be able to get the

trusted sources. ave a lot information and the e(amples The boo! have the license

7nreliable resources :

In the resources not added the fact or not point at a research. It can made or write b& ever&one from their prior !nowledge without

the real resources.

2. $ention the other reliable resources e(cept from te(tboo!- 8ournal"newspaper"maga9ine"etc- Scienti/c paper"researches- Internet o;cial web <#. ow reliable is the internet as a learning resources- Internet is reliable enough as long as the information have the trusted

sources and the e(pert writer%. ow to get the online databases correctl&- ,e can gained it from a trusted resources or from journal and scienti/c

paper that published.- ,e can get from distributors which sell multimedia and online

databases.- =rom o;cial web that alread& trusted.- ,e can gained it from resources that have some license written on it

li!e >I"IS?@"etc.'. ow to gained some relevant information from the librar&- $a&be we can opened so man& boo!s which relate to the subject we

learn- ,e must choose the trusted boo!s which written b& popular writer who

have e(periences in ma!ing boo!s and we can loo! into the boo!

references.). ow can we get some informations from patients

- ,e can tal!ing and shares information with patients- ,e can from patient6s opinion and suggestion.- 4s!ed patients directl& about what we want to !now.- 4utomaticall& b& the anamnesis and b& chec!ing the patients.- *(change information with the patients.0. ,h& ever& medical students must /nd the relevant data- ?ecause medical students is learning about the health of human so we

must /nd the relevant data or information correctl& to add our

!nowledge and ma&be will help us for our future.- ?ecause if medical student can6t /nd the relevant information it can

causes a malpra!te!- ?ecause ever& medical students will be a pro5esional doctor.. ,hat are the ethical issues or procedure to references an information

from an& resources


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. ow can students use the information wisel&13.4fter we get the resources"how to collect our resources learning11.,h& if the information unreliable will be useless for us12.,hat is journal and how to get the right journal from the internet

Step %

Aoncept $ap

Step '

1. How to diferentiate reliable sources and unreliable resources ?

Reliable resources :


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,hen researching" &ou alwa&s need to be sure that &ou are getting

&our information from reliable sources. Some sources are considered to be BreliableC because the& have

been written b& people who are experts in the feld. These are the sources &ou can

7nreliable resources :

To determine reliabilit& of online sites andorganizations, loo! at the URL’s ending:

Online journals and magazines:

ews sources:

7nreable resoource

n the other hand" some sources" such as ,i!ipedia" are not

reliable because the authors ma& not have a thorough !nowledge or

full understanding of a topic. Remember: an&one can post information on the internet" and we

need to be ARITIA4D R*4>*RS in order to determine what tobelieveE

The following are unreliable sources because the& reFuire

con/rmation with a reliable source: Some online sources with an 7RD that end in .com are unreliable.

• Here’s the REAL Reliable Source: (note that the site is .edu)

• 4ustin Gea& State 7niversit& Academic Support Center ritin! Lab

BReliable and 7nreliable SourcesC ct 2 2312

http:HHwww.apsu.eduHsitesHapsu.eduH/lesHacademic-support-

centerHReliableand7nreliableSources.pdf •

!"# $%$1.&.& >istinguish between primar& i.e." interviews" letters"diaries" newspapers" personal narratives< and secondar& i.e."

reference boo!s" periodicals" Internet" biographies<• !"# $%$1.&.' Identif& levels of reliabilit& among resources e.g."

e&ewitness account" newspaper account" supermar!et tabloid

account" Internet source<

'. (ention t)e ot)er reliable resources e*ce+t rom te*tboo-? rom online sites and organizations, loo- at t)e URL’s ending:

If the site ends in .edu, it is most li-el/ an educational

institution. ?e aware" however" of political bias. If the site ends in .go0, it is most li-el/ a reliable go0ernment

website. These sites usuall& provide good sources for statistics and

objective reports. If the site ends in .org, it is usuall/ a non+ro2t organization. These sources var& in being good or poor sources of information

and &ou will still need to research their possible agendas and

biases" if the& e(ist Online journals and magazines:

Reliable journals and maga9ines should contain a bibliograph& for

ever& article

http://www.apsu.edu/sites/apsu.edu/files/academic-support-center/Reliable_and_Unreliable_Sources.pdfhttp://www.apsu.edu/sites/apsu.edu/files/academic-support-center/Reliable_and_Unreliable_Sources.pdfhttp://www.apsu.edu/sites/apsu.edu/files/academic-support-center/Reliable_and_Unreliable_Sources.pdfhttp://www.apsu.edu/sites/apsu.edu/files/academic-support-center/Reliable_and_Unreliable_Sources.pdf


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Dists sources within that bibliograph& that can be e(tensive and

should include scholarl&" and non-Internet sources TI@J: do these sources evidence< support the articles6 focusHmain

idea ews sources:

*ver& television and print news source has a website ?ewareE Sometimes their focus is to entertain rat)er t)an

inorm Thin! of these sources as a stepping stone to more reliable sources ?oo!sKauthored" edited and published @ewspapers and maga9ines Geer reviewed journals Geer reviewed articles Gh> or $?4 dissertations and research Gublic librar& Scholarl& articles

Isolated studies or academic research *ducational institutions and their websites

Here’s the REAL Reliable Source: (note that the site is .edu)

4ustin Gea& State 7niversit& Academic Support Center ritin! Lab

BReliable and 7nreliable SourcesC ct 2 2312

http:HHwww.apsu.eduHsitesHapsu.eduH/lesHacademic-support-

centerHReliableand7nreliableSources.pdf

!"# $%$1.&.& >istinguish between primar& i.e." interviews" letters"

diaries" newspapers" personal narratives< and secondar& i.e." reference

boo!s" periodicals" Internet" biographies<

!"# $%$1.&.' Identif& levels of reliabilit& among resources e.g."

e&ewitness account" newspaper account" supermar!et tabloid account"

Internet source


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,i!ipedia has made mista!es in the past and demonstrate the bene/ts

of chec!ing bibliographies as well as trac!ing sources from pages"

while also cross referencing information through Loogle searches.- In the same wa&" it6s worth urging students to ma!e use of Loogle

?oo! Search and databases of newspapers and journals" as this can

allow them to read published and chec!ed wor!. This information canalso be used as the basis for /nding boo!s in the librar&" and can

generall& be trusted as more reliable than some Internet searches.

Anon. "#s the #nternet Reliable $or Research% Ho& to 'etermine

rust&orthiness nline.’ Hu!*a!es. +, ct

+--. http://findyoursearch.hubpages.com/hub/Is-the-Internet-Reliable-for-Research-

How-to-Determine-Trustworthiness-Online. Last Accessed: ++ 'ec +-+.

/a0ana!h1 Sarah and 2al0o1 Holl3 Epstein. "4ust 5oo!le #t% 'e0elopin!

#nternet Search S6ills.’ he 7e& 8or6 imes. ++ 9eb

+--. http://learning.blogs.nytimes.com/!"!/!//#ust-google-it-de$eloping-internet-

search-s%ills/. Last Accessed: ++ 'ec +-+.

&. How to get t)e online databases correctl/?

4. How to gained some rele0ant inormation rom t)e librar/?.

5. How can we get some inormations rom +atients?

%. 6)/ e0er/ medical students must 2nd t)e rele0ant data?

7. 6)at are t)e et)ical issues or +rocedure to reerences an

inormation rom an/ resources?

,hen most people thin! of ethics or moralso unto

others as &ou would have them do unto &ouN


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ne plausible e(planation of these disagreements is that all people recogni9e

some common ethical norms but di5erent individuals interpret" appl&" and

balance these norms in di5erent wa&s in light of their own values and life

e(periences.

$ost societies also have legal rules that govern behavior" but ethical norms tend

to be broader and more informal than laws. 4lthough most societies use laws to

enforce widel& accepted moral standards and ethical and legal rules use similar

concepts" it is important to remember that ethics and law are not the same. 4n

action ma& be legal but unethical or illegal but ethical. ,e can also use ethical

concepts and principles to critici9e" evaluate" propose" or interpret laws. Indeed"

in the last centur&" man& social reformers urged citi9ens to disobe& laws in order

to protest what the& regarded as immoral or unjust laws. Geaceful civildisobedience is an ethical wa& of e(pressing political viewpoints.

4nother wa& of de/ning OethicsO focuses on the disciplines that stud& standards

of conduct" such as philosoph&" theolog&" law" ps&cholog&" or sociolog&. =or

e(ample" a Nmedical ethicistN is someone who studies ethical standards in

medicine. ne ma& also de/ne ethics as a method" procedure" or perspective for

deciding how to act and for anal&9ing comple( problems and issues. =or

instance" in considering a comple( issue li!e global warming" one ma& ta!e an

economic" ecological" political" or ethical perspective on the problem. ,hile an

economist might e(amine the cost and bene/ts of various policies related to

global warming" an environmental ethicist could e(amine the ethical values and

principles at sta!e.

$an& di5erent disciplines" institutions" and professions have norms for behavior

that suit their particular aims and goals. These norms also help members of the

discipline to coordinate their actions or activities and to establish the publicOs

trust of the discipline. =or instance" ethical norms govern conduct in medicine"law" engineering" and business. *thical norms also serve the aims or goals of

research and appl& to people who conduct scienti/c research or other scholarl&

or creative activities. There is even a speciali9ed discipline" research ethics"

which studies these norms.

There are several reasons wh& it is important to adhere to ethical norms in

research. =irst" norms promote the aims of research" such as !nowledge" truth"

and avoidance of error. =or e(ample" prohibitions against fabricating" falsif&ing"

or misrepresenting research data promote the truth and avoid error. Second"since research often involves a great deal of cooperation and coordination


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among man& di5erent people in di5erent disciplines and institutions" ethical

standards promote the values that are essential to collaborative wor!" such as

trust" accountabilit&" mutual respect" and fairness. =or e(ample" man& ethical

norms in research" such as guidelines for authorship" cop&right and patenting

policies" data sharing policies" and con/dentialit& rules in peer review" are

designed to protect intellectual propert& interests while encouragingcollaboration. $ost researchers want to receive credit for their contributions and

do not want to have their ideas stolen or disclosed prematurel&. Third" man& of

the ethical norms help to ensure that researchers can be held accountable to the

public. =or instance" federal policies on research misconduct" con+icts of interest"

the human subjects protections" and animal care and use are necessar& in order

to ma!e sure that researchers who are funded b& public mone& can be held

accountable to the public. =ourth" ethical norms in research also help to build

public support for research. Geople more li!el& to fund research project if the&

can trust the Fualit& and integrit& of research. =inall&" man& of the norms of

research promote a variet& of other important moral and social values" such associal responsibilit&" human rights" animal welfare" compliance with the law" and

health and safet&. *thical lapses in research can signi/cantl& harm human and

animal subjects" students" and the public. =or e(ample" a researcher who

fabricates data in a clinical trial ma& harm or even !ill patients" and a researcher

who fails to abide b& regulations and guidelines relating to radiation or biological

safet& ma& jeopardi9e his health and safet& or the health and safet& of sta5 and

students.

8a0id 9. Resni-, .8., ").8.

9ioet)icist and #;H! #R9


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The +,(RT oard is a large interacti$e whiteboard. It is' uite simply' a big touch screen

that students can use to %inesthetically manipulate characters and information. tili&ing

included noteboo% software' teachers wor%ing with the +,(RT oard are able to create

interacti$e lessons that ma%e students eager to learn and' eually important' participate in

class0

The de$ice reuires assembly of a few pieces of euipment' and that tas% in itself is

another teaching tool because I ma%e my students responsible for putting together all the

different types of technology in order to get it to wor%. In order to use the +,(RT oard' a

teacher must ha$e a pro#ector and a computer. +tudents gain a sense of responsibility

when they are as%ed to put the pro#ector and the whiteboard together before the lesson

and ta%e them apart later.

The de$ice wor%s $ery well for all le$els of students and touches on all types of learning

styles. 1or e2ample' students are able to go up to the +,(RT oard and dissect a frog

without a real frog0 They are able to measure angles with an interacti$e protractor andfigure out which type of angles they are. +tudents are able to e2plore the world while

feeling li%e they are on a boat. They are able to see how molecules change as water goes

from a solid to a liuid.

Teachers of all disciplines can use this tool to ma"e their lessons come to life!

+tudents en#oy $isuali&ing the concept and many times can do a better #ob of retaining the

information. 3ot only are they reading' $isuali&ing and listening' they are also literally

touching a two-dimensional $ersion of the topic at hand and ha$ing fun in the process.

(nd it wor%s for #ust about any topic in the curriculum.

4hene$er I roll out the +,(RT oard' I am heartened by the students) enthusiasm and

their eagerness to learn0 This has been an ama&ing tool that not only %eeps my students

engaged but also gi$es them a uniue educational opportunity.

Using the SMART Board in my classroom has not only increased my students#

attention span $ut also improed their leel of understanding! They are able to recall

much more information than they were when using the regular chal%board/wor%sheet

lessons I used in the past. ,any want to participate in class more' e$en those students

who ne$er used to do so. They want to ha$e an acti$e role in using the +,(RT oard'

and the interest is widespread among students of $arying le$els and physical capabilities.

There is always a tas% for e$eryone to do' and all of the students can participate in the

lessons and feel proud of themsel$es.

%aing a SMART Board in classroom has $een a great priilege, and getting the

necessary e&pertise entailed a great deal of administratie support from my

principal as well as comprehensie training proided $y our school#s U'T Teacher

(enter . I ha$e been sent to wor%shops to learn how to use all of the tools and software

on the +,(RT oard. The school itself has pro$ided staff with many wor%shops where

Teacher 5enter personnel ha$e taught us how to create effecti$e lessons to teach using

the +,(RT oard. 1ortunately for the staff' our principal has always supported and

encouraged teachers to incorporate technology into our classrooms in order to


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differentiate our instruction to educate our students successfully and better meet their

needs.

O$erall' the +,(RT oard is an ama&ing tool for teaching. It helps %eep the new

generation interested in learning because technology is something they grew up seeing

and using. Technology is all around us' and we should try to incorporate it into our

classroom when and where we can or ris% losing students) interest. The +,(RT oard is

a good first step.

http:HHwww.uft.orgHteacher-teacherHusing-smart-board-wisel&-classrooms

13.4fter we get the resources"how to collect our resources learning

Step 1: Identif& issues andHor opportunities for collecting data

• Conduct a re0ie& o$ all policies1 practices and procedures

applicable to emplo3ees1 ser0ice users or another appropriate

audience

• Explore or!aniational culture $rom a human ri!hts1 di0ersit3

and e;uit3


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• 4nticipating and addressing !e& sta!eholder concerns and Fuestions

about the project.

• >esigning a communication and consultation strateg& that will e(plain

the data collection initiative and encourage the highest possible participation

rate.

• Grotecting privac& and personal information b& using carefull&

controlled procedures for collecting" storing and accessing data that compl&

with privac&" human rights and other legislation. >ignit& and con/dentialit&

must be respected.

• $inimi9ing the impact and inconvenience for the people a5ected in the

wor!place or service environment" which includes choosing the best time to

collect the data.

• 4iming for +e(ibilit& to allow for changes without great e(pense or

inconvenience.

• Aonsidering a test period or a pilot phase to allow &ou to improve and

modif& data collection methods" as ma& be needed.

Step ': 4nal&9e and interpret data

Step ): 4ct on results

he *mplo&ment *Fuit& 4ct (the 4ct ) applies to $ederall3 re!ulated

emplo3ers1 li6e ban6s1 transportation and communication companies &ith-- or more emplo3ees1 as &ell as to Cro&n corporations and the $ederal

public ser0ice. Emplo3ers co0ered b3 the 4ct are 6no&n as Le!islated

Emplo3ment E;uit3 *lan (LEE*) emplo3ers.

>++? Statistics Canada online: &&&.statcan.!c.ca.

>+@? he Cit3 o$ oronto oers man3 publications and reports on its &ebsite

relatin! to an arra3 o$ topics b3 sector or topic1 includin! the labour $orce.

See Cit3 o$ oronto1 Gublications and reports1

online: &&&.toronto.caBbusinesspublicationsBpublications.htm .

>+D? he term comparator !roupF is used to determine &hether human

ri!hts discriminationF in $act exists in a scenario. Comparison is madebet&een a !roup claimin! discrimination and another !roup that shares the

rele0ant characteristics1 to determine i$ disad0anta!e1 denial1 de0aluation1

oppression or mar!inaliation has been experienced. A comparator !roup

must share rele0ant characteristics &ith the !roup o$ interest in the area

bein! ;uestioned $or comparison to be meanin!$ul. ho the appropriate

comparator !roup is &ill depend on the context and is o$ten contested

bet&een liti!ants. $ten the comparator !roup is a more pri0ile!ed !roup in

societ31 o$ten the dominant !roup.

>+G? S. ortle31 The Aollection of Race-?ased Statistics ,ithin the Ariminal

8ustice and *ducational S&stems: 4 Report for the ntario uman Rights

Aommission (Centre o$ Criminolo!31 =ni0ersit3 o$ oronto) >unpublished?1

http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB22http://www.statcan.gc.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB23http://www.toronto.ca/business_publications/publications.htmhttp://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB24http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB25http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB22http://www.statcan.gc.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB23http://www.toronto.ca/business_publications/publications.htmhttp://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB24http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB25


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online: &&&.ohrc.on.ca.

>+? 'ata collection based on certain !rounds1 such as ethnic ori!in1 sex and

disabilit31 has been done $or man3 3ears under $ederal emplo3ment e;uit3

le!islation1 the national census that ta6es place e0er3 f0e 3ears or in

accordance &ith international re;uirements. #n comparison1 data collection

on other !rounds1 such as sexual orientation1 has not been done much in the

past. 7otabl31 the national Census does not include a ;uestion about sexual

orientation1 althou!h sexual orientation has been included on other non<

mandator3 sur0e3s and has been the sub2ect o$ testin!. Statistics Canada1

Iinistr3 o$ #ndustr3 +-- Census Content Consultation Report1 Catalo!ue

7o. ,++M? S. ortle31 The Aollection of Race-?ased Statistics ,ithin the Ariminal

8ustice and *ducational S&stems: 4 Report for the ntario uman Rights

Aommission (Centre o$ Criminolo!31 =ni0ersit3 o$ oronto) >unpublished?1

online: &&&.ohrc.on.ca at .

>+,? See ntario Human Ri!hts Commission’s Golic& and Luidelines on Racism

and Racial >iscrimination (+--G)1 online: &&&.ohrc.on.ca at ,@-? Social Science is defned as the scientifc stud3 o$ human societ3 and

social relationships. The Aoncise (ford >ictionar& @inth *dition1 s.0. social

science.F

>@? 4.ivision of uman

Rights and =ight against >iscrimination Sector for Social and uman

Sciences (IontrNa#1 uNbec: #nternational bser0ator3 o$ Racism and

'iscrimination: Centre $or Research on #mmi!ration1 Ethnicit3 and Citienship

(CR#EC)1 =ni0ersitN du uNbec O IontrNal1 +--G) at DK1 online:

CR#EC&&&.criec.u;am.caBpd$BCR#ECP+-CahierP+-+MP+- (en).pd$.

11. 6)/ i t)e inormation unreliable will be useless or us?

1'. 6)at is journal and )ow to get t)e rig)t journal rom t)e

internet?

( #ournal is an academic maga&ine published on a regular schedule. It

contains articles written by e2perts in a particular field of study' based

on research or analysis that the author' or authors' did. That research

might include case studies in the medical field' primary source

research in the field of history' or literature analysis. 6ournal articles

http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB26http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB27http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB28http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB29http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB30http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB31http://www.criec.uqam.ca/pdf/CRIEC%20Cahier%2028%20http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB26http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB27http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB28http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB29http://www.ohrc.on.ca/http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB30http://www.ohrc.on.ca/en/count-me-collecting-human-rights-based-data/6-what-involved-collecting-data-%E2%80%93-six-steps-success#fnB31http://www.criec.uqam.ca/pdf/CRIEC%20Cahier%2028%20


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are written for e2perts or students of that particular field who ha$e an

ad$anced field-specific $ocabulary and %nowledge.http:HHwww.pcc.eduHlibrar&HresearchHwhat-journal

A journal is a scholarly publication containing articles written by

researchers, professors and other experts. Journals focus on a specificdiscipline or field of study. Unlike newspapers and magazines, journals

are intended for an academic or technical audience, not general

readers.

http:HHwww.uvic.caHlibrar&HresearchHtipsHjournalHinde(.php

how to get the right journal from the internet

Students who are completing the /nal project or thesis will

certainl& face a period of searching for and obtain references to

support his research. $an& incoming email to the editor and

mailing !imiaindonesia cited di;cult& in /nding references and journals from a variet& of majors and areas of research themes"

while the deadline is getting closer stud&. Through this article"

the authors tr& to share tips" based on the e(perience of the

author who is also a graduate student" to get a reference and

journal e5ectivel&.

In the /nal project" we chose a theme that became the basis of

our research. =rom that theme" we de/ne the goals and

objectives of the stud&. Then we ma!e a plan or design of how

research should be done. 4fter this process goes well" then westart the research.

The research that we do of course need to have the strong

support of the references that have been there. =or e(ample" if

we want to /nd a silver metallic properties" we do not need to do

the research from the beginning but just loo!ing for a reference

that lists the properties of metallic silver. *ver& month" tens of

thousands of research results from various /elds of science

published in scienti/c journals" proceedings of seminars" as well

as a thesis or dissertation in all corners of the world. It is ver&

li!el& that the information &ou need is listed in scienti/c wor!s.http:HHwww.chem-is-

tr&.orgHarti!el!imiaHtipsdanopiniHtipsmendapat!anreferensi

danjurnalsecaraefe!tifH
http://www.pcc.edu/library/research/what-journalhttp://www.uvic.ca/library/research/tips/journal/index.phphttp://www.chem-is-try.org/artikel_kimia/tips_dan_opini/tips_mendapatkan_referensi_dan_jurnal_secara_efektif/http://www.chem-is-try.org/artikel_kimia/tips_dan_opini/tips_mendapatkan_referensi_dan_jurnal_secara_efektif/http://www.chem-is-try.org/artikel_kimia/tips_dan_opini/tips_mendapatkan_referensi_dan_jurnal_secara_efektif/http://www.pcc.edu/library/research/what-journalhttp://www.uvic.ca/library/research/tips/journal/index.phphttp://www.chem-is-try.org/artikel_kimia/tips_dan_opini/tips_mendapatkan_referensi_dan_jurnal_secara_efektif/http://www.chem-is-try.org/artikel_kimia/tips_dan_opini/tips_mendapatkan_referensi_dan_jurnal_secara_efektif/http://www.chem-is-try.org/artikel_kimia/tips_dan_opini/tips_mendapatkan_referensi_dan_jurnal_secara_efektif/

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