Reading activity at Sara Wittaya library

Exercise 13
1. What is difference between the library resources for school students and university students?
Content of the materail is difference.
School library will have a different data from university library, because school library will have only
basic math for k-12 students, but university level will be more deep into the subject of math.


2. Reading activities for school student and University student?
Reading activities for school and University student are the same. School reading activity is all about getting hands-on learning. From math games and science activities to fun study strategies and homework help, we've got it all!  and also can learn from the media.

3. What do you like most about the school library?
The environment of the library and the concept of the library to serve the user, They base on the  user need by do the research befor add new materail into the library. I like the way that they also serve the external user.

4. What do you suggest for improvement?
Students should use more materials in the library because most of the student
never really use the useful material in the library

Knowledge management

1)What is the management
Management is the process of getting activities completed efficiently and effectively with and through other people.
Source
2)What is knowledge management?
From the introduction to; "An Open Discussion of Knowledge Management", Brian (Bo)Newman, 1991.
Knowledge Management is the collection of processes that govern the creation, dissemination, and utilization of knowledge. In one form or another, knowledge management has been around for a very long time. Practitioners have included philosophers, priests, teachers, politicians, scribes, Liberians, etc.
So if Knowledge Management is such an ageless and broad topic what role does it serve in today's Information Age? These processes exist whether we acknowledge them or not and they have a profound effect on the decisions we make and the actions we take, both of which are enabled by knowledge of some type. If this is the case, and we agree that many of our decisions and actions have profound and long lasting effects, it makes sense to recognize and understand the processes that effect or actions and decision and, where possible, take steps to improve the quality these processes and in turn improve the quality of those actions and decisions for which we are responsible?
Knowledge management is not a, "a technology thing" or a, "computer thing" If we accept the premise that knowledge management is concerned with the entire process of discovery and creation of knowledge, dissemination of knowledge , and the utilization of knowledge then we are strongly driven to accept that knowledge management is much more than a "technology thing" and that elements of it exist in each of our jobs
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3)What is information system?

An information system (IS) is any combination of information technology and people's activities using that technology to support operations, management, and decision-making.^[1] In a very broad sense, the term information system is frequently used to refer to the interaction between people, algorithmic processes, data and technology. In this sense, the term is used to refer not only to the information and communication technology (ICT) an organization uses, but also to the way in which people interact with this technology in support of business processes^[2].
Some make a clear distinction between information systems,and computer systems ICT, and business processes. Information systems are distinct from information technology in that an information system is typically seen as having an ICT component. Information systems are also different from business processes. Information systems help to control the performance of business processes ^[3].
Alter argues for an information system as a special type of work system. A work system is a system in which humans and/or machines perform work using resources (including ICT) to produce specific products and/or services for customers. An information system is a work system whose activities are devoted to processing (capturing, transmitting, storing, retrieving, manipulating and displaying) information ^[4].
Part of the difficulty in defining the term information system is due to vagueness in the definition of related terms such as system and information. Beynon-Davies argues for a clearer terminology based in systemics and semiotics. He defines an information system as an example of a system concerned with the manipulation of signs. An information system is a type of socio-technical system. An information system is a mediating construct between actions and technology ^[5].
As such, information systems inter-relate with data systems on the one hand and activity systems on the other. An information system is a form of communication system in which data represent and are processed as a form of social memory. An information system can also be considered a semi-formal language which supports human decision making and action.
Information systems are the primary focus of study for the information systems discipline and for organisational informatics^[6].
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4)
5 COMPONENTS OF INFORMATION SYSTEM:
1. IT i.e. hardware and software
2. Data/Information
3. Procedures/Policies
4. People
5. Purpose
6. Communication Networks

5)Why do we need to apply the knowledge management process in our bussiness

Because if we do not apply knowledge management system we would not know how to choose the right information and useless information. Also Information systems is very important because it makes our employees work and gather information easier.

6)

1)What is copyright?

Copyright is a set of exclusive rights granted to the author or creator of an original work, including the right to copy, distribute and adapt the work. The exclusive rights are however balanced for public interest purposes with limitations and exceptions to the exclusive right - such as fair dealing and fair use. Copyright theory says that it is the balance between the exclusive rights and the limitations and exceptions that engenders creativity. Copyright does not protect ideas, only their expression or fixation. In most jurisdictions copyright arises upon fixation and does not need to be registered. Copyright owners have the exclusive statutory right to exercise control over copying and other exploitation of the works for a specific period of time, after which the work is said to enter the public domain. Uses which are covered under limitations and exceptions to copyright, such as fair use, do not require permission from the copyright owner. All other uses require permission and copyright owners can license or permanently transfer or assign their exclusive rights to others.
Initially copyright law only applied to the copying of books. Over time other uses such as translations and derivative works were made subject to copyright and copyright now covers a wide range of works, including maps, dramatic works, paintings, photographs, sound recordings, motion pictures and computer programs. The British Statute of Anne 1709, full title "An Act for the Encouragement of Learning, by vesting the Copies of Printed Books in the Authors or purchasers of such Copies, during the Times therein mentioned", was the first copyright statute.
Today copyright laws have been standardized to some extent through international and regional agreements such as the Berne Convention and the European copyright directives. Although there are consistencies among nations' copyright laws, each jurisdiction has separate and distinct laws and regulations about copyright. National copyright laws on licensing, transfer and assignment of copyright still vary greatly between countries and copyrighted works are licensed on territorial basis. Some jurisdictions also recognize

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Rubric Evaluation

Evaluation Rubric:   GROUP CASE STUDY

1.   CONTENT (applies to Presentation plus Written report)                                                                  Nmae:   

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies & understands all of the main issues in the case study	Identifies and understands most of the main issues in the case study	Identifies and understands some of the issues in the case study	Identifies and understands few of the issues in case study
Analysis of the Issues	Insightful and thorough analysis of all the issues	Thorough analysis of most of the issues	Superficial analysis of some of the issues in the case	Incomplete analysis of the issues
Comments on effective solutions/strategies  (The solution may be in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions, or proposals for solutions, to all issues in the case study	Appropriate, well thought out comments about solutions, or proposals for solutions, to most of the issues in the case study	Superficial and/or inappropriate solutions to some of the issues in the case study	Little or no action suggested, and/or inappropriate solutions to all of the issues in the case study
Links to Course Readings and Additional Research	Excellent research into the issues with clearly documented links to class (and/or outside) readings	Good research and documented links to the material read	Limited research and documented links to any readings	Incomplete research and links to any readings

2.   PRESENTATION

		LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
	Delivery and Enthusiasm	Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class.	Clear flow of ideas Demonstrates interest in topic and engagement with the class.	Most ideas flow but focus is lost at times Limited evidence of interest in and engagement with the topic	Hard to follow the flow of ideas. Lack of enthusiasm and interest.
	Visuals	Visuals augmented and extended  comprehension of the issues in unique ways	Use of visuals related to the material	Limited use of visuals loosely related to the material	No use of visuals.
Staging		Uses stage effects, such as props, costumes, sound effects, in a unique and dramatic manner that enhances the understanding of the issues in the case study	Uses stage effects, such as props, costumes, sound effects, in an effective manner to extend understanding of the issues in the case study	Limited use of stage effects, and/or used in a manner that did not enhance the understanding of the issues in the case study.	No use of stage effects
Involvement of the class: -Questions -Generating discussion -Activities		Excellent and salient discussion points that elucidated material to develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner	Questions and discussion addressed important information that developed understanding Appropriate activities used to clarify understanding	Questions and discussion addressed surface features of the topic Limited use of activities to clarify understanding	Little or no attempt to engage the class in learning
Response to Class Queries July 6, 2004		Excellent response to student comments and discussion with appropriate content supported by theory/research	Good response to class questions and discussion with some connection made to theory/research	Satisfactory response to class questions and discussion with limited reference to theory and research	Limited response to questions and discussion with no reference to theory/research

Evaluation Rubric:   CREATE YOUR OWN CASE STUDY

1.   CASE STUDY of an incident from your practicum placement                                 Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Context and Background Information	The episode is clearly situated with the appropriate details e.g. grade level, subject being taught etc.	The episode is situated with most of the appropriate details	The episode has few of the appropriate details	No context or background information
Content	Incidents are interesting and realistically portrayed	Incidents are interesting but not realistically portrayed	Incidents are realistically portrayed but not interesting.	Incidents are neither interesting, nor realistically portrayed.
Writing Skills	Writing is totally free of errors Report of the episode is very concise	There are occasional errors. Report could be tightened a little	There are more than occasional errors  Report could be tightened quite a lot	Errors are frequent  Report of the episode is extremely long-winded.
Format	Format is appropriate and enhances the understanding of the critical episode in a creative and dramatic manner throughout the case	Format is appropriate and enhances the understanding of the critical episode in dramatic manner for most the case	Format is appropriate and enhances the understanding of the critical episode some of the time	Format is appropriate but seldom enhances the understanding of the critical episode

2.   ANALYSIS: Making connections from theory/evidence to your practice

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies, labels and understands five to seven main issues from five to seven different chapters, and the problems/questions are all relevant and diverse.	Identifies, labels and understands four of the main issues from four of the chapters, and the problems/questions are mostly relevant and diverse.	Identifies, labels and understands three of the issues from three of the chapters, and the  problems/questions are somewhat relevant and diverse.	Identifies, labels and understands two of the issues from two of the chapters, and the problems/questions are relevant and diverse.
Analysis of the Issues	Insightful and thorough analysis of all the problems/questions	Thorough analysis of most of the problems/questions	Superficial analysis of some of the problems/ questions in the case	Incomplete analysis of the problems/questions
Comments on effective solutions  (Solution in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions to all problems/questions	Appropriate, well thought out comments on solutions to most of the problems/questions	Superficial comments about solutions to some of the problems/ questions	Superficial comments and at times inappropriate solutions to some of the problems/ questions
Links to Course Readings and Additional Research	Excellent research into the problems/questions with clearly documented links to the material read in class and possibly additional material	Good research and documented links between the problems/ questions and the material read	Limited research and links between the problems/questions and the material read in class	Incomplete research and links between the problems/questions the material read in class

July 6, 2004

KNOWLEDGE FORUM DISCUSSION                                                                                       Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Conceptual Understanding	Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter.	Demonstrates clear understanding of the ideas presented in the theory presented in the chapter.	Demonstrates limited/surface understanding of the theory presented.	Demonstrates superficial  understanding of the theory.
Identifies Issues/Problems (if applicable)	Demonstrates a clear and deep understanding of an issue/problem in the case study.	Demonstrates deep understanding of an issue/problem in the case study.	Demonstrates limited/surface understanding of an issue/problem in the case study.	Demonstrates superficial understanding of an issue/problem in the case study.
Connections:  Theory and Practice	Makes appropriate, insightful and powerful connections between the issue/problem and the theory.	Makes appropriate and insightful connections between the issue/ problem and the theory.	Makes appropriate but somewhat vague connections between the issue/problem and the theory.	Makes little or no connection between the issue/problem and the theory.
Referenced Sources	Accurately and precisely integrates conceptual material from the text. Uses specific concepts and terms extensively with page numbers references.	Accurately integrates conceptual material from the text. Specifically uses some concepts and terms with page numbers references.	Limited integration of the conceptual material from the text. Limited use of concepts and terms from the chapter with page number references.	Integrates few or no concepts from the chapter. Very limited use of concept and terms from the chapter.
Recommendations	Makes realistic, appropriate and insightful recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic and appropriate recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations with limited support from the information presented and the theory from the chapter.
Assumed a Variety of Roles	Demonstrated leadership and initiative.	Took on a variety of roles including leadership.	Fulfilled a supportive role.	Demonstrated limited engagement.
Writing Skills	Writing is totally free of grammar and spelling errors. Clear and concise presentation of ideas.	There are occasional spelling errors. Clear presentation of ideas	There are more than occasional spelling errors. Most ideas are presented clearly.	Spelling errors are frequent  Hard to follow the ideas.