Hello my name is Shyniekqua Doughty.
Im 17 years old and I attend Overbook High School.
I'm 5'5 I'm brown skin and thick builted.
I was born in South Philly but when I turned 10 years old I moved to West Philly.
My goals is to finish school.
I also want to go to college.
My dream is to become an RN.
I want to be a nurse because it would make me feel good knowing I made a difference in somebody life.
My favorite thing to do is to go out with ma girls.
One thing people dont no is that I have a pet hamster name Ryan Doughty and I love him so much.
Thursday, October 28, 2010
All about Shyniekqua...
Wednesday, October 27, 2010
All About Me
Heywhat's up everyone? My name is Anika, I am 18 years old 5'7 darkskinned. I was born in North Philadelphia, but i lived in Germantown all most all my life. I currently live in West Philadelphia(Landsdowne). I am in the 12th grade at Overbrook High School I plan on attending CCP for two years after I graduate. I also plan on going to Empire Beauty School.
Something many people dont know about me is that I swear i can sing when im in the shower. One of my favorite things to do is play basketball. This will be my first year playing for Overbrook but this year this team will be mine. I am very outgoing when it comes to sports.
Something many people dont know about me is that I swear i can sing when im in the shower. One of my favorite things to do is play basketball. This will be my first year playing for Overbrook but this year this team will be mine. I am very outgoing when it comes to sports.
Tuesday, October 26, 2010
My entroduction
Hey what's up every one ... My name is Paul, I am a 6'0" brown skin muscaler ethletic male. My past and presint sport activaties are football, bascitball, vallieball, tracke, bowling, and socer. I am curently living in North Philadelphia. The earia that I ariganate from is West philadelphia.
My favorite thing is drawing. I'v been drawing ever since I could right. I draw to express my fillings and my thoughts, I also draw what I see.
My goles are to graduat high school, enrole in a good chollege for art, math, and bisnes. After chollege I plan to have a corear that has some thing to do with art.
Some thing every one dosen't know about me is when I was younger I had a rilly bad anger problem and I was in anger manigment from 3rd grade through 7th grade I am cerintly in controle of my anger but I do have a limit to how Mutch and how long I can stay calm and calective. So fare so good.
My favorite thing is drawing. I'v been drawing ever since I could right. I draw to express my fillings and my thoughts, I also draw what I see.
My goles are to graduat high school, enrole in a good chollege for art, math, and bisnes. After chollege I plan to have a corear that has some thing to do with art.
Some thing every one dosen't know about me is when I was younger I had a rilly bad anger problem and I was in anger manigment from 3rd grade through 7th grade I am cerintly in controle of my anger but I do have a limit to how Mutch and how long I can stay calm and calective. So fare so good.
Sunday, October 24, 2010
Introducing Me
My name is Keilah. I was born on July 20,1993. I'm an African-American female. I stand at about 5ft 4inches . I have brown skin,dark brown hair ,& dark brown eyes. I was born and raised here in Philadelphia,mainly West Philadelphia though. I have a 12 yr old brother who's name is Cori, he works my nerves every chance he gets . However I do love him very much ,I really have no choice because he's the only sibling I have.I am a senior at Overbook High School in West Philadelphia. I am expected to graduate in June of 2011. Afterwards I plan to attend a trade school of my choice to study cosmetology. I plan to get my license in "cos",then I'd like to hopefully get a job at a salon. I then plan to attend college to study business so I can maybe open my own business later on in life. One of my favorite things to do when I'm not working or in school is shop. I love shopping . I find it very soothing . Also people don't know that when I have a lot of emotion built up I write poetry. It helps me to vent through my feelings.
Friday, October 22, 2010
Introducing me
My name is Dawanya. I was born July 26,1993. I am a black African American and Im also short.
Im a seinor at Over Brook Highschool. My goal is to graduate from high school and right after go to a four year college. One of my favorite things to do is help my friends and text . The reason why i like these things cause they are fun. One thing nobody know about me is im afraid of hights.
Im a seinor at Over Brook Highschool. My goal is to graduate from high school and right after go to a four year college. One of my favorite things to do is help my friends and text . The reason why i like these things cause they are fun. One thing nobody know about me is im afraid of hights.
Thursday, October 21, 2010
Things I've Learned (Jazzmane)
One thing I've learned from the post is that it''s important to know how to correctly use Search Engines. This has a great effect on getting accurate information that students get. Not only does it effect the accuracy of the information that the students get but it also effects the amount of information that they get. It also helps the students to create better essay and writing prompt's. While giving them a better knowledge of how to get information and data.
One thing i learned by: Dayonna
One thing that I learned from the reading is you may find a subject interesting, but there may not be any research available for that certain topic that you have chosen. There also may be a case were their is too much information. Yes it is true that you should research a topic that is most interesting to you, but you also have to make sure your topic is researchable.
Thank You, Dayonna Warren
Thank You, Dayonna Warren
Rasheed (Edited)
Hello my name is Rasheed. Born on April 9th 1992. I have my Dad's personality and my Mom's style. I'm from West Philadelphia 50th & Market. When i was seven i moved with my Dad on the 200 block of Wanamaker. Those days changed my life. My Dad told me fear nothing but God, respect your Mother, and take care of family. He also taught me about the power of a dollar. Three years later I moved back with my mom. I'm not going to say i hate school, but I rather work. I like music and art, I hope to one day be a video director. I like to listen to music all day long. A lot of people don't know I'm a natural born baseball player, but i don't follow that dream.
Marquise '
Hello my name is Marquise. I was born September 17th,1992 . I am from west philly where I lived all my live never lived anywhere else but there. I go to Overbrook High School where I am a Senior there getting ready to go to college. I really can't wait to go so I can get out of Philadelphia and start my life and career. I wanna go to Morgan State University where I'm gonna major in software engineering and minor in computer science. I'm really good with computers and cell phones I always have a new cell phone. My mom hates it so much she says I can other things with my money. I work at Ihop where I am a waiter I hate that job so much but I'm gonna keep it till I go to college because I like having my own money and not asking my mom for it. Im a very spoiled child I'm the oldest out of 3 on my mom side and the oldest out of 5 on my dads side. So that's really it about me I'm just ready to get out of Overbrook High School. Senior 2011 !!!!!!!!!!! :)
WHAT I LEARNED BY:TABITHA
One thing I learned from the reading is that cutting corners in the long run is not going to provide me with the information need to obtain the research I am looking for. So next time I research I will be more observant and make sure the information I obtain is accurate and able to be traced to its source.
Sunday, October 10, 2010
A Must Read - Post one thing learned from your reading
Searching For Better Research Habits
September 29, 2010
NEW YORK CITY -- Should colleges teach students how to be better Googlers?
Educators who see the popular search engine as antithetical to good research might cringe at the thought of endorsing it to students. But they might not cringe nearly as hard as did attendees of the 2010 Ithaka Sustainable Scholarship Conference when Andrew Asher showed them what happens when students do not learn how to use Google properly.
“Students do not have adequate information literacy skills when they come to college, and this goes for even high-achieving students,” said Asher, the lead research anthropologist at the Enthographic Research in Illinois Academic Libraries (ERIAL) Project, which recently studied the search habits of more than 600 Illinois students spanning a range of institutions and demographic groups.
Educators who see the popular search engine as antithetical to good research might cringe at the thought of endorsing it to students. But they might not cringe nearly as hard as did attendees of the 2010 Ithaka Sustainable Scholarship Conference when Andrew Asher showed them what happens when students do not learn how to use Google properly.
“Students do not have adequate information literacy skills when they come to college, and this goes for even high-achieving students,” said Asher, the lead research anthropologist at the Enthographic Research in Illinois Academic Libraries (ERIAL) Project, which recently studied the search habits of more than 600 Illinois students spanning a range of institutions and demographic groups.
“And they’re not getting adequate training as they’re going through the curriculum,” he said.
Asher moved swiftly through a few slides featuring excerpts from interviews with students, each eliciting both chuckles and gasps from the audience of librarians and technologists. “I’m just trusting Google to know what are the good resources,” responded one sophomore biology student.
“Of all the students that I interviewed, not a single one of them could give an adequate conceptual definition of how Google returns results,” said Asher. Not even those “who should know better,” like computer science students. The word “magic” came up a lot, he noted.
Asher pulled quotes from other students evidencing how the expectations and ignorances bred by habitual, unthinking use of Google had affected how students use other search engines, such as those built into the scholarly archive JSTOR. The students in the ERIAL sample seemed oblivious to the logic of search or how to generate or parse search results with much patience or intelligence. “I just throw up whatever I want into the search box and hope it comes up,” a junior nursing major told the researchers. “…It’s just like Google, so I use it like Google.”
This Google effect does not bode well for students who manage to make it as far as a scholarly database, said Asher. “Student overuse of simple search leads to problems of having too much information or not enough information … both stemming from a lack of sufficient conceptual understanding of how information is organized,” he said. Those libraries that have tried to teach good search principles have failed, he continued, because they have spent “too much time trying to teach tools and not enough time trying to teach concepts.” It would be more useful for librarians to focus training sessions on how to "critically think through how to construct a strategy for finding information about a topic that is unknown to you," Asher said in a follow-up e-mail to Inside Higher Ed.
Asher’s presentation came near the end of a long day that had kicked off with a talk by Daniel M. Russell, a senior research scientist for search quality and user happiness at Google, who also hinted at the need for better user education. Russell spent much of his time talking about all the cool scholarly things Google has available in its vast databases -- a facsimile of Stravinsky’s score from Sacre de Printemps, a 3-D model of the Notre Dame Cathedral, unemployment data for Santa Clara County over the last 20 years -- before lamenting the fact that most students would have no clue how to find them.
“One of the things we have to do is not teach the little twiddlybits about search,” said Russell. Technical knowledge of Google’s search interface -- and JSTOR’s, for that matter -- becomes obsolete, because the interfaces are constantly changing. “So I don’t want to teach them algorithms, I don’t want to teach them ranking, I don’t want to teach them what’s in the index and all that stuff,” he said. “I do want to teach them what’s possible.” In other words: If students do not know what is out there to find, they cannot search for it effectively.
That is where librarians come in, said Russell. Scholarly searching is not an intuitive skill, like foraging, he said; students cannot learn well by imitating peers. “We need to do a better job,” he said. “You’ve worked with these undergraduates. This is, in theory, the Google generation. But a lot of searchers in libraries and universities do the dumbest things you can possibly imagine. And so have you. It’s not part of the curriculum.”
But as the conference wound down and the participants reflected on the question of search education, some challenged the idea that search education was possible -- or worth the investment.
Peggy Seiden, the college librarian at Swarthmore College, recalled a comment an economics professor there had made during a recent focus group: “Our students graduate from Swarthmore, and they go on to be incredibly successful,” Seiden quoted her colleague as saying. “They may not have had very much in terms of good research instruction. They might not be the best researchers in the world. But they are successful. So the question is, what is the end we’re trying to get to?”
Lisa Rose-Wiles, a science librarian at Seton Hall University, said it is naïve to think that by teaching students how to use search more responsibly, librarians and professors can prevent students from cutting corners. Of course librarians think cobbling together a good-enough paper with the first three full-text papers that turn up in a simple search is bad, but for students — particularly those aspiring to nonacademic careers — it might make perfect sense. “There’s no real way to convince students that that behavior doesn’t pay, especially when they’re trying to juggle six courses and a job and a whole life and all the rest,” Rose-Wiles said. "So unless we can demonstrate some measurable payoff to searching, students aren’t going to do it.”
Luke Swindler, coordinator of general collections for the university library at the University of North Carolina at Chapel Hill, said the notion of making “better searchers” of Google-generation students reminded him of what a German pol had once said of communism: “The problem with the theory and practice of communism,” Swindler paraphrased, “is that it just needs better citizens.”
“We’re not going to change the citizens,” he said.
If academics are going to improve student research in the age of simple search, said Casper Grathwohl, vice president at Oxford University Press, they will probably have to do so the same way Google changes the behavior of its users: by using better interfaces and more sophisticated indexing methods to nudge them, incrementally, toward competence.
As Grathwohl put it, “Making ‘good enough’ better.”
For the latest technology news from Inside Higher Ed, follow IHEtech on Twitter.
Asher moved swiftly through a few slides featuring excerpts from interviews with students, each eliciting both chuckles and gasps from the audience of librarians and technologists. “I’m just trusting Google to know what are the good resources,” responded one sophomore biology student.
“Of all the students that I interviewed, not a single one of them could give an adequate conceptual definition of how Google returns results,” said Asher. Not even those “who should know better,” like computer science students. The word “magic” came up a lot, he noted.
Asher pulled quotes from other students evidencing how the expectations and ignorances bred by habitual, unthinking use of Google had affected how students use other search engines, such as those built into the scholarly archive JSTOR. The students in the ERIAL sample seemed oblivious to the logic of search or how to generate or parse search results with much patience or intelligence. “I just throw up whatever I want into the search box and hope it comes up,” a junior nursing major told the researchers. “…It’s just like Google, so I use it like Google.”
This Google effect does not bode well for students who manage to make it as far as a scholarly database, said Asher. “Student overuse of simple search leads to problems of having too much information or not enough information … both stemming from a lack of sufficient conceptual understanding of how information is organized,” he said. Those libraries that have tried to teach good search principles have failed, he continued, because they have spent “too much time trying to teach tools and not enough time trying to teach concepts.” It would be more useful for librarians to focus training sessions on how to "critically think through how to construct a strategy for finding information about a topic that is unknown to you," Asher said in a follow-up e-mail to Inside Higher Ed.
Asher’s presentation came near the end of a long day that had kicked off with a talk by Daniel M. Russell, a senior research scientist for search quality and user happiness at Google, who also hinted at the need for better user education. Russell spent much of his time talking about all the cool scholarly things Google has available in its vast databases -- a facsimile of Stravinsky’s score from Sacre de Printemps, a 3-D model of the Notre Dame Cathedral, unemployment data for Santa Clara County over the last 20 years -- before lamenting the fact that most students would have no clue how to find them.
“One of the things we have to do is not teach the little twiddlybits about search,” said Russell. Technical knowledge of Google’s search interface -- and JSTOR’s, for that matter -- becomes obsolete, because the interfaces are constantly changing. “So I don’t want to teach them algorithms, I don’t want to teach them ranking, I don’t want to teach them what’s in the index and all that stuff,” he said. “I do want to teach them what’s possible.” In other words: If students do not know what is out there to find, they cannot search for it effectively.
That is where librarians come in, said Russell. Scholarly searching is not an intuitive skill, like foraging, he said; students cannot learn well by imitating peers. “We need to do a better job,” he said. “You’ve worked with these undergraduates. This is, in theory, the Google generation. But a lot of searchers in libraries and universities do the dumbest things you can possibly imagine. And so have you. It’s not part of the curriculum.”
But as the conference wound down and the participants reflected on the question of search education, some challenged the idea that search education was possible -- or worth the investment.
Peggy Seiden, the college librarian at Swarthmore College, recalled a comment an economics professor there had made during a recent focus group: “Our students graduate from Swarthmore, and they go on to be incredibly successful,” Seiden quoted her colleague as saying. “They may not have had very much in terms of good research instruction. They might not be the best researchers in the world. But they are successful. So the question is, what is the end we’re trying to get to?”
Lisa Rose-Wiles, a science librarian at Seton Hall University, said it is naïve to think that by teaching students how to use search more responsibly, librarians and professors can prevent students from cutting corners. Of course librarians think cobbling together a good-enough paper with the first three full-text papers that turn up in a simple search is bad, but for students — particularly those aspiring to nonacademic careers — it might make perfect sense. “There’s no real way to convince students that that behavior doesn’t pay, especially when they’re trying to juggle six courses and a job and a whole life and all the rest,” Rose-Wiles said. "So unless we can demonstrate some measurable payoff to searching, students aren’t going to do it.”
Luke Swindler, coordinator of general collections for the university library at the University of North Carolina at Chapel Hill, said the notion of making “better searchers” of Google-generation students reminded him of what a German pol had once said of communism: “The problem with the theory and practice of communism,” Swindler paraphrased, “is that it just needs better citizens.”
“We’re not going to change the citizens,” he said.
If academics are going to improve student research in the age of simple search, said Casper Grathwohl, vice president at Oxford University Press, they will probably have to do so the same way Google changes the behavior of its users: by using better interfaces and more sophisticated indexing methods to nudge them, incrementally, toward competence.
As Grathwohl put it, “Making ‘good enough’ better.”
For the latest technology news from Inside Higher Ed, follow IHEtech on Twitter.
Wednesday, October 6, 2010
Something about TAM....
What's up my name is Tameron(tamren). I'm 17 years old my cakedate is 9/6/93. I was raised in the Mill Creek Projects& Lex st. I don't play much sports i chill and fall back...I guess you can call me a prettyboy. I firmly believe that people should "Live and Learn", because the more mistakes you make in life the more you learn how to better youself.
When I was young I hated school, but over the years i learned to like it. I plan on going to college after high school...further my education further my money. I use to want to be a business owner but now I'm not so sure. I think I want to be a therapist and help people with there issues plus I'm good with listen and giving advice. My goals in life are to be successful, be rich and keep my family proud of me.
When I was young I hated school, but over the years i learned to like it. I plan on going to college after high school...further my education further my money. I use to want to be a business owner but now I'm not so sure. I think I want to be a therapist and help people with there issues plus I'm good with listen and giving advice. My goals in life are to be successful, be rich and keep my family proud of me.
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