Assignment 8

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1834132&

Exercise7

The relation between the internet and the library
(Access to Library and Information System)

Present to : Assoc.Prof.Dr Namtip Wipawin
by: Mr.SuTat Sukjai ID: 52040005


Abstract

The purpose of this report is want to the reporter to study and know the relation between the internet and the library. And the internet information, how useful of the internet and the library meaning.


Sub- topic:

-Internet: The Internet is a global system of interconnected computer networks that use the standardized Internet Protocol Suite (TCP/IP) to serve billions of users worldwide. It is a network of networks that consists of millions of private and public, academic, business, and government networks of local to global scope that are linked by copper wires, fiber-optic cables, wireless connections, and other technologies. The Internet carries a vast array of information resources and services, most notably the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support electronic mail. In addition it supports popular services such as online chat, file transfer and file sharing, gaming, commerce, social networking, publishing, video on demand, and teleconferencing and telecommunications. Voice over Internet Protocol (VoIP) applications allow person-to-person communication via voice and video.

Library: A library is a collection of sources, resources, and services, and the structure in which it is housed; it is organized for use and maintained by a public body, an institution, or a private individual. In the more traditional sense, a library is a collection of books. It can mean the collection, the building or room that houses such a collection, or both. The term "library" has itself acquired a secondary meaning: "a collection of useful material for common use," and in this sense is used in fields such as computer science, mathematics, statistics, electronics and biology.

introduction:


Internet knowledge is increasing steadily among instructors in the academic world. As courses incorporate more instructional technology, traditional undergraduate research assignments are adapting to reflect the changing world of information and information access. New library assignments reflect this shift as well, with term papers and research projects asking students to use Web sites as an information resource, in addition to the standard literature of periodicals and monographs. But the many pitfalls the library profession has learned in its own metamorphosis during the past decade are often repeated in these newer course assignments.The authors in this paper present a framework for librarians to interact with instructors to incorporate Internet resources into traditional term paper and research assignments. They suggest a framework for creating sample assignments librarians can take to campus instructional units, to show the teaching community at large what the library profession has learned from first-hand experience.

Body:

Internet information resources are fast seeping into the common consciousness of academia, taking their place alongside traditional academic resources in core research assignments. Instructors at all course levels incorporate the Internet through such techniques as posting course syllabi and readings on the Web, using interactive course design packages such as WebCT and FirstClass, and using communication tools like chat software and Web bulletin boards. The eagerness with which many instructors approach integrating Web research tools and technology into their courses provides a significant opportunity for collaboration with librarians. While many instructors are new to Internet searching and evaluation techniques, the library profession has already devoted significant time in investigating the pitfalls of Internet searching, and the nature of information found on the Web.
Librarians' expertise in the world of information can only go so far, however: "it is the writing faculty who actually provide the incentive (assignments) for students to use the skills of gathering, evaluating, and integrating information into their writing." (Gauss & King, 1998) When students have a definite task at hand, the relevance of library instruction becomes readily apparent. Often, however, librarians only find out about assignments once students have started to arrive at the Reference desk with questions. The goal of this paper is to provide a framework for librarians to interact with instructors, and prepare for three common types of research assignments which necessitate the incorporation of Internet research and evaluation skills.
We will first summarize some of the familiar pitfalls of Internet searching, and show how they relate to our three types of assignments. Next, we will describe some of the key points to communicate to both instructors and students about each type of assignment. Finally, we will provide sample assignments, as tools for building collaborative efforts between course instructors and the library. The goal of these assignments is to show students and instructors alike some basic tips for effectively exploring the Internet and evaluating Web sites .

Conclusion:


The use of Internet resources in the academic environment is only going to grow, as developments like Internet-2, Next Generation Internet, and higher speed access for both homes and libraries make information dissemination faster and easier (see Johnson, 2000; McLoughlin, 1999; Preston, 1999; Sheehan 1999). Anticipation and preparation are the key elements for any collaborative efforts between librarians and course instructors. Hopefully these suggestions will enable you to prepare your own assignments (and addendum to instructors' assignments) with relative ease. With effective and relevant hands-on Internet assignments in hand, a library can have a package to present to departments and instructors to complement their own instruction missions.


References:

- Connell, Tschera Harkness and Tipple, Jennifer E. (1999) "Testing the accuracy of information on the World Wide Web using the AltaVista search engine." Reference and User Services Quarterly, Summer, 38(4), 360-8.
- Feldman, Susan. (1999) "New Study of Web Search Engine Coverage Published." Information Today, September, 16(8), 29.
- Gauss, Nancy Venditti and King, William E. (1998) "Integrating Information Literacy into Freshman Composition: Beginning a Long and Beautiful Relationship." Colorado Libraries, Winter, 24(4), 17-20.
- Janes, Joseph and McClure, Charles R. (1999) "The Web as a reference tool: comparisons with traditional sources." Public Libraries, Jan/Feb, 38(1), 30-3+.
- http://en.wikipedia.org/wiki/Internet
-http://en.wikipedia.org/wiki/Library

Report

Basketball

(Subject: Access to Library and Information System)

ABSTRACT

This report will give you briefly about the basketball, the popular sport of United State of America.

TABLE OF CONTENTS

INTRODUCTION

This article is about the sport. For the ball used in the sport, see Basketball (ball). For other uses, see Basketball (disambiguation).

Basketball is a team sport in which two teams of 5 players try to score points against one another by placing a ball through a 10 foot (3.048 m) high hoop (the goal) under organized rules. Basketball is one of the most popular and widely viewed sports in the world.[1]

Points are scored by throwing (shooting) the ball through the basket from above. dunking and slamming the ball into the rim, or any other acrobatic styles to make the ball into the basket from any distance; the team with more points at the end of the game wins, but additional time(overtime) may be issued when the scores of both teams are the same. The ball can be advanced on the court by bouncing it (dribbling) or passing it between teammates. Disruptive physical contact (foul) is penalized and free throws will be issued if the player is fouled while shooting the ball and there are restrictions on how the ball can be handled (violations).

Through time, basketball has developed to involve many common techniques of shooting, passing and dribbling, as well as players' positions, and offensive and defensive structures. Typically, the tallest members of a team will play center or one of two forward positions, while shorter players or those who possess the best ball handling skills and speed, play the guard positions. While competitive basketball is carefully regulated, numerous variations of basketball have developed for casual play. In some countries, basketball is also a popular spectator sport.

While competitive basketball is primarily an indoor sport, played on a basketball court, less regulated variations played in the outdoors have become increasingly popular among both inner city and rural groups.

BODY

HISTORY

In early December 1891, Dr. James Naismith,[2] a Canadian-born physical education professor and instructor at the International Young Men's Christian Association Training School[3] (YMCA) (today, Springfield College) in Springfield, Massachusetts, USA, sought a vigorous indoor game to keep his students occupied and at proper levels of fitness during the long New England winters. After rejecting other ideas as either too rough or poorly suited to walled-in gymnasiums, he wrote the basic rules and nailed a peach basket onto a 10-foot (3.05 m) elevated track. In contrast with modern basketball nets, this peach basket retained its bottom, and balls had to be retrieved manually after each "basket" or point scored; this proved inefficient, however, so a hole was drilled into the bottom of the basket, allowing the balls to be poked out with a long dowel each time. The peach baskets were used until 1906 when they were finally replaced by metal hoops with backboards. A further change was soon made, so the ball merely passed through, paving the way for the game we know today. A soccer ball was used to shoot baskets. Whenever a person got the ball in the basket, his team would gain a point. Whichever team got the most points won the game.[4] The baskets were originally nailed to the mezzanine balcony of the playing court, but this proved impractical when spectators on the balcony began to interfere with shots. The backboard was introduced to prevent this interference; it had the additional effect of allowing rebound shots.[5] Naismith's handwritten diaries, discovered by his granddaughter in early 2006, indicate that he was nervous about the new game he had invented, which incorporated rules from a children's game called "Duck on a Rock", as many had failed before it. Naismith called the new game "Basket Ball".[6]

The first official game was played in the YMCA gymnasium on January 20, 1892 with nine players. The game ended at 1-0; the shot was made from 25 feet (7.6 m), on a court just half the size of a present-day Streetball or National Basketball Association (NBA) court. By 1897–1898 teams of five became standard.

RULES AND REGULATIONS

Measurements and time limits discussed in this section often vary among tournaments and organizations; international and NBA rules are used in this section.

The object of the game is to outscore one's opponents by throwing the ball through the opponents' basket from above while preventing the opponents from doing so on their own. An attempt to score in this way is called a shot. A successful shot is worth two points, or three points if it is taken from beyond the three-point arc which is 6.25 metres (20 ft 6 in) from the basket in international games and 23 feet 9 inches (7.24 m) in NBA games.

PLAYING REGULATIONS

Games are played in four quarters of 10 (international) or 12 minutes (NBA). College games use two 20-minute halves, while high school games use 8 minute quarters. Fifteen minutes are allowed for a half-time break, and two minutes are allowed at the other breaks. Overtime periods are five minutes long. Teams exchange baskets for the second half. The time allowed is actual playing time; the clock is stopped while the play is not active. Therefore, games generally take much longer to complete than the allotted game time, typically about two hours.

Five players from each team (out of a twelve player roster) may be on the court at one time. Substitutions are unlimited but can only be done when play is stopped. Teams also have a coach, who oversees the development and strategies of the team, and other team personnel such as assistant coaches, managers, statisticians, doctors and trainers.

For both men's and women's teams, a standard uniform consists of a pair of shorts and a jersey with a clearly visible number, unique within the team, printed on both the front and back. Players wear high-top sneakers that provide extra ankle support. Typically, team names, players' names and, outside of North America, sponsors are printed on the uniforms.

A limited number of time-outs, clock stoppages requested by a coach (or sometimes mandated in the NBA) for a short meeting with the players, are allowed. They generally last no longer than one minute (140 seconds in the NBA) unless, for televised games, a commercial break is needed.

The game is controlled by the officials consisting of the referee (referred to as crew chief in the NBA), one or two umpires (referred to as referees in the NBA) and the table officials. For college, the NBA, and many high schools, there are a total of three referees on the court. The table officials are responsible for keeping track of each teams scoring, timekeeping, individual and team fouls, player substitutions, team possession arrow, and the shot clock.

POSITIONS AND STRUCTURES

Basketball positions in the offensive zoneAlthough the rules do not specify any positions whatsoever, they have evolved as part of basketball. During the first five decades of basketball's evolution, one guard, two forwards, and two centers or two guards, two forwards, and one center were used. Since the 1980s, more specific positions have evolved, namely:

1.point guard: usually the fastest player on the team, organizes the team's offense by controlling the ball and making sure that it gets to the right player at the right time
2.shooting guard: creates a high volume of shots on offense; guards the opponent's best perimeter player on defense
3.small forward: often primarily responsible for scoring points via cuts to the basket and dribble penetration; on defense seeks rebounds and steals, but sometimes plays more actively
4.power forward: plays offensively often with his back to the basket; on defense, plays under the basket (in a zone defense) or against the opposing power forward (in man-to-man defense)
5.center: uses height and size to score (on offense), to protect the basket closely (on defense), or to rebound.
The above descriptions are flexible. On some occasions, teams will choose to use a three guard offense, replacing one of the forwards or the center with a third guard. The most commonly interchanged positions are point guard and shooting guard, especially if both players have good leadership and ball handling skills.

There are two main defensive strategies: zone defense and man-to-man defense. Zone defense involves players in defensive positions guarding whichever opponent is in their zone. In man-to-man defense, each defensive player guards a specific opponent and tries to prevent him from taking action.

Offensive plays are more varied, normally involving planned passes and movement by players without the ball. A quick movement by an offensive player without the ball to gain an advantageous position is a cut. A legal attempt by an offensive player to stop an opponent from guarding a teammate, by standing in the defender's way such that the teammate cuts next to him, is a screen or pick. The two plays are combined in the pick and roll, in which a player sets a pick and then "rolls" away from the pick towards the basket. Screens and cuts are very important in offensive plays; these allow the quick passes and teamwork which can lead to a successful basket. Teams almost always have several offensive plays planned to ensure their movement is not predictable. On court, the point guard is usually responsible for indicating which play will occur.

Defensive and offensive structures, and positions, are more emphasized in higher levels in basketball; it is these that a coach normally requests a time-out to discuss.

CONCLUSION

Dr. James Naismith is known world-wide as the inventor of basketball. He was born in 1861 in Ramsay township, near Almonte, Ontario, Canada. The concept of basketball was born from his school days in the area where he played a simple child's game known as duck-on-a-rock outside his one-room schoolhouse. The game involved attempting to knock a "duck" off the top of a large rock by tossing another rock at it. Naismith went on to attend McGill University in Montreal, Quebec, Canada.
After serving as McGill's Athletic Director, he moved on to the YMCA Training School in Springfield, Massachusetts, USA in 1891 where the sport of basketball was born. In Springfield, Naismith was faced with the problem of finding a sport that was suitable for play inside during the Massachusetts winter for the students at the School for Christian Workers. Naismith wanted to create a game of skill for the students instead of one that relied solely on strength. He needed a game that could be played indoors in a relatively small space. The first game was played with a soccer ball and two peach baskets used as goals.

In addition to the creation of the sport, Naismith graduated as a medical doctor, primarily interested in sports physiology and what we would today call sports science and as Presbyterian minister, with a keen interest in philosophy and clean living. Naismith watched his sport, introduced in many nations by the YMCA movement as early as 1893. Basketball was introduced at the Berlin Olympics in 1936. Today basketball has grown to become one of the world's most popular sports.

REFERENCE

http://en.wikipedia.org/wiki/Basketball

Assignment 6.