The topic I decided to research and compare on both Britannica and Wikipedia was "holography". My group, for the hidden jewels project, is actually attending a holography museum downtown, so I thought this would fit in nicely with both projects. While doing the research, I found that the websites are quite different from one another in presenting their information.
On Britannica, the attributions on the website differ from those on Wikipedia. For example, there is no identifiable author. There is simple citation at the end of each page stating that it is a part of the Britannica Encyclopedia and when and where the piece was published. Now, on Wikipedia several of the authors names are listed and so are the Wiki editors. As a researcher, you are also able to contact the authors by creating an account with Wikipedia. This gives you access to other editors and authors on the website.
Wikipedia also offers specific information on the date and time of each update on the topic the researcher has searched. In fact, by looking at the website, I am able to see that the page concerning holography was last updated on November 26, 2007 at 10:25a.m. Britannica, on the other hand, does not list the last time it was updated. It only states when it was published and when I had retrieved the article. Both websites make it very simple to view information on recent the pages were updated and published though.
Wikipedia includes a list of bibliographies as well as a list of further readings and links. There are many bibliographies due to the fact that other people have edited this page many times from information they have found and cited as editors and authors. There are actually five references and ten footnotes displayed on the web page for researches to view, and nine of these citations are clickable and send you to new websites with more information on holography. Many tell you exactly where they got their information from to prove that it is credible and not made up. Britannica also includes two bibliographies at the end of each web page. One in MLA style and the other APA style, and they are also clickable. When clicked on, these bibliographies send you to the same web page the reader is already at though. They aren't quite as informative at times.
Besides the links found for bibliographies and citations, there are also links to other websites, particularly on the Wikipedia website. As a reader, you will find almost 20 other links on this page. They are helpful links that lead you to new pages to help you better understand the vocabulary and topics that are found throughout the information given. Britannica also has links, but not to other websites. Their links simply lead to other pages on Britannica, but they have the same purpose as those on Wikipedia. They help to inform researchers of background and outside information as well.
Although these sites seem very different they do present the same information for the most part. Wikipedia is a bit more extensive than Britannica at times. I felt that it was easier for the researcher to understand because it went more in depth about each type of hologram and used many visuals, but as a researcher, you do not always know that this information is completely true, and this needs to be taken into account. Britannica was a more simple and more organized version of the same information, but both Wikipedia and Britannica covered my topic, holography, the way I was thinking about it. Both discussed the principles of holography, the different types of holography, where holography was used, and so on.
Even though the information on Wikipedia sounds accurate, it may not be at times, but the website allows readers and researches to edit and discuss what information is put on the page. On Britannica there are only facts; there are no authors who can update the information when they feel necessary. The whole idea of people becoming members in order to talk with the authors on a certain topic is a little shaky and unreliable, at least it is for me.
Due to the fact that Wikipedia can be found with false information, I felt that Britannica is much more reliable, and it is an easy way to get specific and to the point information on any topic, including holography. Both provide a good overview of the topic, but I simply liked how Britannica was set up better. I am not saying that everything on Wikipedia is incorrect, in fact, I feel it can be a very helpful place to begin a research paper, but Britannica simply made me feel more comfortable because I knew that what I was reading was factual information and not just something a Wiki member posted just a few minutes ago.
Wednesday, November 28, 2007
Tuesday, October 9, 2007
Americans v. America
America is this changing, growing country that much of the world considers extremely crucial to their their culture and the rest of the world. It is a country with the idea of wealth as its main perogative, and its society has changed to achieve its wealth. The people in America also believe in this. They feel that work, money, and time spent in the office, are more important, because now there is the opportunity to be successful and have a great amount of money. American society is now obsessed with money.
America is also very commercial and technological, and so are its people. People in America do not spend their time with their families like in other countries, they spend their time watching television, working, and families act as if they do not have time for each other. Nowadays, people are only concerned with reality shows and getting ahead in life, and this causes a gap between themselves and their families.
America is also very commercial and technological, and so are its people. People in America do not spend their time with their families like in other countries, they spend their time watching television, working, and families act as if they do not have time for each other. Nowadays, people are only concerned with reality shows and getting ahead in life, and this causes a gap between themselves and their families.
Wednesday, September 26, 2007
"City as Text" Field Trip
This little field trip downtown turned out to be much more eventful and informative than I had anticipated. I have been downtown Chicago countless times, but this time was different. Our class assignment forced me to become much more aware of my the city's people and it's surroundings. There are people that are all shapes, sizes, ethnic backgrounds, ages, and that speak different languages. In fact, within one little area I heard people speaking Spanish, English, Chinese, and one language that I couldn't even identify. This really fascinated me. Out of the many times I have gone and explored Chicago, I could not believe how unobservant I had been of the city and it's cultural diversity.
Another aspect that really caught my attention was how the city became even more historic as you traveled further away from the loop. For example, the Water Tower is about a mile- and- a- half from the middle of the city, so is Navy Pier. Even though Navy Pier seems to be very commercial, think about how the only part of that area that hasn't changed is the shoreline of Lake Michigan. Also to the west, there is the Chicago River which has all types of historical features as well. Everything is so commercial the closer you get to the heart of the city, but as you move away from it, you begin to realize that some of Chicago's most unique and historic buildings reside there.
Another aspect that really caught my attention was how the city became even more historic as you traveled further away from the loop. For example, the Water Tower is about a mile- and- a- half from the middle of the city, so is Navy Pier. Even though Navy Pier seems to be very commercial, think about how the only part of that area that hasn't changed is the shoreline of Lake Michigan. Also to the west, there is the Chicago River which has all types of historical features as well. Everything is so commercial the closer you get to the heart of the city, but as you move away from it, you begin to realize that some of Chicago's most unique and historic buildings reside there.
Monday, September 17, 2007
Student Ethics Reflection
Cheating can be defined as an act of deceiving or to deprive through deceit or fraud. (Merriam- Webster's Dictionary)Students may have a different view of cheating at times. Most students define cheating as stealing another person's ideas, answers, or opinions in order to benefit a grade in a class, but it may not necessarily benefit the student. Academic dishonesty is something students, staff, and other faculty members are forced to deal with practically on a day- to- day basis in schools everywhere.
Students, whether they be in college, high school, or even middle school, are faced with the temptation to cheat all of the time, and there are so many ways to do so. Cheating through plagarism, copying another students test, turning in an essay that has already been composed, or getting an exam from someone that has previously taken the same exam, are all examples of ways students get these perfect grades. They simply go through the motions of getting and memorizing all the right information, without actually learning what they need to, but why do students across the country do these things?
The competition between students has increased greatly over the last decade, and this pushes students to make these decisions to deceive themselves and their teachers. Good colleges, nowadays, are more difficult to get into. During high school, students need perfect ACT scores, SAT scores, or a grade point average of atleast 4.0 to get into the "top" schools in the United States, but it doesn't stop there. After getting into these "top" schools, students still feel the need to cheat themselves. It's like they've been trained to violate the rules dishonestly. The question is, how do professors, teachers, and other faculty members discourage this type of academic dishonesty?
The article "Student Cheating" by Bill Puka recommends that mentors not give the same exams repeatedly or use multiple choice and other types of mechanical examination formats. He also says that professors and teachers should ask students to compose several drafts for a paper to show progress, and that an oral face- to- face component between teacher and student would help to discourage academic dishonesty. Yes, using these methods could definately be beneficial to reduce cheating, but these methods may not create an environment students would enjoy learning and working in.
Students will need to learn on their own that academic dishonesty should not even be consided an option for learning, writing papers, or taking tests. They need to realize that they may get these good grades and feel good about themselves for a short time, and they can brag to other students about how well the did on a paper or a test, but in the long run it won't benefit them as a person in any way. Caring about the opinions of their peers, rather than your own opinions will only end up hurting you in the long run, and by showing students this, they will be more aware of the effects of cheating.
Students, whether they be in college, high school, or even middle school, are faced with the temptation to cheat all of the time, and there are so many ways to do so. Cheating through plagarism, copying another students test, turning in an essay that has already been composed, or getting an exam from someone that has previously taken the same exam, are all examples of ways students get these perfect grades. They simply go through the motions of getting and memorizing all the right information, without actually learning what they need to, but why do students across the country do these things?
The competition between students has increased greatly over the last decade, and this pushes students to make these decisions to deceive themselves and their teachers. Good colleges, nowadays, are more difficult to get into. During high school, students need perfect ACT scores, SAT scores, or a grade point average of atleast 4.0 to get into the "top" schools in the United States, but it doesn't stop there. After getting into these "top" schools, students still feel the need to cheat themselves. It's like they've been trained to violate the rules dishonestly. The question is, how do professors, teachers, and other faculty members discourage this type of academic dishonesty?
The article "Student Cheating" by Bill Puka recommends that mentors not give the same exams repeatedly or use multiple choice and other types of mechanical examination formats. He also says that professors and teachers should ask students to compose several drafts for a paper to show progress, and that an oral face- to- face component between teacher and student would help to discourage academic dishonesty. Yes, using these methods could definately be beneficial to reduce cheating, but these methods may not create an environment students would enjoy learning and working in.
Students will need to learn on their own that academic dishonesty should not even be consided an option for learning, writing papers, or taking tests. They need to realize that they may get these good grades and feel good about themselves for a short time, and they can brag to other students about how well the did on a paper or a test, but in the long run it won't benefit them as a person in any way. Caring about the opinions of their peers, rather than your own opinions will only end up hurting you in the long run, and by showing students this, they will be more aware of the effects of cheating.
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