Trích dẫn tài liệu tham khảo nghiên cứu khoa học

Koelen Head Department Embedded Information Services 03/28/19... Koelen Head Department Embedded Information Services 03/28/19 4... Koelen Head Department Embedded Information Services 0

2014

FACULTY ITC

UNIVERSITY OF TWENTE

In 2010 ITC became a faculty of the University of Twente (UT)

 Distinctive character and mission is preserved

 More firmly embedded in Dutch academic education system

 It will lead to innovative research and education in different areas

2

Copyright Gerard Kuster

M Th Koelen Head Department Embedded Information Services 03/28/19

UNIVERSITY OF TWENTE.

 An entrepreneurial campus university established in 1961

 More than 10,000 students

 3,300 staff members

HIGH TECH HUMAN TOUCH

M Th Koelen Head Department Embedded Information Services 03/28/19 4

 Surrounded by remarkable spots of

natural beauty and tranquility

Excellent connections to Amsterdam,

Brussels, Paris, London, Zurich and

FACULTY OF

GEO-INFORMATION SCIENCE AND EARTH OBSERVATION

Copyright Gerard Kuster

Copyright Gerard Kuster

M Th Koelen Head Department Embedded Information Services 03/28/19 6

WHAT’S ITC ALL ABOUT?

GEO-INFORMATION MANAGEMENT, WORLDWIDE AND INNOVATIVE

 One of the world’s foremost education and research establishments in geo-information science and earth

observation

 A wide range of disciplines and activities in this field

 Contribute to capacity building in developing countries and emerging economies

 Solving real world problems

 Multicultural environment with staff and students from over 175 countries

8

M Th Koelen Head Department Embedded Information Services 03/28/19

SIX SCIENTIFIC DEPARTMENTS

OPERATING AS CENTRES OF EXCELLENCE

 Covering the different fields of disciplinary interest that encompass ITC's core mission:

 Earth Observation Science

 Earth Systems Analysis

SIX RESEARCH THEMES

LED BY ITC PROFESSORS

12

M Th Koelen Head Department Embedded Information Services 03/28/19

KNOWLEDGE FIELD

DATA &

INFORMATIO

N DISSEMINATI

(soy-)beans maize

groudnut s

P lanting Growing Period Harvesting

Feb Mar Aug Sep Oct Nov Dec Jan Apr May Jun Jul

Tabular dataSatellite data

Internet GIS

GEO-INFORMATION SCIENCE AND EARTH OBSERVATION

Combination of tools and methods for the

 collection

 storage and

 processing

of geo-spatial data and for the dissemination and use of these

data and of services based on these data

14

M Th Koelen Head Department Embedded Information Services 03/28/19

NICHE PROJECT

 Netherlands Initiative for Capacity Development in Post Secondary Higher Education (NICHE)

Netherlands Organization for International Cooperation in Higher Education (Nuffic) administers the programme on

behalf of the Dutch government and is responsible for implementation and monitoring of what has been agreed in the Programme Outline

OBJECTIVES TODAY

certain topic

M Th Koelen Head Department Embedded Information Services 03/28/19 16

RESEARCH / ACADEMIC SKILLS

The general aim of the Academic Skills is:

 that the student develops basic academic thinking, communication and learning skills

 to strengthen the ability to execute scientific research to become a

qualified (junior) researcher

ACADEMIC/ RESEARCH SKILLS

Skills you have to master:

1.Understand why scientific research is structured as it is

2.Be able to present scientific research

3.Find evaluate and summarize the most important and up-to-date

scientific literature to support research and organize this

4.Be able to structure an (MSc) research proposal or project proposal

according academic expectations

03/28/19

M Th Koelen Head Department Embedded Information Services 18

CRITICAL SKILLS

The right skills will encourage you to

analyse, evaluate and synthesize ideas

from literature to take the right decisions

or to produce qualified papers

POSSIBLE ACADEMIC SKILLS

1.Information Skills

2.Critical Reading

3.Data Management

4.Academic (Report) writing

M Th Koelen Head Department Embedded Information Services 03/28/19 20

OBJECTIVES ACADEMIC SKILLS IN DETAIL

Information skills

The student is able to:

1.Find a paper from an ISI journal in your application field

2.Find a reliable web site of an organization is active in your application

field

3.Judge the quality of information sources

4.Compose an overview of literature on a certain topic

Critical reading

The student is able to:

1.Extract key information from a report, paper or web page.

2.From a set of abstracts identify the paper that answers a specific

question

Academic writing

The student is able:

1.to write a small, logically structured technical report of 2-3 pages as a

result of a practical assignment.

M Th Koelen Head Department Embedded Information Services 22

INFORMATION SKILLS

 To recognize the need for information

 To access information from appropriate sources

 To develop skills in using information technologies

 To critically analyze and evaluate information

 To organize and process information

 To apply information for effective and creative

decision making

 To generate and effectively communicate

information and knowledge

Summary: an information literate person is able to identify, to locate and to evaluate information

03/28/19

Why is Information Literacy important?

"Information is the new world currency and wealth will be measured by how much

information a company, individual, or country can create, distribute,

accumulate, and mine."

Mark Dean, PhD , IBM Fellow,

Inventors Hall of Fame

Cartoon by Bill Waterson

According to ALA, information literacy is “increasingly important in the contemporary environment of rapid technological change and

proliferating information resources…”

“Information literacy forms the basis for lifelong learning and is common to all disciplines, to all learning environments, and to all levels of

What is Information Literacy?

 “Information” is from Latin

informatio, meaning concept

Kent State Library Research: TRAILS

Boswell (2007) TRAILS study:

 Greatest weaknesses of students in evaluation of information and in using Boolean

search techniques.

 Little time spent in evaluating information, either for relevance, accuracy or authority

 Poor understanding of information needs so students find it difficult to develop effective

http://www.ucl.ac.uk/infostudies/research/ciber/downloads/

03/28/19

Research: The Google Generation

Research on Google Generation (those born after 1993)

§ Online searching tends to be shallow, information-skimming, not

OCLC Research: College Students

 89% of college students use search engines to begin an information

search (2% start from library Web site)

 93% satisfied with using a search engine (compared with 84% for

librarian-assisted search)

 College students still use the library, but less (and reading less)

 Books still primary library brand, despite investment in digital

resources, of which students are largely unfamiliar.

M Th Koelen Head Department Embedded

INFORMATION NEEDS STUDENTS = YOU

student’s main information need is to find

relevant and accurate information on the

research topic and to relate these in a

literature review to establish its originality and to put the proposed research in context

research method

infrastructure (reference materials, user

guides, journals, book series etc.)

INFORMATION NEEDS TEACHERS/LECTURERS

knowledge on a given topic = finding related research papers to extend your knowledge

materials and research papers

M Th Koelen Head Department Embedded Information Services 03/28/19 30

A RESEARCHER WITHOUT UP-TO-DATE RESEARCH

INFORMATION

 To spend time solving problems that may

already have solutions

 Claiming originality for what has already

been discovered and

 Making errors that have been

well-documented elsewhere

 Papers which result from research

undertaken without access to needed

information are probably unacceptable for

publication in the highly rated refereed

journals

BOOLEAN OPERATORS

“And” operator:

 retrieves records that include both terms

 narrows your search

 used for terms or concepts that are not related

“Or” operator:

 retrieves records that include either of the terms:

 Broadens your search

 Used for related terms or concept

“Not” operator:

 retrieves records that include one term but not another term; eliminates all the records containing the second term

 Narrows your search

 May eliminate relevant records

 Research Tip: As a general rule, your search

retrieval is greater when using truncation But, be careful, because you might find records with an unexpected variation of your search term.

Examples:

 mode*ing : will find modelling and modeling

 cartograph* will find cartographic, cartography, cartographical

 plan* will find plan, plans, planning

M Th Koelen Head Department Embedded Information Services 03/28/19 34

A WELL DESIGNED SEARCH STRATEGY

M Th Koelen Head Department Embedded Information Services 36

TOPIC

Use of spatial data

in Integrated Water Resources Management

IWRM

03/28/19

1 BUILT CONCEPT GROUPS (the most important words from your topic)

M Th Koelen Head Department Embedded Information Services 38

2/3 DEVELOP SET OF TERMS

When searching by subject, choose your

search terms in such a way that they

might form the title of a book or an article

in a magazine Think about synonyms.

4 BOOLEAN OPERATORS

Concept 1 AND Concept 2

M Th Koelen Head Department Embedded Information Services 40

WRU LIBRARY

SPRINGER LINK

M Th Koelen Head Department Embedded Information Services 03/28/19 42

M Th Koelen Head Department Embedded Information Services 03/28/19 44

QUALITY OF INTERNET SOURCES

Evaluating web pages: techniques to apply

and questions to ask:

http://www.lib.berkeley.edu/TeachingLib/Guid es/Internet/Evaluate.html

WHY LEARN HOW TO CRITICALLY READ A SCIENTIFIC PAPER?

 Tremendous amount of high-quality research results available via bibliographic databases

 Textbooks are at least five years behind the state-of-the-art

 You must be able to understand the latest developments, and extract what you need for your own work

From: Locate to comprehend to evaluate (technical) information

M Th Koelen Head Department Embedded Information Services 03/28/19 46

WHAT CAN YOU GET OUT OF A RESEARCH PAPER?

Three steps, increasing difficulty:

1 Comprehension of what the authors are saying;

2 Evaluation of their claims;

3 Synthesis and motivation for your own research.

 The specialized vocabulary may be unfamiliar

 The advanced or specialized methods may be unfamiliar (well beyond textbooks)

 The writing is compact

 The audience is experienced research scientists with a knowledge of the field covered by the journal;

 Research papers are fairly comprehensive (“deep”), requiring a good

KEY TECHNIQUE

You don’t have to understand everything

Find what you need by skimming then going deep as needed

Skim by following the paper’s structure

READ THE TITLE

“Hyperion, IKONOS, ALI, and ETM+ sensors in the study of African rainforests”

Here we see:

Names of sensors;

geographic area of application;

thematic area of application.

This is already something! We can decide if the paper is at all relevant

M Th Koelen Head Department Embedded Information Services 03/28/19 50

READ THE KEYWORDS

 African rainforests;

 Biomass models; Carbon flux;

 Hyperion; IKONOS; ALI; ETM+; Most sensitive Hyperion bands;

 Hyperion vegetation indices

 Accuracy assessments;

 Broadbands; Narrowbands.

Some more specific concepts here (compared to the title)

READ THE ABSTRACT

In less than 300 words the abstract covers

 Rationale Why the work was done

 Objectives What the work was intended to accomplish

 Methods What was done to meet the objectives

 Results What happened when the methods were applied

 Conclusions What the authors conclude from the study

From here you can decide which sections are important to you

 Note: Abstracts are available in research databases such as ScienceDirect even if the full-text is restricted.

M Th Koelen Head Department Embedded Information Services 03/28/19 52

READ THE TOPIC SENTENCES

First sentences of a paragraph

EXAMPLE TOPIC SENTENCES

In most papers the topic of the paragraph is given in in the first (“topic”) sentence

E.g.topic sentence is:

1.“The ETM+ 8-bit DNs were converted to radiances using the equation: “ this is what we were looking for

2 “This can also be expressed as: ” (another form of the equation)

The rest of the section has details of the application of these equations.

M Th Koelen Head Department Embedded Information Services 03/28/19 54

EXAMPLE TOP LEVEL

The first-level headings are numbered from 1 – 7:

1 Introduction and rationale

2 Methods – field data collection

3 Methods – image processing

4 Methods – image data analysis

5 Results and discussion – use of images to predict biomass

6 Results and discussions – use of images to separate LULC classes

7 Conclusions

EXAMPLE SECOND LEVEL

The second-level headings under 3 “Methods – image processing” are:

3.1 Data sets

3.2 Image rectification and registration

3.3 Normalization

Section 3.3 “Normalization” is likely to deal with making images comparable.

M Th Koelen Head Department Embedded Information Services 03/28/19 56

EXAMPLE THIRD LEVEL

The third-level headings under 3.3 “Normalization” are:

3.3.1 Hyperion data to radiance

3.3.2 IKONOS data to radiance

3.3.3 ALI data to radiance

3.3.4 ETM+ data to radiance

3.3.5 Radiance to reflectance

3.3.6 Surface reflectance

Obviously, section 3.3.4 deals with the ETM+ sensor data.

GOING DEEPER IN THE PAPER

 Figure and table captions (what they are about)

EXAMPLES FIGURES AND TABLES

Figures some examples:

Congo River basin, southern Cameroon

4.Mean spectral profile of rainforest

Tables some examples:

sensor

biomass

PURPOSE OF CITATIONS

1.To present definitions and concepts

2.To present opinions that are not yours and allow the reader to go back to the original and check if you correctly

summarized it

3.To present data and results that are not from your own research and allow readers of your work to find the original source if they want

4.To refer to previous work on your topic which places your study in its context

From: Research concepts and skills, April 2013 : Vol 2 Skills D Rossiter

M Th Koelen Head Department Embedded Information Services 03/28/19 60

PURPOSE OF CITATIONS

6 They refer to standard methods so that you don’t have to repeat them in your text

7 To provide detailed justification of mathematical or statistical methods and formulas, so you don’t have to derive

or defend them

8 To refer to other studies related to your results, with which you should compare, in your ‘Results’ chapter

9 To allow the reader of your work material to go deeper into a topic than was necessary for your purposes.

From: Research concepts and skills, April 2013 : Vol 2 Skills D Rossiter

WHEN NOT TO USE A REFERENCE

1 If it’s your idea or result (e.g ‘On closer observation, it was obvious that the water samples all contained insect

larvae ’)

2 If the fact is known to any person with a relevant education (for the intended audience) (e.g ‘Satellite remote

sensing has an advantage over aerial photography: large areas are imaged all at once.’)

3 If the fact can be found in a standard secondary-school or general reference (e.g how to calculate the perimeter of a rectangle: 2x (length + width))

4 If the fact is more or less fixed and can be verified in many ways (e.g ‘Cuba is a Caribbean nation ’)

From: Research concepts and skills, April 2013 : Vol 2 Skills D Rossiter

M Th Koelen Head Department Embedded Information Services 03/28/19 62