Step 1
1.
Relevant Information :
-
Is an information that contain
relation with the subject we learn.
-
The correct information that we
get.
-
Resources of the author himself
and can be responsible.
2.
Online databases :
-
Is a database that accesible from
a network, including from internet.
-
Some data which can be downloaded
and uploaded to internet.
3.
Must also bear : harus memiliki
pemahaman
4.
Reliable sources of information :
-
The correct information about what
we learn.
-
The correct and wisely gained
information .
-
The information that we can trust.
5.
Textbook : the printed paper that
contain sources.
6.
Ethical issues : a conflict of
right or wrong and how we can decided our ethical behaviour.
Step 2
1.
What is the characteristics of
reliable sources?
2.
How to get the online databases
correctly?
3.
How we get the relevant
information from the correct resources?
4.
How can we get some informations
from patients?
5.
How if we get an information from
a blog that made from a doctor?
6.
Why every medical students must
find the relevant data?
7.
Mention the other reliable
resources except from textbook?
8.
What are the ethical issues or
procedure to references an information from any resources?
9.
How reliable is the internet as a
learning resources?
10.
How to gained some relevant
information from the library?
11.
How we know that the information
is unreliable and useless?
12.
Why every medical students must
find the reliable resources?
13.
How can students use the
information wisely?
14.
After we get the resources,how to
collect our resources learning?
15.
Why if the information unreliable
will be useless for us?
16.
What is journal and how to get the
right journal from the internet?
Step 3 :
1.
How to differentiate reliable
sources and unreliable resources ?
Reliable
resources :
è how many times it is referenced by the other people
è It can come from trusted resources, it can from journal,book,or
scientific paper
è It is made by an expert can’t be edited by anyone else
è Trusted answers. If we search in internet we will be able to get the
trusted sources.
è Have a lot information and the examples
è The book have the license
Unreliable
resources :
è In the resources not added the fact or not point at a research.
è It can made or write by everyone from their prior knowledge without the
real resources.
2.
Mention the other reliable
resources except from textbook?
-
Journal,newspaper,magazine,etc
-
Scientific paper,researches
-
Internet ( official web )
3.
How reliable is the internet as a
learning resources?
-
Internet is reliable enough as
long as the information have the trusted sources and the expert writer
4.
How to get the online databases
correctly?
-
We can gained it from a trusted
resources or from journal and scientific paper that published.
-
We can get from distributors which
sell multimedia and online databases.
-
From official web that already
trusted.
-
We can gained it from resources
that have some license written on it like DOI,ISBN,etc.
5.
How to gained some relevant
information from the library?
-
Maybe we can opened so many books
which relate to the subject we learn
-
We must choose the trusted books which
written by popular writer who have experiences in making books and we can look
into the book references.
6.
How can we get some informations
from patients?
-
We can talking and shares
information with patients
-
We can from patient’s opinion and
suggestion.
-
Asked patients directly about what
we want to know.
-
Automatically by the anamnesis and
by checking the patients.
-
Exchange information with the
patients.
7.
Why every medical students must
find the relevant data?
-
Because medical students is
learning about the health of human so we must find the relevant data or
information correctly to add our knowledge and maybe will help us for our
future.
-
Because if medical student can’t
find the relevant information it can causes a malpraktek
-
Because every medical students
will be a proffesional doctor.
8.
What are the ethical issues or
procedure to references an information from any resources?
9.
How can students use the
information wisely?
10.
After we get the resources,how to
collect our resources learning?
11.
Why if the information unreliable
will be useless for us?
12.
What is journal and how to get the
right journal from the internet?
Step 4
Concept Map
Step 5
1.
How to differentiate
reliable sources and unreliable resources ?
Reliable
resources :
è When researching, you always need to be sure
that you are getting your information from reliable sources.
è Some sources are considered to be “reliable”
because they have been written by people who are experts in the field.
è These are the sources you can
è Unreliable resources : To determine reliability of online sites and
organizations, look at the URL’s ending:
è Online journals and magazines:
è News sources:
Unreable resoource
è On the other hand, some sources, such as
Wikipedia, are not reliable because the authors may not have a thorough
knowledge or full understanding of a topic.
è Remember: anyone can post information on the
internet, and we need to be CRITICAL READERS in order to determine what to
believe!
è The following are unreliable sources because
they require confirmation with a reliable source:
è Some online sources with an URL that end in .com
are unreliable.
·
Here’s
the REAL Reliable Source: (note that the site is .edu)
·
Austin
Peay State University Academic Support Center Writing Lab “Reliable and
Unreliable Sources” Oct 29 2012 http://www.apsu.edu/sites/apsu.edu/files/academic-support-center/Reliable_and_Unreliable_Sources.pdf
·
SPI
0701.4.4 Distinguish between
primary (i.e., interviews, letters, diaries, newspapers, personal narratives)
and secondary (i.e., reference books, periodicals, Internet, biographies)
·
SPI
0701.4.2 Identify levels of
reliability among resources (e.g., eyewitness account, newspaper account,
supermarket tabloid account, Internet source)
2.
Mention the other reliable
resources except from textbook?
Ø From online sites
and organizations, look at the URL’s ending:
¡ If the site ends in .edu, it is most likely
an educational institution. Be aware, however, of political bias.
¡ If the site ends in .gov, it is most likely
a reliable government website. These sites usually provide good sources for
statistics and objective reports.
¡ If the site ends in .org, it is usually a
non-profit organization.
¡ These sources vary in being good or poor
sources of information and you will still need to research their possible
agendas and biases, if they exist
— Online journals and magazines:
¡ Reliable journals and magazines should contain
a bibliography for every article
¡ Lists sources within that bibliography that can
be extensive and should include scholarly,
and non-Internet sources
¡ THINK: do these sources (evidence) support the
articles’ focus/main idea?
— News sources:
¡ Every television and print news source has a
website
¡ Beware! Sometimes their focus is to entertain
rather than inform
¡ Think of these sources as a stepping stone to
more reliable sources
¡ Books—authored, edited and published
¡ Newspapers and magazines
¡ Peer reviewed journals
¡ Peer reviewed articles
¡ PhD or MBA dissertations and research
¡ Public library
¡ Scholarly articles
¡ Isolated studies or academic research
¡ Educational institutions and their websites
— Here’s the REAL Reliable Source: (note that the
site is .edu)
— Austin Peay State University Academic
Support Center Writing Lab “Reliable and Unreliable Sources” Oct 29 2012 http://www.apsu.edu/sites/apsu.edu/files/academic-support-center/Reliable_and_Unreliable_Sources.pdf
— SPI 0701.4.4 Distinguish between primary (i.e., interviews, letters, diaries,
newspapers, personal narratives) and secondary (i.e., reference books,
periodicals, Internet, biographies)
— SPI 0701.4.2 Identify levels of reliability among resources (e.g., eyewitness
account, newspaper account, supermarket tabloid account, Internet source).
3.
How reliable is the
internet as a learning resources?
-
Most people now rely on the
Internet as a learning resource, whether that means checking facts on Wikipedia
or using extensive Google searches. However, while there is a huge potential
for finding information online, as a learning resource the Internet can have
its problems. When encouraging students on how to best use the Internet for
their research, it’s important to emphasise critical thinking, and being able
to evaluate different sources. At the same time, it’s worth considering the
benefits of apps that can help you to organise and compare different sources as
part of projects and revision.
-
It’s crucial to never take
anything at face value when researching online; if you’re trying to help
students be more critical with their online activities, try to point out that
Wikipedia is a useful starting point but not the definitive answer on subjects.
Find examples of where Wikipedia has made mistakes in the past and demonstrate
the benefits of checking bibliographies as well as tracking sources from pages,
while also cross referencing information through Google searches.
-
In the same way, it’s worth urging
students to make use of Google Book Search and databases of newspapers and
journals, as this can allow them to read published and checked work. This
information can also be used as the basis for finding books in the library, and
can generally be trusted as more reliable than some Internet searches.
Anon.
‘Is the Internet Reliable for Research? How to Determine Trustworthiness
Online.’ HugPages. 29 Oct 2010. http://findyoursearch.hubpages.com/hub/Is-the-Internet-Reliable-for-Research-How-to-Determine-Trustworthiness-Online. Last Accessed: 22 Dec 2012.
Kavanagh,
Sarah and Ojalvo, Holly Epstein. ‘Just Google It? Developing Internet Search Skills.’ The New York
Times. 22 Feb 2010. http://learning.blogs.nytimes.com/2010/02/22/just-google-it-developing-internet-search-skills/. Last Accessed: 22 Dec 2012.
4.
How to get the online
databases correctly?
5.
How to gained some relevant
information from the library?
.
6.
How can we get some
informations from patients?
7.
Why every medical students
must find the relevant data?
8.
What are the ethical issues
or procedure to references an information from any resources?
When most people think of ethics (or morals),
they think of rules for distinguishing between right and wrong, such as the
Golden Rule ("Do unto others as you would have them do unto you"), a
code of professional conduct like the Hippocratic Oath ("First of all, do
no harm"), a religious creed like the Ten Commandments ("Thou Shalt
not kill..."), or a wise aphorisms like the sayings of Confucius. This is
the most common way of defining "ethics": norms for conduct that
distinguish between acceptable and unacceptable behavior.
Most people learn ethical norms at home, at
school, in church, or in other social settings. Although most people acquire
their sense of right and wrong during childhood, moral development occurs
throughout life and human beings pass through different stages of growth as
they mature. Ethical norms are so ubiquitous that one might be tempted to
regard them as simple commonsense. On the other hand, if morality were nothing
more than commonsense, then why are there so many ethical disputes and issues
in our society?
One plausible explanation of these disagreements
is that all people recognize some common ethical norms but different
individuals interpret, apply, and balance these norms in different ways in
light of their own values and life experiences.
Most societies also have legal rules that
govern behavior, but ethical norms tend to be broader and more informal than
laws. Although most societies use laws to enforce widely accepted moral
standards and ethical and legal rules use similar concepts, it is important to
remember that ethics and law are not the same. An action may be legal but
unethical or illegal but ethical. We can also use ethical concepts and
principles to criticize, evaluate, propose, or interpret laws. Indeed, in the
last century, many social reformers urged citizens to disobey laws in order to
protest what they regarded as immoral or unjust laws. Peaceful civil
disobedience is an ethical way of expressing political viewpoints.
Another way of defining 'ethics' focuses on
the disciplines that study standards of conduct, such as philosophy, theology,
law, psychology, or sociology. For example, a "medical ethicist" is
someone who studies ethical standards in medicine. One may also define ethics
as a method, procedure, or perspective for deciding how to act and for
analyzing complex problems and issues. For instance, in considering a complex
issue like global warming, one may take an economic, ecological, political, or
ethical perspective on the problem. While an economist might examine the cost
and benefits of various policies related to global warming, an environmental
ethicist could examine the ethical values and principles at stake.
Many different disciplines, institutions, and
professions have norms for behavior that suit their particular aims and goals.
These norms also help members of the discipline to coordinate their actions or
activities and to establish the public's trust of the discipline. For instance,
ethical norms govern conduct in medicine, law, engineering, and business.
Ethical norms also serve the aims or goals of research and apply to people who
conduct scientific research or other scholarly or creative activities. There is
even a specialized discipline, research ethics, which studies these norms.
There are several reasons why it is important
to adhere to ethical norms in research. First, norms promote the aims of
research, such as knowledge, truth, and avoidance of error. For example,
prohibitions against fabricating, falsifying, or misrepresenting research data
promote the truth and avoid error. Second, since research often involves a
great deal of cooperation and coordination among many different people in
different disciplines and institutions, ethical standards promote the values
that are essential to collaborative work, such as trust, accountability, mutual
respect, and fairness. For example, many ethical norms in research, such as
guidelines for authorship, copyright and patenting policies, data sharing
policies, and confidentiality rules in peer review, are designed to protect
intellectual property interests while encouraging collaboration. Most
researchers want to receive credit for their contributions and do not want to
have their ideas stolen or disclosed prematurely. Third, many of the ethical
norms help to ensure that researchers can be held accountable to the public. For
instance, federal policies on research misconduct, conflicts of interest, the
human subjects protections, and animal care and use are necessary in order to
make sure that researchers who are funded by public money can be held
accountable to the public. Fourth, ethical norms in research also help to build
public support for research. People more likely to fund research project if
they can trust the quality and integrity of research. Finally, many of the
norms of research promote a variety of other important moral and social values,
such as social responsibility, human rights, animal welfare, compliance with
the law, and health and safety. Ethical lapses in research can significantly
harm human and animal subjects, students, and the public. For example, a researcher
who fabricates data in a clinical trial may harm or even kill patients, and a
researcher who fails to abide by regulations and guidelines relating to
radiation or biological safety may jeopardize his health and safety or the
health and safety of staff and students.
9.
How can students use the
information wisely?
Using the SMART
Board wisely in classrooms
As an 8th-grade special education teacher,
I face many challenges when attempting to teach my students and I welcome any
innovative tools that will help in that regard. Teachers
today work in an era where something as basic as a chalkboard seems like an
ancient tool. The new wave of teaching is educating students by utilizing what
they know and like best, and that is technology.
A key part of our job as educators is to
tap into students’ interests and try to use those to our advantage in the
classroom. Lately, I have been working with a new device that uses technology
to revolutionize the chalkboard concept. It is called a SMART Board.
The SMART Board is a large interactive
whiteboard. It is, quite simply, a big touch screen that students can use to
kinesthetically manipulate characters and information. Utilizing included
notebook software, teachers working with the SMART Board are able to create interactive
lessons that make students eager to learn and, equally important, participate
in class!
The device requires assembly of a few
pieces of equipment, and that task in itself is another teaching tool because I
make my students responsible for putting together all the different types of
technology in order to get it to work. In order to use the SMART Board, a
teacher must have a projector and a computer. Students gain a sense of
responsibility when they are asked to put the projector and the whiteboard
together before the lesson and take them apart later.
The device works very well for all levels
of students and touches on all types of learning styles. For example, students
are able to go up to the SMART Board and dissect a frog without a real frog! They
are able to measure angles with an interactive protractor and figure out which
type of angles they are. Students are able to explore the world while feeling
like they are on a boat. They are able to see how molecules change as water
goes from a solid to a liquid.
Teachers of all disciplines can use this
tool to make their lessons come to life.
Students enjoy visualizing the concept and many times can do a better job of
retaining the information. Not only are they reading, visualizing and
listening, they are also literally touching a two-dimensional version of the
topic at hand and having fun in the process. And it works for just about any
topic in the curriculum.
Whenever I roll out the SMART Board, I am
heartened by the students’ enthusiasm and their eagerness to learn! This has
been an amazing tool that not only keeps my students engaged but also gives
them a unique educational opportunity.
Using the SMART Board in my classroom has
not only increased my students’ attention span but also improved their level of
understanding. They are able to recall much more
information than they were when using the regular chalkboard/worksheet lessons
I used in the past. Many want to participate in class more, even those students
who never used to do so. They want to have an active role in using the SMART
Board, and the interest is widespread among students of varying levels and
physical capabilities. There is always a task for everyone to do, and all of
the students can participate in the lessons and feel proud of themselves.
Having a SMART Board in classroom has been
a great privilege, and getting the necessary expertise entailed a great deal of
administrative support from my principal as well as comprehensive training
provided by our school’s UFT Teacher Center. I
have been sent to workshops to learn how to use all of the tools and software
on the SMART Board. The school itself has provided staff with many workshops
where Teacher Center personnel have taught us how to create effective lessons
to teach using the SMART Board. Fortunately for the staff, our principal has
always supported and encouraged teachers to incorporate technology into our
classrooms in order to differentiate our instruction to educate our students
successfully and better meet their needs.
Overall, the SMART Board is an amazing tool
for teaching. It helps keep the new generation interested in learning because
technology is something they grew up seeing and using. Technology is all around
us, and we should try to incorporate it into our classroom when and where we
can or risk losing students’ interest. The SMART Board is a good first step.
10.
After we get the resources,how to
collect our resources learning?
Step 1: Identify issues
and/or opportunities for collecting data
·
Conduct a review of all policies,
practices and procedures applicable to employees, service users or another
appropriate audience
·
Explore organizational culture from a
human rights, diversity and equity-inclusion lens
·
Assess external context
·
Check representation
Step 2: Select issue(s)
and/or opportunity(ies) and set goals
·
Goal-setting
Step 3: Plan an approach
and methods
·
Understanding discrimination
Step 4: Collect data
·
Getting buy-in
from senior leadership and key stakeholders, in or outside of the organization.
This group could include boards of directors, management committees, union
representatives, employees, community groups, tenants, customers and service
users.
·
Establishing a
steering committee or selecting a person(s) to be consulted and held
accountable for all major decisions about the data collection process, such as
design, logistics, communication management, coordination and finances.
·
Determining
who will collect the data (e.g., experts or trained employees).
·
Identifying
the logistics, resources, technology and people needed to develop and implement
a data collection initiative.
·
Anticipating
and addressing key stakeholder concerns and questions about the project.
·
Designing a
communication and consultation strategy that will explain the data collection
initiative and encourage the highest possible participation rate.
·
Protecting
privacy and personal information by using carefully controlled procedures for
collecting, storing and accessing data that comply with privacy, human rights
and other legislation. Dignity and confidentiality must be respected.
·
Minimizing the
impact and inconvenience for the people affected in the workplace or service
environment, which includes choosing the best time to collect the data.
·
Aiming for
flexibility to allow for changes without great expense or inconvenience.
·
Considering a
test period or a pilot phase to allow you to improve and modify data collection
methods, as may be needed.
Step 5: Analyze and
interpret data
Step 6: Act on results
The Employment
Equity Act (the Act)
applies to federally regulated employers, like banks, transportation and
communication companies with 100 or more employees, as well as to Crown
corporations and the federal public service. Employers covered by the Act are known
as Legislated Employment Equity Plan (LEEP) employers.
[22] Statistics Canada online: www.statcan.gc.ca.
[23] The City of Toronto offers many publications and reports on its website relating to an array of topics by sector or topic, including the labour force. See City of Toronto, Publications and reports, online: www.toronto.ca/business_publications/publications.htm.
[24] The term “comparator group” is used to determine whether human rights “discrimination” in fact exists in a scenario. Comparison is made between a group claiming discrimination and another group that shares the relevant characteristics, to determine if disadvantage, denial, devaluation, oppression or marginalization has been experienced. A comparator group must share relevant characteristics with the group of interest in the area being questioned for comparison to be meaningful. Who the appropriate comparator group is will depend on the context and is often contested between litigants. Often the comparator group is a more privileged group in society, often the dominant group.
[25] S. Wortley, The Collection of Race-Based Statistics Within the Criminal Justice and Educational Systems: A Report for the Ontario Human Rights Commission (Centre of Criminology, University of Toronto) [unpublished], online: www.ohrc.on.ca.
[26] Data collection based on certain grounds, such as ethnic origin, sex and disability, has been done for many years under federal employment equity legislation, the national census that takes place every five years or in accordance with international requirements. In comparison, data collection on other grounds, such as sexual orientation, has not been done much in the past. Notably, the national Census does not include a question about sexual orientation, although sexual orientation has been included on other non-mandatory surveys and has been the subject of testing. Statistics Canada, Ministry of Industry “2006 Census Content Consultation Report, Catalogue No. 92-130-XE (2003, Revised in February 2004).
[27] C. Agocs, “Surfacing Racism in the Workplace: Qualitative and Quantitative Evidence of Systemic Discrimination” (2004) 3:3 Canadian Diversity at 26, online: www.ohrc.on.ca. For more information about Statistics Canada’s “custom services” see Statistics Canada, supra note 27.
[28] S. Wortley, The Collection of Race-Based Statistics Within the Criminal Justice and Educational Systems: A Report for the Ontario Human Rights Commission (Centre of Criminology, University of Toronto) [unpublished], online: www.ohrc.on.ca at 6.
[29] See Ontario Human Rights Commission’s Policy and Guidelines on Racism and Racial Discrimination (2005), online: www.ohrc.on.ca at 9-10.
[30] Social Science is defined as the scientific study of human society and social relationships. The Concise Oxford Dictionary Ninth Edition, s.v. “social science.”
[31] J.-C. Icart, M. Labelle, R. Antonius, Indicators for Evaluating Municipal Policies Aimed at Fighting Racism and Discrimination, Report presented to UNESCO, Fight against Discrimination and Racism Section, Division of Human Rights and Fight against Discrimination Sector for Social and Human Sciences (MontréaI, Québec: International Observatory of Racism and Discrimination: Centre for Research on Immigration, Ethnicity and Citizenship (CRIEC), Université du Québec à Montréal, 2005) at 47, online: CRIECwww.criec.uqam.ca/pdf/CRIEC%20Cahier%2028%20(en).pdf.
[22] Statistics Canada online: www.statcan.gc.ca.
[23] The City of Toronto offers many publications and reports on its website relating to an array of topics by sector or topic, including the labour force. See City of Toronto, Publications and reports, online: www.toronto.ca/business_publications/publications.htm.
[24] The term “comparator group” is used to determine whether human rights “discrimination” in fact exists in a scenario. Comparison is made between a group claiming discrimination and another group that shares the relevant characteristics, to determine if disadvantage, denial, devaluation, oppression or marginalization has been experienced. A comparator group must share relevant characteristics with the group of interest in the area being questioned for comparison to be meaningful. Who the appropriate comparator group is will depend on the context and is often contested between litigants. Often the comparator group is a more privileged group in society, often the dominant group.
[25] S. Wortley, The Collection of Race-Based Statistics Within the Criminal Justice and Educational Systems: A Report for the Ontario Human Rights Commission (Centre of Criminology, University of Toronto) [unpublished], online: www.ohrc.on.ca.
[26] Data collection based on certain grounds, such as ethnic origin, sex and disability, has been done for many years under federal employment equity legislation, the national census that takes place every five years or in accordance with international requirements. In comparison, data collection on other grounds, such as sexual orientation, has not been done much in the past. Notably, the national Census does not include a question about sexual orientation, although sexual orientation has been included on other non-mandatory surveys and has been the subject of testing. Statistics Canada, Ministry of Industry “2006 Census Content Consultation Report, Catalogue No. 92-130-XE (2003, Revised in February 2004).
[27] C. Agocs, “Surfacing Racism in the Workplace: Qualitative and Quantitative Evidence of Systemic Discrimination” (2004) 3:3 Canadian Diversity at 26, online: www.ohrc.on.ca. For more information about Statistics Canada’s “custom services” see Statistics Canada, supra note 27.
[28] S. Wortley, The Collection of Race-Based Statistics Within the Criminal Justice and Educational Systems: A Report for the Ontario Human Rights Commission (Centre of Criminology, University of Toronto) [unpublished], online: www.ohrc.on.ca at 6.
[29] See Ontario Human Rights Commission’s Policy and Guidelines on Racism and Racial Discrimination (2005), online: www.ohrc.on.ca at 9-10.
[30] Social Science is defined as the scientific study of human society and social relationships. The Concise Oxford Dictionary Ninth Edition, s.v. “social science.”
[31] J.-C. Icart, M. Labelle, R. Antonius, Indicators for Evaluating Municipal Policies Aimed at Fighting Racism and Discrimination, Report presented to UNESCO, Fight against Discrimination and Racism Section, Division of Human Rights and Fight against Discrimination Sector for Social and Human Sciences (MontréaI, Québec: International Observatory of Racism and Discrimination: Centre for Research on Immigration, Ethnicity and Citizenship (CRIEC), Université du Québec à Montréal, 2005) at 47, online: CRIECwww.criec.uqam.ca/pdf/CRIEC%20Cahier%2028%20(en).pdf.
11.
Why if the information
unreliable will be useless for us?
12.
What is journal and how to
get the right journal from the internet?
Ø A journal is an academic magazine published on
a regular schedule. It contains articles written by experts in a particular
field of study, based on research or analysis that the author, or authors, did.
That research might include case studies in the medical field, primary source
research in the field of history, or literature analysis. Journal articles are
written for experts or students of that particular field who have an advanced
field-specific vocabulary and knowledge.
Ø A journal is a scholarly publication containing
articles written by researchers, professors and other experts. Journals focus
on a specific discipline or field of study. Unlike newspapers and magazines,
journals are intended for an academic or technical audience, not general
readers.
how to get the right journal from the internet
Ø Students who are completing the final project or thesis will certainly
face a period of searching for and obtain references to support his research.
Many incoming email to the editor and mailing kimia_indonesia cited difficulty
in finding references and journals from a variety of majors and areas of
research themes, while the deadline is getting closer study. Through this
article, the authors try to share tips, based on the experience of the author
who is also a graduate student, to get a reference and journal effectively.
In the final project, we chose a theme that became the
basis of our research. From that theme, we define the goals and objectives of
the study. Then we make a plan or design of how research should be done. After
this process goes well, then we start the research.
The research that we do of course need to have the strong
support of the references that have been there. For example, if we want to find
a silver metallic properties, we do not need to do the research from the
beginning but just looking for a reference that lists the properties of
metallic silver. Every month, tens of thousands of research results from
various fields of science published in scientific journals, proceedings of
seminars, as well as a thesis or dissertation in all corners of the world. It
is very likely that the information you need is listed in scientific works.
Tidak ada komentar:
Posting Komentar