1. What is the management?
Answer: The management are the acts of getting people together to accomplish desired goals and objectives efficiently and effectively which are comprises of planing, organizing, staffing, leading, and controlling of organization.
2. What is knowledge management?
Answer: Knowledge management is comprises a range of strategies and practices used in an organization to identify, create, represent, distribute, and enable adoption of insights and experiences. Such as insights and experiences comprise knowledge, either embodied in individuals or embedded in organizational process or practice.
3. What is information system?
Answer: Information system is any combination of information technology and people's activities using that technology to support operations, management, and decision-making that used to refer to the interaction between people, algorithmic processes, data and technology in support of business processes.
4. What are the component of information systems?
Answer: They are 5 components of information systems:
1) Computer Hardware
2) Soft ware
3) Data
4) Procedures
5) People
5. Why do we need to apply the knowledge management process in our business?
Answer: Because applying of the knowledge management will help business growing faster
in the market, making good benefit into the business and also make business running smooth.
6. Write mind-mapping of Knowledge Management(KM) and Information systems.
Answer: Knowledge management - information and media
- computer science
- Public health
- Public policy
Information system -information and comunication technology
-humans or machines perform work using resource
-capturing, transmitting, storing, retrieving, manipulating and
diaplaying
http://en.wikipedia.org/wiki
http://www.blurtit.com/q807502.html
Monday, November 22, 2010
Reading activties at Sarawitaya School
1. Please identify the difference between the library resources for school students and university students.
Answer: The library resources for school students and university students, form are the same but the content are difference. For school library, content will based on need of subject which including detail on subject of student's studies. But the library in the university, they have more content and detail which related of studies students in advance level, such as for bachelor degree, master degree and doctorate degree.
2. Please identify reading activities for school and university? Shall it be the same or difference?
Answer: In my opinion, I think reading activities for school and university should be
difference. For school activities should have the interesting media that be able to
bring students into the library for reading or searching books. For university activities should be normal, easy and simple.
3. What do you like most about the school library?
Answer: I liked the design and decoration of the library. It's look very nice and beautiful.
And the concept of this library that based on the user needed, by doing the
the research from their students and also allow the user from outside come to
use the library on the weekend.
4. What do you suggest for improvement?
Answer: I think they should have the shoe rack for keeping shoes, it will make the
environment around the library look nice and clean.
Monday, November 8, 2010
Copyright
1. What is the copyright?
Answer: Copyright is a set of exclusive rights granted to the author or creator of an original work, including the right to copy, distribute and adapt the work. The exclusive rights are however balanced for public interest purposes with limitations and exceptions such as fair dealing and fair use.
2. What is fair use?
Answer: Fair use, a limitation and exception to the exclusive right granted by copyright law to the author of a creative work, is a doctrine in United States copyright that allows limited use of copyrighted material without requiring permission from the rights holders. For example, such as commentary, criticism, news reporting, research, teaching, library archiving and scholarship.
3. What is patent?
Answer: A patent is a set of exclusive rights granted by a state (national government) to an inventor or their assignees for a limited period of time in exchange for a public disclosure of an invention. For example, such as the procedure for granting patents, the requirements placed on the patented, and the extent of the exclusive rights vary widely between countries according to national laws and international agreements.
4. Why some inventions can not be copyrights?
Answer: Because the several categories of material are generally not eligible for copyright protection, such as works that have not been fixed in a tangible form of expression.
Sources : http://en.wikipedia.org/wiki/Copyright
http://en.wikipedia.org/wiki/Fair_use
http://en.wikipedia.org/wiki/Patent
Answer: Copyright is a set of exclusive rights granted to the author or creator of an original work, including the right to copy, distribute and adapt the work. The exclusive rights are however balanced for public interest purposes with limitations and exceptions such as fair dealing and fair use.
2. What is fair use?
Answer: Fair use, a limitation and exception to the exclusive right granted by copyright law to the author of a creative work, is a doctrine in United States copyright that allows limited use of copyrighted material without requiring permission from the rights holders. For example, such as commentary, criticism, news reporting, research, teaching, library archiving and scholarship.
3. What is patent?
Answer: A patent is a set of exclusive rights granted by a state (national government) to an inventor or their assignees for a limited period of time in exchange for a public disclosure of an invention. For example, such as the procedure for granting patents, the requirements placed on the patented, and the extent of the exclusive rights vary widely between countries according to national laws and international agreements.
4. Why some inventions can not be copyrights?
Answer: Because the several categories of material are generally not eligible for copyright protection, such as works that have not been fixed in a tangible form of expression.
Sources : http://en.wikipedia.org/wiki/Copyright
http://en.wikipedia.org/wiki/Fair_use
http://en.wikipedia.org/wiki/Patent
Rubric Evaluation
1. CONTENT (applies to Presentation plus Written report) Name:
LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 | |
Identification of the Main Issues/ Problems | Identifies & understands all of the main issues in the case study | Identifies and understands most of the main issues in the case study | Identifies and understands some of the issues in the case study | Identifies and understands few of the issues in case study |
Analysis of the Issues | Insightful and thorough analysis of all the issues | Thorough analysis of most of the issues | Superficial analysis of some of the issues in the case | Incomplete analysis of the issues |
Comments on effective solutions/strategies (The solution may be in the case already or proposed by you) | Well documented, reasoned and pedagogically appropriate comments on solutions, or proposals for solutions, to all issues in the case study | Appropriate, well thought out comments about solutions, or proposals for solutions, to most of the issues in the case study | Superficial and/or inappropriate solutions to some of the issues in the case study | Little or no action suggested, and/or inappropriate solutions to all of the issues in the case study |
Links to Course Readings and Additional Research | Excellent research into the issues with clearly documented links to class (and/or outside) readings | Good research and documented links to the material read | Limited research and documented links to any readings | Incomplete research and links to any readings |
2. PRESENTATION
LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 | ||
Delivery and Enthusiasm | Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class. | Clear flow of ideas Demonstrates interest in topic and engagement with the class. | Most ideas flow but focus is lost at times Limited evidence of interest in and engagement with the topic | Hard to follow the flow of ideas. Lack of enthusiasm and interest. | |
Visuals | Visuals augmented and extended comprehension of the issues in unique ways | Use of visuals related to the material | Limited use of visuals loosely related to the material | No use of visuals. | |
Staging | Uses stage effects, such as props, costumes, sound effects, in a unique and dramatic manner that enhances the understanding of the issues in the case study | Uses stage effects, such as props, costumes, sound effects, in an effective manner to extend understanding of the issues in the case study | Limited use of stage effects, and/or used in a manner that did not enhance the understanding of the issues in the case study. | No use of stage effects | |
Involvement of the class: -Questions -Generating discussion -Activities | Excellent and salient discussion points that elucidated material to develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner | Questions and discussion addressed important information that developed understanding Appropriate activities used to clarify understanding | Questions and discussion addressed surface features of the topic Limited use of activities to clarify understanding | Little or no attempt to engage the class in learning | |
Response to Class Queries July 6, 2004 | Excellent response to student comments and discussion with appropriate content supported by theory/research | Good response to class questions and discussion with some connection made to theory/research | Satisfactory response to class questions and discussion with limited reference to theory and research | Limited response to questions and discussion with no reference to theory/research | |
Evaluation Rubric: CREATE YOUR OWN CASE STUDY
1. CASE STUDY of an incident from your practicum placement Name:
LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 | |
Context and Background Information | The episode is clearly situated with the appropriate details e.g. grade level, subject being taught etc. | The episode is situated with most of the appropriate details | The episode has few of the appropriate details | No context or background information |
Content | Incidents are interesting and realistically portrayed | Incidents are interesting but not realistically portrayed | Incidents are realistically portrayed but not interesting. | Incidents are neither interesting, nor realistically portrayed. |
Writing Skills | Writing is totally free of errors Report of the episode is very concise | There are occasional errors. Report could be tightened a little | There are more than occasional errors Report could be tightened quite a lot | Errors are frequent Report of the episode is extremely long-winded. |
Format | Format is appropriate and enhances the understanding of the critical episode in a creative and dramatic manner throughout the case | Format is appropriate and enhances the understanding of the critical episode in dramatic manner for most the case | Format is appropriate and enhances the understanding of the critical episode some of the time | Format is appropriate but seldom enhances the understanding of the critical episode |
2. ANALYSIS: Making connections from theory/evidence to your practice
LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 | |
Identification of the Main Issues/ Problems | Identifies, labels and understands five to seven main issues from five to seven different chapters, and the problems/questions are all relevant and diverse. | Identifies, labels and understands four of the main issues from four of the chapters, and the problems/questions are mostly relevant and diverse. | Identifies, labels and understands three of the issues from three of the chapters, and the problems/questions are somewhat relevant and diverse. | Identifies, labels and understands two of the issues from two of the chapters, and the problems/questions are relevant and diverse. |
Analysis of the Issues | Insightful and thorough analysis of all the problems/questions | Thorough analysis of most of the problems/questions | Superficial analysis of some of the problems/ questions in the case | Incomplete analysis of the problems/questions |
Comments on effective solutions (Solution in the case already or proposed by you) | Well documented, reasoned and pedagogically appropriate comments on solutions to all problems/questions | Appropriate, well thought out comments on solutions to most of the problems/questions | Superficial comments about solutions to some of the problems/ questions | Superficial comments and at times inappropriate solutions to some of the problems/ questions |
Links to Course Readings and Additional Research | Excellent research into the problems/questions with clearly documented links to the material read in class and possibly additional material | Good research and documented links between the problems/ questions and the material read | Limited research and links between the problems/questions and the material read in class | Incomplete research and links between the problems/questions the material read in class |
July 6, 2004
KNOWLEDGE FORUM DISCUSSION Name:
LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 | |
Conceptual Understanding | Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter. | Demonstrates clear understanding of the ideas presented in the theory presented in the chapter. | Demonstrates limited/surface understanding of the theory presented. | Demonstrates superficial understanding of the theory. |
Identifies Issues/Problems (if applicable) | Demonstrates a clear and deep understanding of an issue/problem in the case study. | Demonstrates deep understanding of an issue/problem in the case study. | Demonstrates limited/surface understanding of an issue/problem in the case study. | Demonstrates superficial understanding of an issue/problem in the case study. |
Connections: Theory and Practice | Makes appropriate, insightful and powerful connections between the issue/problem and the theory. | Makes appropriate and insightful connections between the issue/ problem and the theory. | Makes appropriate but somewhat vague connections between the issue/problem and the theory. | Makes little or no connection between the issue/problem and the theory. |
Referenced Sources | Accurately and precisely integrates conceptual material from the text. Uses specific concepts and terms extensively with page numbers references. | Accurately integrates conceptual material from the text. Specifically uses some concepts and terms with page numbers references. | Limited integration of the conceptual material from the text. Limited use of concepts and terms from the chapter with page number references. | Integrates few or no concepts from the chapter. Very limited use of concept and terms from the chapter. |
Recommendations | Makes realistic, appropriate and insightful recommendations clearly supported by the information presented and the theory from the chapter. | Makes realistic and appropriate recommendations clearly supported by the information presented and the theory from the chapter. | Makes realistic or appropriate recommendations supported by the information presented and the theory from the chapter. | Makes realistic or appropriate recommendations with limited support from the information presented and the theory from the chapter. |
Assumed a Variety of Roles | Demonstrated leadership and initiative. | Took on a variety of roles including leadership. | Fulfilled a supportive role. | Demonstrated limited engagement. |
Writing Skills | Writing is totally free of grammar and spelling errors. Clear and concise presentation of ideas. | There are occasional spelling errors. Clear presentation of ideas | There are more than occasional spelling errors. Most ideas are presented clearly. | Spelling errors are frequent Hard to follow the ideas. |
Saturday, October 30, 2010
The Quality Of Our Teacher
The Quality Of Our Teacher
By
Ms. Mingkwan Boonrod ID. 51069335
Ms. Chittima Khamdee ID. 51069448
Present to
Dr. Namtip Wipawan
Sripatum University 2/2010
Introduction
In this report you will find the information about the quantity and quality of our teachers. What is the effectively of the teacher quality to the education level in the country and how to improve the quality of our teacher.
Content
page
The quality of our teacher. 1
Thailand still has too few teachers. What should be done to 1
remedy this grave problem?
What three things are needed to get higher-quality teachers? 1
Is it possible to increase teacher salaries? 1
To achieve optimum results, how should teachers be retrained? 2
In your opinion, how can teachers become high-level 2
professionals?
Would a more elaborate licensing scheme solve the problem? 2
Should Thailand develop its own teaching methods like other countries? 2
Summary 7
REFERENCE 8
The quality of our teacher has been to of the list of must do thing to improve Thailand’s declining education standard.
Thailand still has too few teachers. What should be done to remedy this grave problem?
The Ministry of Education (MOE) has approved 30,000 scholarships for students to study education, going to assist the Office of Higher Education Commission to select colleges that best suit the specific needs of the teacher candidates.
They are going to assess the education faculties all over the country and pick the best ones for producing teachers in each field. For English teachers, for example, They are going to identify education faculties that produce the best English teachers. They will enrol students interested in becoming English teachers there.
The problem is not that we lack enough teacher graduates; the problem is that many of the teacher-graduates lack the required standards to teach.
Each year, 2,000 to 3,000 people are trained in each subject. This is more than sufficient. But often, they do not want to pursue a teaching career.
What three things are needed to get higher-quality teachers?
Number one, scholarships have to be provided. Next, we have to use the ''demand-side'' approach and a closed system for producing teachers, which means that if 5,000 teachers are required each year, 5,000 people who live in the areas that are short of teachers should be given scholarships, trained to be teachers and sent back to teach in their hometowns.
Finally, we need to reform teacher education. This can be done right away. For example, we can invite good and skilled people to become faculty members and train them to teach and to carry out research projects. We need a new public institution dedicated to teacher education and improving teacher quality. This will encourage people to become quality educators.
Is it possible to increase teacher salaries?
It is very difficult to increase the salaries of every teacher. It is better to associate salary increases with specific career paths and professional accomplishments.
Also, if we try to encourage the private sector to be more involved in the education industry, there is a likelihood that private investment in the education sector will soar, thereby saving the government a lot of money. And we can use the money saved to make teacher salaries more attractive. Currently, in basic education, the private sector's involvement is only 20 percent. I would like to see that figure rise to 50 percent.
The MOE aims to collaborate with universities to retrain 500,000 existing teachers within 2010. Is this feasible and will it achieve the desired results?
It is a good policy, but it is difficult to implement. It raises such questions as who will be the trainers, how will the training be carried out, how would the ministry ensure that the rewards are attractive, and will there be any research or pilot programmes to back up this project? We need to first find acceptable answers to these and other questions.
Teacher-trainers and university teachers are different. Trainers have to be capable of convincing their trainees to put the knowledge received into action, to inspire their trainees to improve their teaching styles and behaviours on their own throughout their teaching careers. Such persons are very rare, in my opinion.
The MOE may not understand this point fully. It thinks that university teachers, such as faculty members at education faculties, have the ability to train the new batches of teachers. The success of the policy will depend greatly on the existence of trainers who hold a trainer's licence and a quality training curriculum.
This curriculum cannot be a short course or mini-workshop.
In addition, even after the trainees have completed and passed the course, there must be follow-up assessments and on-the-job training for the successful trainees, as well as the teacher-trainers.
The ministry may achieve its goal of retraining the teachers, but this process, alone, is unlikely to change outmoded teaching habits that have been ingrained.
To achieve optimum results, how should teachers be retrained?
It is also important for school principals to spearhead changes. We have to motivate school principals and the director of each of the education service areas and develop them to perform the role of teacher-leaders, so that they can then become effective teacher-trainers and teacher supervisors.
The fundamental paradigm of teacher development has to be changed here in Thailand. We have to ask ourselves why _ despite having gone through several teacher-development policies _ the teaching behaviours of Thailand's educators are still far short of modern, student-centred goals.
Therefore, policymakers need to conduct in-depth investigations, not just have a couple of meetings and make quick and ineffectual decisions.
In your opinion, how can teachers become high-level professionals?
To attain a high-level teaching profession, prospective teachers must be guided and taught to think and act professionally. Hence, for education students, four years in a university is not enough. They need to spend at least six years. They also need the will to teach, and they must absorb good teaching practices, care for students, love the teaching profession, and always keep abreast of the changes and developments in their profession. If incoming teachers are not inspired to reach these objectives, they will never be able to inspire their student-teachers in turn.
We have to select suitable people to study education. Most of the education associations that are in existence at present need to focus on the quality of students, teachers, education and academic research. Thailand has a lot of associations, but most of them don't help to advance professional quality.
Would a more elaborate licensing scheme solve the problem?
Normally people who are engaged in high-level professions are required to be licensed. The scope of the licences that are issued by the Teachers' Council of Thailand is too general, too broad.
We have to issue specific licences for the different academic levels and various types of academic institutions. There should be a special licence for kindergarten teachers, another for Mathayom (secondary school) teachers, etc.
Should Thailand develop its own teaching methods like other countries?
Many people think that developing a profession can be done by merely training the teachers and the administrators.
While that part is essential, the most important task is to develop a body of knowledge that teachers can use, as well as to come up with solid theories on education reform, for example, how to train mathematics teachers to improve their teaching behaviours.
Currently, Thailand has no such body of knowledge. Each teacher is using his or her own skills and gifts to deliver lessons. At the moment, we do not contribute enough influence on the theoretical side of teacher education.
Summary
The quality of the teacher is the top problem in our country. Variable of the quality problem is the unbalance demand. If we look back to the main point we have more new graduated but not well trained. In other hand the teacher need high salary level and they teach in town. The salary level is also the problem the new graduated will not return to their home town if they well paid in town. Deep in content area knowledge will typically produce smaller learning gains in their student compare to more seasons experience and teaching skill will be more benefit.
Equal the teacher quality by give them the education, train and sent them back to their home town. Give the scholarships to the area where high need of the teacher, train their skills, give them the teaching technique and teaching experience. The last step is scans their attitude retrain them as possible as it can.
Reference
Book: The quality school teacher
Magazine: Education week
Wikipedia the free encyclopedia
www.bangkokpost.com
By
Ms. Mingkwan Boonrod ID. 51069335
Ms. Chittima Khamdee ID. 51069448
Present to
Dr. Namtip Wipawan
Sripatum University 2/2010
Introduction
In this report you will find the information about the quantity and quality of our teachers. What is the effectively of the teacher quality to the education level in the country and how to improve the quality of our teacher.
Content
page
The quality of our teacher. 1
Thailand still has too few teachers. What should be done to 1
remedy this grave problem?
What three things are needed to get higher-quality teachers? 1
Is it possible to increase teacher salaries? 1
To achieve optimum results, how should teachers be retrained? 2
In your opinion, how can teachers become high-level 2
professionals?
Would a more elaborate licensing scheme solve the problem? 2
Should Thailand develop its own teaching methods like other countries? 2
Summary 7
REFERENCE 8
The quality of our teacher has been to of the list of must do thing to improve Thailand’s declining education standard.
Thailand still has too few teachers. What should be done to remedy this grave problem?
The Ministry of Education (MOE) has approved 30,000 scholarships for students to study education, going to assist the Office of Higher Education Commission to select colleges that best suit the specific needs of the teacher candidates.
They are going to assess the education faculties all over the country and pick the best ones for producing teachers in each field. For English teachers, for example, They are going to identify education faculties that produce the best English teachers. They will enrol students interested in becoming English teachers there.
The problem is not that we lack enough teacher graduates; the problem is that many of the teacher-graduates lack the required standards to teach.
Each year, 2,000 to 3,000 people are trained in each subject. This is more than sufficient. But often, they do not want to pursue a teaching career.
What three things are needed to get higher-quality teachers?
Number one, scholarships have to be provided. Next, we have to use the ''demand-side'' approach and a closed system for producing teachers, which means that if 5,000 teachers are required each year, 5,000 people who live in the areas that are short of teachers should be given scholarships, trained to be teachers and sent back to teach in their hometowns.
Finally, we need to reform teacher education. This can be done right away. For example, we can invite good and skilled people to become faculty members and train them to teach and to carry out research projects. We need a new public institution dedicated to teacher education and improving teacher quality. This will encourage people to become quality educators.
Is it possible to increase teacher salaries?
It is very difficult to increase the salaries of every teacher. It is better to associate salary increases with specific career paths and professional accomplishments.
Also, if we try to encourage the private sector to be more involved in the education industry, there is a likelihood that private investment in the education sector will soar, thereby saving the government a lot of money. And we can use the money saved to make teacher salaries more attractive. Currently, in basic education, the private sector's involvement is only 20 percent. I would like to see that figure rise to 50 percent.
The MOE aims to collaborate with universities to retrain 500,000 existing teachers within 2010. Is this feasible and will it achieve the desired results?
It is a good policy, but it is difficult to implement. It raises such questions as who will be the trainers, how will the training be carried out, how would the ministry ensure that the rewards are attractive, and will there be any research or pilot programmes to back up this project? We need to first find acceptable answers to these and other questions.
Teacher-trainers and university teachers are different. Trainers have to be capable of convincing their trainees to put the knowledge received into action, to inspire their trainees to improve their teaching styles and behaviours on their own throughout their teaching careers. Such persons are very rare, in my opinion.
The MOE may not understand this point fully. It thinks that university teachers, such as faculty members at education faculties, have the ability to train the new batches of teachers. The success of the policy will depend greatly on the existence of trainers who hold a trainer's licence and a quality training curriculum.
This curriculum cannot be a short course or mini-workshop.
In addition, even after the trainees have completed and passed the course, there must be follow-up assessments and on-the-job training for the successful trainees, as well as the teacher-trainers.
The ministry may achieve its goal of retraining the teachers, but this process, alone, is unlikely to change outmoded teaching habits that have been ingrained.
To achieve optimum results, how should teachers be retrained?
It is also important for school principals to spearhead changes. We have to motivate school principals and the director of each of the education service areas and develop them to perform the role of teacher-leaders, so that they can then become effective teacher-trainers and teacher supervisors.
The fundamental paradigm of teacher development has to be changed here in Thailand. We have to ask ourselves why _ despite having gone through several teacher-development policies _ the teaching behaviours of Thailand's educators are still far short of modern, student-centred goals.
Therefore, policymakers need to conduct in-depth investigations, not just have a couple of meetings and make quick and ineffectual decisions.
In your opinion, how can teachers become high-level professionals?
To attain a high-level teaching profession, prospective teachers must be guided and taught to think and act professionally. Hence, for education students, four years in a university is not enough. They need to spend at least six years. They also need the will to teach, and they must absorb good teaching practices, care for students, love the teaching profession, and always keep abreast of the changes and developments in their profession. If incoming teachers are not inspired to reach these objectives, they will never be able to inspire their student-teachers in turn.
We have to select suitable people to study education. Most of the education associations that are in existence at present need to focus on the quality of students, teachers, education and academic research. Thailand has a lot of associations, but most of them don't help to advance professional quality.
Would a more elaborate licensing scheme solve the problem?
Normally people who are engaged in high-level professions are required to be licensed. The scope of the licences that are issued by the Teachers' Council of Thailand is too general, too broad.
We have to issue specific licences for the different academic levels and various types of academic institutions. There should be a special licence for kindergarten teachers, another for Mathayom (secondary school) teachers, etc.
Should Thailand develop its own teaching methods like other countries?
Many people think that developing a profession can be done by merely training the teachers and the administrators.
While that part is essential, the most important task is to develop a body of knowledge that teachers can use, as well as to come up with solid theories on education reform, for example, how to train mathematics teachers to improve their teaching behaviours.
Currently, Thailand has no such body of knowledge. Each teacher is using his or her own skills and gifts to deliver lessons. At the moment, we do not contribute enough influence on the theoretical side of teacher education.
Summary
The quality of the teacher is the top problem in our country. Variable of the quality problem is the unbalance demand. If we look back to the main point we have more new graduated but not well trained. In other hand the teacher need high salary level and they teach in town. The salary level is also the problem the new graduated will not return to their home town if they well paid in town. Deep in content area knowledge will typically produce smaller learning gains in their student compare to more seasons experience and teaching skill will be more benefit.
Equal the teacher quality by give them the education, train and sent them back to their home town. Give the scholarships to the area where high need of the teacher, train their skills, give them the teaching technique and teaching experience. The last step is scans their attitude retrain them as possible as it can.
Reference
Book: The quality school teacher
Magazine: Education week
Wikipedia the free encyclopedia
www.bangkokpost.com
Tuesday, October 26, 2010
How search engines work?
The term "search engine" is often used generically to describe both crawler-based search engines and human-powered directories. These two types of search engines gather their listings in radically different ways.
Crawler-Based Search Engines
Crawler-based search engines, such as Google, create their listings automatically. They "crawl" or "spider" the web, then people search through what they have found.
If you change your web pages, crawler-based search engines eventually find these changes, and that can affect how you are listed. Page titles, body copy and other elements all play a role.
Human-Powered Directories
A human-powered directory, such as the Open Directory, depends on humans for its listings. You submit a short description to the directory for your entire site, or editors write one for sites they review. A search looks for matches only in the descriptions submitted.
Changing your web pages has no effect on your listing. Things that are useful for improving a listing with a search engine have nothing to do with improving a listing in a directory. The only exception is that a good site, with good content, might be more likely to get reviewed for free than a poor site.
"Hybrid Search Engines" Or Mixed Results
In the web's early days, it used to be that a search engine either presented crawler-based results or human-powered listings. Today, it extremely common for both types of results to be presented. Usually, a hybrid search engine will favor one type of listings over another. For example, MSN Search is more likely to present human-powered listings from LookSmart. However, it does also present crawler-based results (as provided by Inktomi), especially for more obscure queries.
The Parts Of A Crawler-Based Search Engine
Crawler-based search engines have three major elements. First is the spider, also called the crawler. The spider visits a web page, reads it, and then follows links to other pages within the site. This is what it means when someone refers to a site being "spidered" or "crawled." The spider returns to the site on a regular basis, such as every month or two, to look for changes.
Everything the spider finds goes into the second part of the search engine, the index. The index, sometimes called the catalog, is like a giant book containing a copy of every web page that the spider finds. If a web page changes, then this book is updated with new information.
Sometimes it can take a while for new pages or changes that the spider finds to be added to the index. Thus, a web page may have been "spidered" but not yet "indexed." Until it is indexed -- added to the index -- it is not available to those searching with the search engine.
Search engine software is the third part of a search engine. This is the program that sifts through the millions of pages recorded in the index to find matches to a search and rank them in order of what it believes is most relevant.
Major Search Engines: The Same, But Different
All crawler-based search engines have the basic parts described above, but there are differences in how these parts are tuned. That is why the same search on different search engines often produces different results. Information on this page has been drawn from the help pages of each search engine, along with knowledge gained from articles, reviews, books, independent research, tips from others and additional information received directly from the various search engines.
http://searchenginewatch.com/2168031
Crawler-Based Search Engines
Crawler-based search engines, such as Google, create their listings automatically. They "crawl" or "spider" the web, then people search through what they have found.
If you change your web pages, crawler-based search engines eventually find these changes, and that can affect how you are listed. Page titles, body copy and other elements all play a role.
Human-Powered Directories
A human-powered directory, such as the Open Directory, depends on humans for its listings. You submit a short description to the directory for your entire site, or editors write one for sites they review. A search looks for matches only in the descriptions submitted.
Changing your web pages has no effect on your listing. Things that are useful for improving a listing with a search engine have nothing to do with improving a listing in a directory. The only exception is that a good site, with good content, might be more likely to get reviewed for free than a poor site.
"Hybrid Search Engines" Or Mixed Results
In the web's early days, it used to be that a search engine either presented crawler-based results or human-powered listings. Today, it extremely common for both types of results to be presented. Usually, a hybrid search engine will favor one type of listings over another. For example, MSN Search is more likely to present human-powered listings from LookSmart. However, it does also present crawler-based results (as provided by Inktomi), especially for more obscure queries.
The Parts Of A Crawler-Based Search Engine
Crawler-based search engines have three major elements. First is the spider, also called the crawler. The spider visits a web page, reads it, and then follows links to other pages within the site. This is what it means when someone refers to a site being "spidered" or "crawled." The spider returns to the site on a regular basis, such as every month or two, to look for changes.
Everything the spider finds goes into the second part of the search engine, the index. The index, sometimes called the catalog, is like a giant book containing a copy of every web page that the spider finds. If a web page changes, then this book is updated with new information.
Sometimes it can take a while for new pages or changes that the spider finds to be added to the index. Thus, a web page may have been "spidered" but not yet "indexed." Until it is indexed -- added to the index -- it is not available to those searching with the search engine.
Search engine software is the third part of a search engine. This is the program that sifts through the millions of pages recorded in the index to find matches to a search and rank them in order of what it believes is most relevant.
Major Search Engines: The Same, But Different
All crawler-based search engines have the basic parts described above, but there are differences in how these parts are tuned. That is why the same search on different search engines often produces different results. Information on this page has been drawn from the help pages of each search engine, along with knowledge gained from articles, reviews, books, independent research, tips from others and additional information received directly from the various search engines.
http://searchenginewatch.com/2168031
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