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13: Finding, Evaluating, and Processing Information 13-1
TEST YOUR KNOWLEDGE
13.1. The five steps are: (1) plan your research; (2) locate the data and information you need; (3)
13.2. The purpose of information gap analysis is to identify research needs so that limited research time
Written and oral communication
13.3. Secondary research should be performed first to identify information that has already been found
AACSB: Written and oral communication (See MyBCommLab for additional insights)
13.4. The hidden Internet or deep web are so named because conventional search techniques can’t access
them. Web pages can be hidden from search engines for a variety of reasons, including password
protection, links that some search engines can’t follow (such as the links created with Adobe
[LO-2] AACSB: Information technology
13.5. To make a survey adaptive means that when doing an online survey, you can program the
technology
13.6. Paraphrasing, which is restating other writers’ work in your own words, can help you maintain
13.7. The mean is the sum of all items in a group divided by the number of items in that group. The
Written and oral communication
13.8. A sound conclusion fulfills the original statement of purpose, is based strictly on the data in the
13.9. A conclusion is a logical interpretation of the facts that you presented in your report. However, a
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13: Finding, Evaluating, and Processing Information 13-2
APPLY YOUR KNOWLEDGE
13.10. Student responses can range from doing nothing to alerting the owner of the information to
posting the information on another website so that it receives an even wider audience. Their
answers will vary, depending on their views regarding privacy (do people or companies deserve
the right of privacy and, if so, to what degree?), accountability (if the company made a mistake
that made its information available to the public, do they still deserve any right to privacy?), and
the nature and value of the information. You can stimulate interesting discussion on this point by
understanding and reasoning (See MyBCommLab for additional insights)
13.11. After reading the chapter and special features, students should be able to cite a number of reasons
for being careful when citing information from webpages. The information could be incomplete,
erroneous, misquoted, dated, or biased. It could be supported by an unknown backer who might
13.12. This is not a valid conclusion. The number of hits yielded by Google is insufficient support for
his claim. For one, the number of hits was influenced by the specific search terms the employee
used and may vary widely if other terms are entered. Another problem with this conclusion is that
13.13. This conclusion seems valid as it indicates causation. Before making your final decision, though,
Analytical thinking (See MyBCommLab for additional insights)
PRACTICE YOUR SKILLS
13.14. Message for Analysis: Primary Research: Conducting Interviews
Students should notice several problems with this list of questions:
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13: Finding, Evaluating, and Processing Information 13-3
Question (c) is a good candidate for revision. Giving it a time frame such as “How many meetings do you
attend every week, on average?” And a good follow-up to add here could be “Are you expected to attend
[LO-4] AACSB: Written and oral communication
Planning Your Research; Collaboration: Team Projects Student answers may be something like the
following: [LO-1] AACSB: Interpersonal relations and teamwork
13.15. Observations, experiments, and surveys could all contribute to a study of the correlation
13.16. Surveys might reveal opinions about and attitudes toward the change in procedure;
13.17. Internal documentation and police records would be the best source for answering this
13.18. Surveys of and interviews with students and bookstore personnel would be the best
13.19. In addition to purchasing books, students can use this site to browse a subject area and find books
on a given subject. Students can review the table of contents of many of these books online, read
13.20. Encourage students to relate the concepts in the chapter to their own efforts. What did they learn
from the chapter that might have helped them complete a past research project? Did any of the
AACSB: Written and oral communication
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13: Finding, Evaluating, and Processing Information 13-4
13.21 through 13.27: Students will need to use a variety of information sources and search methods to
13.28 through 13.31: Periodicals will be easy to find through the library, but students will need to exercise
oral communication
13.32. Whichever documentation style students choose or you assign, students should take care to gather
communication
13.33. Some of the information the teams round up may not pass their evaluation tests, that will measure
honesty, reliability, bias, purpose, credibility, sources, verifiability, currency, completeness, and
validity of claims. They might find it impossible to discover these elements when dealing with
communication
13.35. The company’s website will yield the first two answers and possibly some insight into the second
Information technology
13.36. A simple keyword search for “banner ads” in an online database (e.g., Ebsco’s Business Source
13.37. Before developing specific questions, students should consider the questionnaire’s purpose, its
length, and whether it will be completed on the spot or completed and mailed in later. Because
one of the chief issues is the length of the movie, the questionnaire should ask whether the movie
13.38. To obtain the best information, students will want to develop and carefully revise a list of
questions for the professional to answer, using a balanced mix of open-ended, direct open-ended,
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13: Finding, Evaluating, and Processing Information 13-5
13.39. First, students should realize that ignoring signs of impatience would be the wrong move. They
could be labeled a time-waster, out of tune with the company’s priorities. Most executives juggle
many tasks during a typical day, and many of them were propelled up the corporate ladder by
their energy and desire to get things done quickly. So students may mention that even though this
13.40. This exercise gives students practice in taking effective notes, which will prove useful later. Look
for clarity, good organization, and key points mentioned in their written summaries. They’ll also
have to be careful not to record unattributed direct quotes (instead of paraphrasing in their own
oral communication
13.41. The quarter mean values are $24,500, $24,200, and $29,000. The mean for all nine months is
ASSISTED GRADING QUESTIONS (ACCESSED ON MYBCOMMLAB)
13.42. Online monitoring tools can help with research because they automate the search for breaking
13.43. The phrase directly from the question, “lifetime financial value of a college education,” is a good
place to start. Straightforward questions such as “Is college worth it?” can also be useful.
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