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Two-Day Workshop on

UPDATING INFORMATION COMMUNICATION


TECHNOLOGY (ICT) SKILLS

College of Veterinary Science, Tirupati


Organised by
Convenor, SC & ST Cell
SVVU, Tirupati

Sri Venkateswara Veterinary University


TIRUPATI, ANDHRA PRADESH - 517 502

Dr. Manmohan Singh, I.A.S.,


Principal Secretary to Govt.,
AH, DD & F Department &

MESSAGE

Vice - Chancellor

I am pleased to know that a two-day workshop on Updating Information


Communication Technology (ICT) skills for SC & ST faculty is being organized by the SC & ST
cell of the University at College of Veterinary Science, Tirupati during 10th to 11th March, 2016.
Veterinary Education plays a pivotal role in economic development and human and animal
welfare. As competition grows sharper, raising educational attainment ensures competitive
advantage. Delivering many kinds of learning at a lower cost and with higher quality than
traditional methods of teaching is possible only with use of ICT tools in the teaching process. The
newly recruited faculty have limited of experience using ICT tools for effective teaching,
interpretation of data and extension activities. I appreciate the efforts of the SC & ST cell in
organizing the two day workshop on updating information communication technology (ICT)
skills for SC/ST faculty for creating a platform to refresh their knowledge on ICT skills .
I extend warm greetings to the organizers and participants and wish the two day workshop
a grand success .

(MANMOHAN SINGH)

Admn. Office : Dr. Y.S.R. Bhavan, TIRUPATI A.P., INDIA - 517 502
Phone : Off: +91-40-23452270 (Hyd), + 91-877-2249786 (Tirupati)
Fax: 91-40-23450279 (Hyd), +91-877-2249222 (Tirupati)
Email : manmohan8790@gmail.com & manmohansingh_ias@rediffmail.com

SRI VENKATESWARA VETERINARY UNIVERSITY, TIRUPATI


Dr.T.S.Chandrasekhara Rao
M.V.SC,Ph.D,FNAVS,FIAVA

Dean Faculty of Veterinary Science


&
Director of Research(FAC)
0877-2249787, 2249786(F)
tammineedirao@rediffmail.com

MESSAGE
I am happy to note that a two day workshop is being organized by SC&ST Cell of the
university from 10th to 11th March, 2016 on Updating Information Communication
Technology (ICT) skills for SC&ST faculty of the university. The theme of the workshop is
aptly selected in view of growing importance of ICT in teaching, education and research.
One of the primary challenges faced by developing countries today is the preparation
of the societies and governments for globalization and the information and communication
revolution. Globalization and innovations in technology have led to an increased use of
ICTs in all sectors and education is of no exception. It is generally believed that ICTs can
empower teachers and learners, making significant contributions to learning and
achievement. Interaction with majority of the teachers on the effectiveness of ICT in
education, indicated that introduction and use of ICT adequately will be extremely effective
in students learning and achievement. However, use of ICTs, in Veterinary education
besides in day to day life activities is still in limited scale.
In this scenario, this workshop is quite appropriate to upgrade the ICTs skills in
the faculty. I expect the participants to utilize the expertise available to continue their
further research. I wish the organizers a great success in their efforts.

(T.S.CHANDRASEKHARA RAO)

SRI VENKATESWARA VETERINARY UNIVERSITY


Admn. Office : Dr. Y.S.R. Bhavan, TIRUPATI - 517 502
Phone
Res
Mobile
Pabx
Fax
Email

Prof. P. Sudhakara Reddy


M.Sc ., Ph.D.

REGISTRAR

:
:
:
:
:
:

0877 - 2248894 (O)


0877 - 2235885 (R)
99890 51541
0877 - 2248155, 2248006
0877 - 2248881
plsudhakara@gmail.com
registrarsvvutpt@yahoo.in

MESSAGE

Veterinary Education plays a vital role in animal well being , food security, rural
development and provides immense opportunity for collaborative research in various
fields. Processing information and deriving scientific inferences requires not only data
handling but also applying latest ICT tools in the this era of globalization and knowledge
economy. The effective integration of ICTs into the educational system is a complex
process involving not just technology but also improving teacher competence to handle
these technologies. The ICT tools maximize output in the learners and have made the
learning process more students centric.

The newly recruited faculty have limited

knowledge of applying these technologies for education, research and extension.


This two day workshop is an important step in this direction as it attempts to
refresh the skills of the faculty on various information and communication technology
skills .
I extend warm greetings to all the participants and compliment the SC & ST cell
for organizing this workshop.
I wish the workshop a great success.

(P.SUDHAKARA REDDY)

SRI VENKATESWARA VETERINARY UNIVERSITY, TIRUPATI


COLLEGE OF VETERINARY SCIENCE, TIRUPATI
Phone : 0877- 2249932
Fax : 0877- 2249563
vetyprasad@gmail.com

Dr. P. Eswara Prasad


Ph.D.

Associate Dean

MESSAGE
It gives me immense pleasure to note that the SC
& ST Cell of Sri Venkateswara Veterinary University,
Tirupati is organizing a two day workshop on Updating
Information Communication Technology (ICT) for faculty
from 10th 11th March, 2016. The theme is opt with
appropriate significance in the present scenario of
information technology revolution.
Now-a-days the role of Information and Communication Technology (ICT),
especially internet in the education sector is becoming important, especially in
the process of empowering the technology to educational activities. Education
sector can be the most effective sector to anticipate and eliminate the negative
impact of ICT. Technology on the side can be the most effective way to increase
the students knowledge. Being aware of the significant role of ICT in our life,
especially in the educational activities, education authorities should be wise
enough in implementing the strategies to empower ICT in supporting the
teaching and learning process in the classroom. ICT is not just the bloom of the
educational activities, but also it will be the secondary option to improve the
effective and meaningful educational process. Teachers should be the main
motivator and initiator of the ICT implementation at colleges. The teachers
should be aware of the social change in their teaching activities. They should
be the agent of change from the classical method into the modern one. They
must also be the part of the global change in learning and teaching
modification.
I expect all the participants in this workshop would benefit with the
technical deliberations and demonstration/ hands on sessions and will adopt
these technologies in their respective fields. I hope this workshop a grand
success.

(Dr.P.ESWARA PRASAD)

SRI VENKATESWARA VETERINARY UNIVERSITY


COLLEGE OF VETERINARY SCIENCE : PRODDATUR
Tel:
+91 8564 259924
Fax:
+91 8564 248075
Mobile: +91 99518 92740
+91 99890 77222
dr.babyrambabu@gmail.com

Dr.B.RAMBABU NAIK
MVSc., PhD

Course Director
Associate Professor & Head
Convenor of SC & ST Cell,
SVVU

MESSAGE

It is our privilege to organize a two day


workshop
on
Updating
Information
Communication Technology (ICT) skills to SC &
ST faculty of SVVU from 10th 11th March, 2016 at
College of Veterinary Science, Tirupati. On behalf of
the organizing committee and the institution, I
whole heartedly extend my warm welcome to all the
participants.
Information and Communication Technology (ICT) is increasingly
becoming crucial part of the education system. ICT has changed the style of
functioning of the educational system and its governance. Further, ICT
applications has brought about markedly drastic technological, social and
economic transformations. These changes have caused educational
institutions, administrators, teachers to rethink their roles, teaching and vision
for future. The proper integration of ICT with teaching/learning environment
increases education and increased productivity.
ICT provides various opportunities to educational learners and make
teachers aware of their new roles & responsibilities in teaching and learning
process. The growing use of ICT will change many of the strategies employed by
both Teachers and Students in the learning process.
Keeping in view the importance of ICT, this workshop involves deliberation
form eminent resources persons and hands on training / demonstrations for
effective learning and dissemination of knowledge.
We are highly indebted to Honble Vice- Chancellor and Team of university
officers and college administration, for giving necessary permission, financial
support, and facilities .
We also thank all the resource persons, committees, faculty, students,
non-teaching staff, sponsors, and media personnel for the kind cooperation to
this mega event.

(B.RAMBABU NAIK)

List of Contents
S.No. Title of the presentation

Page No.

1.

1-3

Communication Skills for Popularizing Science


Dr. M. Narayana Swamy, Professor & Head, Dept. of Veterinary Physiology,
Veterinary College, Hebbal, Bengaluru

2.

Process Documentation in Agriculture and Rural Development

4-6

Innovations
Dr. Kadiri Mohan, Scientist, Agricultural Extension, RARS, Tirupati

3.

Methods of Effective Internet Browsing

7-9

Prof. S. Jyothi, Professor & Head, Dept. of Computer Science, Sri


Padmavathi Mahila University, Tirupati

4.

Introduction to Microsoft Office

10-13

Prof. S. Jyothi, Professor & Head, Dept. of Computer Science, Sri


Padmavathi Mahila University, Tirupati

5.

Introduction to Microsoft Power Point

14-25

Mr. K.Bhaskar Naik, Assistant Professor, Dept. of Computer Science &


Engineering, Sree Vidyanikethan Engineerign College, Ranganmpeta

6.

Bio-Informatics and Its Application in Veterinary Research

26-32

Prof.D.Sreenivasulu, Professor & University Head, Dept. of Veterinary


Microbiology, College of Veteirnary Science, Tirupati

7.

Data Analysis Using Excel

33-44

Dr.A.Ravi, Professor, Dept. of Animal Nutrition, College of Veterinary


Science, Tiruapti

8.

ICT tools as viable alternatives in Technology Transfer towards

45-48

sustainable livestock development


By Dr.G.R.K.Sharma, Professor & University Head, Dept. of Veterinary
Extension and Animal Husbandry, College of Veterinary Science, Tirupati

9.

Data Analysis By Using Statistical Tool Packages

49-55

By Dr. B. Punya Kumari, Assistant Professor & Head, Dept. of Animal


Genetics & Breeding, College of Veterinary Science, Tirupati

10.

Measuring the impact of research: H-index and how you can

56-58

assess your impact using Google Scholar


By Dr.M.Alpha Raj, Assistant Professor, Dept. of Veterinary Pharamcology &
Toxicology, College of Veteirnary Science, Proddatur

11.

Managing Citations and Bibliography Using Zotero

59-64

By Dr. Anil Kumar. C, Assistant Professor, Dept. of Animal Nutrition, NTR


College of Veterinary Science, Gannavaram

12.

Online Anti-Plagiarism Tools for Scholarly Community

65-70

By Dr. K. Kumar, Assistant Professor, Library & Information Science,


College of Veterinary Science, Proddatur

List of Participants

71

Brief Bio-data of Course Director & Co-ordinators

72-73

1. Communication Skills For Popularizing Science


Dr. M. Narayana Swamy
Professor & Head, Department of Veterinary Physiology, Veterinary College, Hebbal, Bangalore
560 024; Email: mns263@yahoo.com

The communication skills for popularizing science for common people include writing
technical articles, popular science articles, popular books, blogs, radio interviews, television
interviews, training programmes, poster presentation and oral presentations. Oral presentations
encompass impressive lecturing, power point presentations and poster presentations.
It is always advised to construct short sentences for scientific technical articles and
popular science articles. Very long sentences are difficult to read and understand. However,
shortest sentences will not impress the reader. Writing of shortest sentences is called as Staccato
effect (meaning detached or disconnected). But, these sentences can be joined and refined
during editing to make them impressive and reader attractive. The scientist or a teacher should
have the urge of stretching the science to the general public which is the very meaning of the
word extension.
The paragraphs should not be too lengthy in a page. It is better to have at least 3 to 4
paragraphs in a page. The sentences should be in active tense not the passive tense.
It is always very difficult to begin the writing. This is termed as Writers Block. When the
matter is well conceptualized with good mind mapping of the facts then it become easy to write
any communication. It is better to refine the written or typed communication with the use of
computers which are user friendly. Editing of written communication needs to be done many a
times. Ernest Hemingways quote in this regard is First draft anything is always shit.
The peer reviewed research publication will make the writer of confident of further writing.
Before submitting a paper to the journal, discuss with the experts in the field and add the stuff.
Bradford (1965) has set some questions in his article The Reasons for writing. As per the author
while writing research papers one has to answer to the questions raised such as Why did I start
? (Introduction), What did I do? (Methods), What did I find? (Results) and What does it mean?
(Discussions and Conclusion) (Deshpande, 2006).
Many a times the popular articles are written in vernacular language. The scientist who is
in the habit of reading the published materials of others will automatically imbibe the art of
attractive writing.

When the radio and TV interviews are conducted give your own dimension to the topic.
The words which are not understandable by the readers or audience should not be used. It is
advised to avoid jargon and acronyms.
When the power point slides are prepared use bullet form of sentence or telegraphic
language. Use 7 to 8 lines of text in a slide.
Knowledge is important in science communication. Science communication is required for
transformation of societies. But, still there is big communication gap between scientists and the
public.
Verbal communications are the interpersonal communications. Only the voice of the
speaker will not form the effective communication skill. Non verbal signals such as gestures,
facial expressions, body language and appearance will enrich verbal communications.
The verbal communications are short lived. It is easier to present a paper in a conference
or symposium. But, it is difficult to write a paper for peer-reviewed journals. The research papers
published will have a long lasting impact. The written communication should be clear, complete,
accurate, convincing, and acceptable and it should not have any ambiguity. Grandiloquent writing
or the use of flowery language is not required in the scientific communications. It is better to use
simple language. Good writing skills could be cultivated by practice and experience (Deshpande,
2006).
There is a saying as work, write, publish. But, as per the present times it needs to be
changed as work, patent, write, publish.
Reading maketh a full man, conference a ready man and writing an exact man. The more
we read, we equip ourselves with information and knowledge. The more we discuss, we equip
ourselves for healthy conversations. And the more we write, we evolve ourselves into
perfectionists (Moharir, 2007).
There are many papers carrying the research information which has no relevance to
production, productivity, health, management and animal welfare (Balaraman, 2011). But, when
it needs to popularize science to the general public, these objectives need to be addressed. It is
always a must to indicate social concern in the popular communications. Few popular science
writers have said it as Popular Science means Poetic Narration. The meaning of this quote is
the language used in written communications should have some literary value.
The Science Clubs are working sincerely to develop the science education. They are trying
to bridge the gaps of the institutional education. They are working for the spread of joyful science
2

education by organizing science fairs where the learners get the opportunity of doing science in
a joyful manner (Chatterjee, 2013).
Effective communication will make a person as popular person, a leader, gives
confidence, causes less stress, makes better relationship, can become good role model, can
introduce changes or suggest policies and can take up better training programmes. Earlier it was
told as knowledge is power. Now it is changing to communication is power. Therefore, one has to
get out of comfort zone to become a popular speaker. One can become a great popular science
communicator by rehearsal, practice and experience.
Physiologically, what is needed for better communication skills is the good coordination
between Brocas area and Wernickes area of the brain. The Brocas area is known as speech
centre and the Wernickes area is known as word formation centre. The better coordination
achieved between these two centres by doing rehearsal makes a person a good communicator.
References
Balaraman, N., 2011. Editorial. Indian Vet. J., Vol. 88 (1) : 8.
Bradford, H. A. 1965. The reasons for writing. Br. Med. J., ii: 870.
Chatterjee, S., 2013. Changing Role of Science Clubs in Communicating Science. Global Media
Journal, 4 (1) : 1-22.
Deshpande, S. B. 2006. Art of writing a scientific paper. Indian Journal of Physiology and
Pharamacology, 50 (1) : 1-6.
Moharir, A. V., 2007. Research Paper Writing: Skill in Effective Writing and Communication.
Current Science, 93 (1): 6-7.

ABOUT THE AUTHOR


The author is currently working as Professor & Head at the
department of Veterinary Physiology, Veterinary College,
Hebbal, Bengaluru. He has a total teaching experience of 25
years and published 45 articles in national and international
journals, 50 popular articles, and four books. He has guided 13
MVSc students and one PhD student till date. He is an alumnus
of Veterinary College, Bengaluru and completed his BVSc & AH
in 1987, MVSc in 1998 and PhD in 2005.
Prof. Narayana Swamy

2. Methods of Effective Internet Browsing


Prof. S. Jyothi
Dept. of Computer Science, Sri Padmavati Womens University, Tirupati.
Email: jyothi.spmvv@gmail.com

Internet Browsing can be most important and useful learning to use the Internet for
research. To a beginner the Internet seems to be a large desert where it is difficult to find anything
useful; however Internet Research can find an oasis on the desert. Once correctly utilized, Internet
research can be used for a myriad of purposes such as company research, research for a term
paper or just getting essential information such as a weather forecast or local news. This talk will
outline some of the methods necessary to conduct an efficient, internet search quickly, and get
the information you need.
The first step to an effective internet search is being familiar with the terms you are
searching for. You search term should be as concise as possible, while still covering the area you
would like to find. You should attempt to form keywords (main topic of research), phrases (avoid
common phrases unless they are placed in quotes) and terms that describe your topic. The search
should use nouns and pronouns as keywords when possible with the most important terms being
placed first. Many search engines operate by Boolean operators which are set theory based and
include the terms and, or and but among other terms. For example, if you would like to find the
current price of oil in the United States a search term of Oil would come up with too many
responses, such as baby oil, many of which would be totally unusable. A good search should be
stated in the terms that you are looking for. In this case oil prices in the United States would be
a better search term. Placing the search term in quotes asks the search engine for a match ONLY
based on the terms within the quotes. Unless the search engine selected can accept plain English
(which a growing number of search engines can) searching a search term not placed in quotes
would result in a search for EVERY term in the search box. This obviously would not lead to an
efficient search.
A good starting point for effective internet research is finding an effective search engine.
Many different types of search engines are available such as a standard search engine such
as www.google.com , an invisible web search engine such as www.incywincy.com , a Meta search
engine such as www.ez2find.com, or a specialized search engine such as www.firstgov.gov . A
standard search engine such as Google, Yahoo and other popular search engines perform many

functions. It may in addition to conducting searches look up phone numbers, create maps, give
local news and other functions.
In the academic research, it is a major source for scholarly journals, current news, books,
credible magazines, general information and other relevant content. Here are a few tips to help
you efficiently conduct online research and find the information you want:
Tap into reputable sources
Many reliable statistics, articles and other information can be found on government and
educational websites. These websites are easily identified because their domain names end in
.edu or .gov. Additionally, you can conduct a search for only scholarly information. See the
sources below.
Subscribe to RSS Feeds
Really Simple Syndication (RSS) feeds is new technology that allow subscribers an
immediate update when new information is posted. RSS feeds are particularly handy for news
sources or other websites that are constantly updated. If you need to collect current events on a
particular topic, RSS feeds will practically do your work for you.
Join or Create a Group
A number of websites like Google, Yahoo and MSN offer online groups where members
can share information. This is an excellent way to meet people who share your same interests
and discover new resources.
Understand and Use Boolean Logic or an advanced search
Boolean Logic is becoming less common as more search engines offer advanced search
features. Boolean Logic uses the words and, or and not to create relationships among search
terms and allow you to narrow your search.
The advanced search feature on Google, Yahoo, MSN, Ask.com and other popular search
engines accomplish the same goal. Use these methods to filter your results and find
the information youre looking for.
Use Synonyms, Alternate Spellings and Related Topics
As you conduct your research, take note of synonyms, alternate spellings and related
keywords of your topic. For example, if youre looking for information on dogs, you may also
want to search puppies, canines and pets.

Use Different Search Engines


Different search engines function differently. Google and Ask.com are linkranking
engines, which mean they consider the relevance and importance of the links that link to a website
and the sites the website links to. On the other hand, Yahoo and altavista rank by general content.
They look at keywords in metatags and in the webpages content. Therefore, different search
engines provide different results.
Choose a Browser Thats Conducive to Research
There are many free internet browser downloadsInternet Explorer, Firefox and Opera
are just a few. Some browsers allow you to add notes, save groups of websites and have
integrated search engines that make web research easier and faster. Any of the three listed above
are great for web research.
From the sources of
1. Prof. Eric Popkoff,
2. Top ten reviews

Prof. S.Jyothi

ABOUT THE AUTHOR


She is a Professor in Computer Science. She worked as Director,
University Computer Centre, Head, Dept. of Computer Science, Head
(I/C), Dept of Computer Science and Engineering, BOS Chairperson,
BOS member and so on. She has 25 years teaching experience and 30
years research experience. She is handling core and electives subjects
of Computer Science for post graduate and graduate level. 9 Ph.D., 7
M.Phil were awarded and 8 Ph.D. scholars are being guided under her
supervision. She is senior member of IEEE & IACSIT, fellow of Royal
Society of Statistics & SSARSC, member of ACM & IAENG and life
member of CSI, ISTE and ISCA. More than 80 papers published in
International and National Journals and 60 papers presented in
International and National conferences. 8 books were authored and
edited by her. She has completed one UGC major Project and she is
handling one DBT major project and to be handled two more DBT
projects.

3. Introduction to Microsoft Office


Prof. S. Jyothi
Dept. of Computer Science, Sri Padmavati Womens University, Tirupati.
Email: jyothi.spmvv@gmail.com

Microsoft Office is an office suite of applications, servers, and services developed


by Microsoft. It was first announced by Bill Gates on August 1, 1988, at COMDEX in Las Vegas.
Initially a marketing term for a bundled set of applications, the first version of Office
contained Microsoft Word, Microsoft Excel, andMicrosoft PowerPoint. Over the years, Office
applications have grown substantially closer with shared features such as a common spell
checker, OLE data integration and Visual Basic for Applications scripting language. Microsoft also
positions Office as a development platform for line-of-business software under the Office
Business Applications brand. On 10 July 2012, Softpedia reported that Office is used by over a
billion people worldwide.
The desktop version of Office is available for Windows and OS X. A touch-optimised
version of Microsoft Office is available pre-installed on Windows RT tablets. A mobile version of
Office, Office Mobile, is available for free on Windows Phone, iOS and Android. A web-based
version of Office, Office Online, is also available. Microsoft has stated that it plans to create a
version of Office for other popular platforms as well. The current desktop version is Office 2016 for
Windows and OS X, released on 22nd September 2015 and 9th July 2015, respectively.
Ms-Word
Microsoft Word is a word processor available for Windows and OS X. Word is also
available in some editions of Microsoft Works. The first version of Word, released in the autumn
of 1983, was for the MS-DOS operating system and had the distinction of introducing the mouse
to a broad population.
Let us consider an office scene. Many letters are typed in the office. The officer dictates a
letter. The typist first types a draft copy of the letter. The officer goes through it to check mistakes
regarding spelling errors, missing words, etc. and suggests corrections. The typist changes the
letter as suggested by the officer. This is a simple example of word processing.
There are many software packages to do the job of word processing. Some of them work in DOS
environment. Example are WordStar, Word Perfect and Professional Write. But in these days
working in WINDOWS is becoming more and more popular. So let us consider software for word
7

processing which works in WINDOWS. Our choice is MS-WORD because it is the most popular
software in these days.
Ms-Word not only supports word processing features but also DTP features. Some of the
important features of Ms-Word are listed below:

Using word you can create the document and edit them later, as and when required, by
adding more text, modifying the existing text, deleting/moving some part of it.

Changing the size of the margins can reformat complete document or part of text.

Font size and type of fonts can also be changed. Page numbers and Header and Footer
can be included.

Spelling can be checked and correction can be made automatically in the entire document.
Word count and other statistics can be generated.

Text can be formatted in columnar style as we see in the newspaper. Text boxes can be
made.

Tables can be made and included in the text.

Word also allows the user to mix the graphical pictures with the text. Graphical pictures
can either be created in word itself or can be imported from outside like from Clip Art
Gallery.

Word also provides the mail-merge facility.

Word also has the facility of macros. Macros can be either attached to some
function/special keys or to a tool bar or to a menu.

It also provides online help of any option.

MS-Excel
Microsoft Excel is a spreadsheet program that originally competed with the dominant Lotus
1-2-3, and eventually outsold it. It is available for the Windows and OS X platforms. Microsoft
released the first version of Excel for the Mac OS in 1985, and the first Windows version
(numbered 2.05 to line up with the Mac and bundled with a standalone Windows run-time
environment) in November 1987. It provided more functionality than the previous version.
Excel is the spreadsheet program created by Microsoft.

Although you can use any

spreadsheet program for analyzing data, the instructions given here are specific for Excel and
you must use Excel for the three Excel quizzes. Excel is, in its most basic form, a very fancy
calculator. The information given in this quick tutorial is meant to give a working knowledge of

how to use Excel. There are usually several different ways to perform the same function in Excel,
this talk will usually just give one way.
Spreadsheet or Workbook: a Microsoft Excel file which contains any number of
worksheets (3 by default)
Worksheet: consists of a large number of cells arranged in columns and rows that form a table
Cell: basic element in Excel for data entry (text, number, formula)

cell address: column letter and row number on a worksheet, e.g. A1, C7, F25

MS-PowerPoint
Microsoft PowerPoint is a presentation program for Windows and OS X. It is used to
create slideshows, composed of text, graphics, and other objects, which can be displayed onscreen and shown by the presenter or printed out on transparencies or slides.
PowerPoint is a tool you can use to communicate your ideas effectively through visual aids
that look professionally designed yet are easy to make. With PowerPoint, you can create slides
for your presentation in the output you require: blank and white overheads, color overheads,
35mm slides or on-screen electronic slide shows. In addition, you can prepare speakers notes,
print an outline and print audience handouts. All these components in one file make up a
PowerPoint Presentation. Starting PowerPoint To launch PowerPoint, Click the Start Button on
the Windows Taskbar, select Programs and then click on Microsoft PowerPoint. You might also
find the PowerPoint icon on your MS Office Toolbar. To begin working with PowerPoint, you will
need either to open an existing presentation or create a new presentation using one of available
options. They are

Blank Presentation

From Design template

From Auto Content Wizard

From Existing Presentation Photo album.

4. Process Documentation in Agriculture and Rural Development


Innovations
Dr. Kadiri Mohan
Scientist (Agril. Extension), Acharya N.G.Ranga Agricultural University, Regional Agricultural
Research Station for Southern Zone, Tirupati 517502. Email: kadirimohan@gmail.com
Documentation is the process of systematically collecting, organizing, storing, retrieving,
and disseminating information; a process used for the purpose of learning or sharing or for
recording intellectual property. Output of documentation process can be written, visual and audio
information about, for example, an object, a practice, a product or an event.
There are different types of documentation and include Annual Reports; Books; Case
Studies; Digests; Guides; Handbooks; Journals, Magazines; Newsletters or Bulletins; Occasional
Papers; Pamphlets; Policy Briefings; Position papers; Reports; (Project Reports, Research
Reports, and Technical reports); Working Papers; Success Stories etc.
Documentation is any communicable material that is used to describe, explain or instruct
regarding some attributes of an object, system or procedure. Good documentation can serve
several very important functions and can make it easier to use and thereby save users time and
money. It can enhance the perceived quality of the product. The value of documenting for selfreflection and sharing of learning is often not recognized or does not figure prominently on the
agenda of development organizations.
A process a series of steps and interrelated work activities, characaterized by specific
inputs, and tasks which add value, and make up a procedure for a set of specific outputs.
An example of process would be the interaction between people engaged in launching a
product, the things that each of them did to promote purposeful and methodological work, and
there efforts produced on their colleagues.
Process possesses

Process is subtle and not visible after the task is completed.

Is derived from the interactions of the members in the group

Influences members behavior and contributions

Has an impact on the task results.

Needs specific handling in group situations.

Needs specific awareness and skills within the group

Skills required for process management:

10

Different types of skills are required for managing the process in the implementation of
tasks. Most of these skills relate to building in sensitivity of the personnel to each other, apart from
the task requirements. Various types of skills that help in managing the process in any given tasks
are: observational skills, listening to others ideas, supporting each other, being clear and making
others clear on the task aims, managing time and resources, establishing common procedures,
cooperation and helping each other etc. Process also embraces the reaction of people to the
physical and emotional environment in which they work, how they are affected by it and what they
do to influence it. Since process issues influence task results, and often critically, it follows that
people need to develop both sorts of skills, and to be aware of them in others.
Process Documentation
In order to understand what Process Documentation is, we also need to understand
what is Process?. A Process is a series of steps and interrelated work activities, characterized
by specific inputs and tasks which add value, and make up a procedure for a set of specific
outputs. Thus the word Process refers to the steps and work activities a transaction follows
through an organization's systems, applications, and people. The word Documentation refers
to a narrative, or some description of the way the process works.
Process Documentation is a systematic way of capturing what happens in a process of
change and how it happens, to reflect and analyze why it happens and to organise and
disseminate the findings. It helps to reflect, analyse and discover patterns that help or hinder
change. The purpose of process documentation is to improve the quality and impact of a project.
Process documentation allows internal project learning and joint learning with direct stakeholders.
It looks beyond the project into the context and may help projects to break through their sharp
boundaries in time and space enabling projects to raise issues of general interest and stimulate
reflection and debate in wider society. (Grouppe Development South Asia Regional Office 2008).
There has been growing acceptance of the need to consider the development process in addition
to simple development inputs (technology, knowledge, capital).
The basic aim of Process Documentation is to learn from implementation experience and
in the light of this modify the strategy and ultimately, policy (Mosse,1998).
Process documentation
-

detailed description and analysis of the different activities undertaken during the course of
study

describes stakeholders participation; the process by which specific issues, concerns and
interests are articulated, addressed or resolved; significant activities undertaken; the

11

process by which resolutions were arrived at and how conflicts were resolved; the
stakeholders and key players who participated; the outcome of the activity.
-

analyse significant concerns, questions and issues articulated and addressed at different
stages of the study

serves as a tool for decision making

helps identify problems and bottle necks, identify deviations to tackle corrective action and
institutional learning.

Process Documentation is a planning and evaluation tool that can help the project team and
stakeholders track meaningful events and discern what is happening, how it is happening and
why it may be happening. Process documentation involves a structured, focused way of capturing
the change process; organizing the information and disseminating the information quickly enough
to be the most useful.
How do we document:
Tools and Methods in Process Documentation Process documentation uses qualitative
research methods to capture information from different sources in a variety of ways: participant
observation and analysis: eg: understand the way farmer groups are performing, quality of
participation; Regular field notes and diaries; Focused Group discussions; Reviewing written
communication and records; Team meetings on issues. data collection methods can include
interviews with individuals, review of meeting minutes and other documents, observation of
meetings and photography or video. Outputs in process documentation include case studies on
specific issues; M & E reports: qualitative descriptions on how outputs are achieved and used
newsletters, reports and discussion notes
Major steps in Process Documentation:
Step 1: Documentation prior to the start of any task: involves documenting the objective of the
activity and approach; steps to be taken; why; who will be involved
Step 2: Documenting immediately following the Process task: what was actually done;
modifications made on the approach and why; successes; what worked well; indicators used to
gauge success; factors contributing to the success; actual achievements; progress; level of
participation etc.

Step 3: Synthesis of findings and insights. Feedback may be obtained from stakeholders involved
in the activities to find out factors which determined success; factors leading to failure; what
worked well; what did not work well and needs to be adjusted; capacity building needed;
Step 4: Communication of findings and insights to stakeholders for obtaining feedback.
12

Process Documentation is an invaluable tool in effective project management and


governance. It aids action research, learning alliances and multi-stakeholder platforms that
recognize the impact of cultural traditions and power constellations on development.
Process documentation involves recording both formal and informal events, taking
minutes, watching what happens in meetings, and also talking to people outside meetings,
listening to them etc. The main indicators for documenting the process can be derived from the
theory of change being promoted by the project of the assumptions the project envisages.
However, key areas of process documentation normally included are as follows:
A The decision making process
B. The process of concerted action:
C. The process of behavioural and attitudinal change:
D. The process of empowerment:
Importance of process documentation in Agriculture
Innovations in agriculture are ever happening and drive towards the holistic development.
Ever changing scenarios and challenges call for contiguous innovation driven development
process. As many innovations are scalable and those pilot innovations documentation will be a
become a road map for overall upscaling.
References
Grouppe Developpement South Asia Regional office 2008 at www.gd-southasia.org
Mosse (1998). (Ref: Mosse, David,1998,Process documentation research and process
monitoring, in David Mosse, John Farrington and Alan Rew (Eds) Development as
Process: Concepts and Methods for working with Complexity, London: Routledge, pp 3153).
Manage Reading Material on Process documentation in Development Projects. National Institute
of Agricultural Extension Management, Rajendranagar, Hyderabad 500030.

ABOUT THE AUTHOR


Dr.Kadiri Mohan is working as Scientist in Agriculture Extension
at Regional Agricultural Research Institute, Tirupati

Dr.Kadiri Mohan

13

5. Introduction to Microsoft Power Point


Mr. K.Bhaskar Naik
Assistant Professor, Department of Computer Science and Engineering, Sree Vidyanikethan
Engineering College, Rangampeta; Email: bhaskar.cse501@gmail.com

Introduction to MS PowerPoint:
Microsoft PowerPoint, part of Microsoft Office, creates and plays presentations. A presentation
is something a speaker makes to an audience, typically using a computer and LCD projector to
display material in a lecture hall or auditorium. PowerPoint works a lot like Microsoft Word, and
the assumption here is that you are familiar with Word.
A PowerPoint presentation is made up of "slides" that are individual frames or screens of
information. To create a presentation, create the slides. A PowerPoint file (*.ppt) is a collection
of slides, typically for one and only one presentation, although files can be linked together to
make up compound presentations.
PPT Orientation:
Section 1. Each page of the working area of the presentation is called a slide. New presentations
open with a Title slide in Normal view ready for editing.
Section 2. This area toggles between Slides view and Outline view. Slides view shows a tiny
picture of all the slides in your presentation. Outline view shows the hierarchy of the text in your
slides.
Section 3. This part of the new user interface (UI) is known as the Ribbon. The different Ribbons
take the place of the toolbars and menus of previous versions in PowerPoint. The Ribbons offer
access to all the different features in PowerPoint 2007.

14

When you open a new presentation in PowerPoint 2007, the program assumes that you will begin
your slide show with a Title slide. Adding a title and subtitle to this slide layout is as easy as
clicking in the text boxes provided and typing.
Slide Layouts:
Go to the Start Menu,. In this Click Ms-PowerPoint. It shows New PPT.
Then Go to Home tab, in this click Slides group, click Layout icon. A menu of layouts
appears is shown as below.
Create a new slide. Select a non-title slide as you generally will not want to change the
layout of the title slide. Select the "Home" tab on the ribbon and click the "New Slide"
button. This will insert a new slide after the current slide with the same layout.
Click the "Layout" button in the "Slides" section and select a layout from the drop-down
menu. You will see a picture showing the appearance and the title of the available slide
layouts. Click on of the layout pictures to select that layout.
Select the correct layout. You can always change the layout later but you will save time if
you choose the correct layout when you create the slide.

Types of views:
The views in Microsoft Office PowerPoint 2007 that you can use to edit, print, and deliver your
presentations are:

Normal view
Slide Sorter view
Notes Page view
Slide Show view (which includes Presenter view)
Master views: Slide, Handout, and Notes

15

As the screen capture above illustrates, you can find PowerPoint views:

On the View tab, in the Presentations Views group, where all views are available.

Inserting text:
PowerPoint Add Text to the Title or Subtitle Placeholders:
With a presentation opened in the Normal view, click any title or subtitle placeholder on the title
slide. The placeholder opens where you can add text. Type your text and click anywhere outside
the placeholder. The text is saved.

Recognize that each individual slide in PowerPoint 2007 holds information that shows what type
of slide it is. You will see this from the examples presented for your use as you progress through
the presentation. Start your presentation with the Title Slide. Click into the box that holds the
identity of the presentation (or the title), and then follow up with any descriptive information that
will make the sub-title. Make sure you enter all of the important points.

16

Word art:
1. Select the text that you want to convert to WordArt.
2. On the Insert tab, in the Text group, click WordArt, and then click the WordArt that you
want. (Or) Click the Format tab.

3. Click the Quick Styles button (found in the WordArt Styles group of the Drawing Tools
Format tab).

Formatting text:
PowerPoint enables you to change text fonts, sizes and colors. You control most of the font
settings from Font group located on the Home tab of the PowerPoint Ribbon. To change text
attributes,
open
a
presentation
and
follow
these
steps.
Click the Home tab.
Select a Slide, in this select the some text. (or)
The first thing to do once you have entered some text on a slide is to select it by dragging the
cursor over it. Right click on your selection and select Format Text Effects.

To format text with a color:

Select the text to be change.


17

On the Home tab, in the Font group, click on down arrow to the right of the Font Color
icon.
Select the desire color from the Theme or Standard Colors displayed.

Bullets and numbering:


The Bullets and Numbering dialog box will be the most helpful tool you can use for formatting
bullets or numbering. With it, you can change the style of your bullets or numbering, as well as
change their size and color.
From the Home command tab, in the Paragraph group, click the

next to BULLETS

or

NUMBERING

select Bullets and Numbering...


(OR)
On the slide, in any text box, right click select Bullets or Numbering select Bullets and
Numbering...
The Bullets and Numbering dialog box appears.
Auto shapes:
18

AutoShapes are preset, intelligent shapes like circles, arrows, stars, and callouts that you can use
to draw almost anything inside PowerPoint. Combine these
shapes to create amazing visual content so fast.
Types of AutoShapes:
Each type of AutoShape is accessed from the AutoShapes
toolbar. Click the Shapes button to bring up the Shapes gallery.

Launch PowerPoint and on a blank slide or existing slide, insert


a Shape by clicking the Shape button in either the Home or Insert tabs of the Ribbon.
Hyperlink:
In Microsoft Office PowerPoint 2007, a hyperlink is a connection from one slide to another slide
in the same presentation or to a slide in another presentation.
Create a hyperlink to a slide in the same presentation
1.
2.
3.
4.

In Normal view, select the text or the object that you want to use as a hyperlink.
On the Insert tab, in the Links group, click Hyperlink.
Under Link to, click Place in This Document.
Do one of the following:
Link to a custom show in the current presentation:
1. Under Select a place in this document, click the custom show that you
want to use as the hyperlink destination.
2. Select the Show and return check box.
Link to a slide in the current presentation:
Under Select a place in this document, click the slide that you want to use as
the hyperlink destination.

19

Inserting images:
If you already have an image file on your computer that you want to insert into a PowerPoint
presentation, PowerPoint lets you insert the file. Follow these steps to insert Pictures from a file
into your slides:

o
o
o
o

Move to the slide on which you want to splash a picture.


Open the Insert tab on the Ribbon and then click the Picture button in the Illustrations
group.
Find the picture file to use.
Click the file and then click Insert.

Inserting clip art:


To insert ClipArt into your presentation when using PowerPoint 2007, select the Insert tab. In the
Illustrations group, select the ClipArt icon as shown below:

Do the following for all programs listed in the Applies To at the top of the article.
1. On the Insert tab, in the Illustrations
group, click Clip Art.
2. In the Clip Art task pane, in the Search
for text box, type a word or phrase that
describes the clip art that you want, or
type all or some of the file name of the
clip art.
3. To narrow your search, do one or both of the following:
To limit the search results to a specific collection of clip art, in the Search in list,
select the check box next to each collection that you want to search.
For more information about collections, see About Clip Organizer collections.

20

Custom Animations:
1. Click on the object or text box you wish to animate to select it (hold down the Ctrl button
while clicking to select more than one).
2. In the Animations tab under the Animations group click on the
button.
3. The Custom Animation pane opens
4. From the Add Effect drop-down menu choose the kind of effect you want (Entrance,
Emphasis, Exit, Motion Paths) and then the animation itself. The drop-down list shows
only a few possibilities, so choose More Effects... for more options.

5. To customize the speed, properties and timing of your animation, either click on the
effect you wish to modify on the Custom Animation Pane.
6. Once you have the animation you would like to modify selected, use the options in the
Modify: [Effect] section of the Custom Animation Pane. These options will change
depending on the effect selected.
7. Repeat steps 2-6 for as many animations as you would like to add.

Hidden slides:
In a PowerPoint 2007 presentation, you can hide a slide just in case you'll need it later. The
presenter, can see hidden slides in Normal view and Slide Sorter view (where their slide
numbers are crossed through) the audience doesn't see them in the course of a presentation.
1. Select the slide or slides.
2. On the Slide Show tab, click the Hide Slide button.
You can also right-click and choose Hide Slide.
Inserting tables and charts:
Inserting Tables:
PowerPoint is a great way to present data to groups, and if you create slideshows its important
to know how to present information. Today well briefly go over the use of tables in a
presentation.
21

1. Select the slide that you want to add a table to.


2. On the Insert tab, in the Tables group, click Table.
3. Do one of the following:

Move the pointer to select the number of rows and columns that you want, and
then click.
Click Insert Table, and then enter a number in the Number of columns and
Number of rows lists.
4. You will get a menu which allows you to select how many rows and columns to include
with the table.
5. To add text to the table cells, click a cell, and then enter your text.

After you enter your text, click outside the table. To add a row at the end of a table, click the last
cell of the last row, and then press TAB.
Note: To convert existing text to a table, you must first add a table to the slide and then copy
the text to the table cells.
Inserting Charts:
Charts make it easy for your audience to visualize trends and patterns and can prevent
people from getting squint-eyed or distracted.
Follow these instructions to add a chart within PowerPoint 2007:
Click the Insert tab of the Ribbon and then click the Chart option.
Select the chart category you want in the left side of the dialog box.
Select the chart type within the selected category. Click OK to insert a chart.

22

This will place a chart on the slide that is based on dummy data. At the same time, this
launches Microsoft Excel in a separate window as shown in Figure , containing the dummy
data of the chart.

Lets you want to change the chart type in to following formats.


Chart Tools Design tab,
Chart Tools Layout tab
Chart Tools Format tab
23

After you finish editing your chart, just click anywhere outside the chart area to go back to the
normal PowerPoint interface without the Chart Tools tabs.
Inserting Audio & Video:
Inserting Audio:
1. Click on the Insert tab of the ribbon.
2. Click the drop down arrow under the Sound icon on the right side of the ribbon.
3. Select Sound from Clip Organizer...

PowerPoint will display the Clip Art task pane and will select Sounds in the Results
Should Be drop-down list. You can use the Clip Art task pane to locate a sound clip
stored on your computer or on the Office Online Web site.
To insert a sound clip from an existing sound file on a local disk, a shared network location,
or an Internet site (if you havent imported the file into the Clip Organizer), -on the Insert
menu, point to Movies and Sounds, and then click Sound from File.
The Insert Sound dialog box will appear. Select the sound file that you want, and then
click the OK button.
To record your own sound clip (you must have a microphone attached to your computer)
and add it to the slide, on the Insert menu, point to Movies and Sound, and then click
Record Sound.

Inserting Video:
Insert a movie from a file:
You can insert a movie from a movie file on a local disk, a shared network location, or an Internet
site.
1. On the Insert menu, point to Movies and Sounds, and then click Movie from File.
2. Select the movie file in the Insert Movie dialog box, and then click the OK button.
If you selected a movie clip in animated .gif format, the animation will run automatically the entire
time the slide is displayed in a slide show. If, however, you selected a movie in another format
(such as .avi), PowerPoint will display a message box letting you choose when the movie will
play.

24

To have the movie play automatically when the slide is displayed in a slide show, click the
Automatically button.

To have the movie play only after you click the movie image, click the When Clicked button.
PowerPoint will then add the clip(?) to your slide.

ABOUT THE AUTHOR


The author is working as Assistant professor in the department of
Computer Science & Engineering at Sree Vidyanikethan,
Rangampeta. He has B.Tech and M.Tech degrees in Computer
Engineering and holds a diploma in Computer Science. He has
published 12 research papers in national and international journals
and also presented at 10 conferences. He has a total teaching
experience of 10 years.

Mr.Bhaskar Naik. K

25

6. Bio-Informatics and Its Application in Veterinary Research


Prof.D.Sreenivasulu
Department of Veterinary Microbiology, College of Veterinary Science, Tirupati; Email:
drsreenivasulu10@gmail.com

With the advent of large scale gene sequencing, a new scientific discipline known as
computational molecular biology or bioinformatics was conceived. The terms bioinformatics and
computational biology are often used interchangeably. However, bio informatics more popularly
refers to the creation and advancement of algorithms, computational and statistical techniques,
and theory to solve formal and practical problems inspired from the management and analysis
of biological data. Computational biology on the other hand, refers to hypothesis-driven
investigation of a specific biological problem using computers, carried out with experimental or
stimulated data, with the primary goal of discovery and advancement of biological knowledge.
Put more simply, bioinformatics is concerned with the information while computational biology
is concerned with hypothesis. Bioinformatics is one of the latest additions to scientific vocabulary
which seems to suggest a bridge between the world of biology and that of information
technology.
The origin of bioinformatics can be traced to the developments by Sanger of a technique for
the sequencing of nucleic acids. The original technique devised in 1975, was subsequently improved
upon and automated. For this invention Sanger won a second Nobel Prize in chemistry, which was
awarded in 1980. His first prize for inventing the technique for sequencing of protein was
awarded in 1962, . The pioneering efforts of Sanger, paved the way for the sequencing of
other genomes, starting with bacterial plasmid pBR322. At present, over one billion DNA and
protein sequences have been determined and deposited in computerized databases which
can be accessed and retrieved for research use. These sequences contain wealth of
information hidden within them; including protein structure disease mechanisms and drug
targets sites. Therefore, bioinformatics is concerned with the access and analysis of
databases of published genes and protein sequences. The major problem facing the
researchers in biomedical and pharmaceutical disciplines is how to extract biologically
useful information from millions of sequences. So, bioinformatics is using multidisciplinary
approach which combines computer science, information technology, molecular biology,
biochemistry etc, to address this gap of knowledge.

26

In all, bioinformatics can be said to be a theoretical discipline which attempt t o make


predictions about biological functions from sequence data. The exploitation of the vast
amount of information in various genome sequence databases is dependent on the ability of
the researcher to assign functions to the sequences. Now, using bioinformatics algorithm
(otherwise called bioinformatics tools) sequences could be analyzed to provide useful
biological information on the sequenced

material.

Some

commonly

used bioinformatics

tools include basic local alignment search tool BLAST, FASTA, and Clustal W.
Bioinformatics algorithms:
Bioinformatics algorithms (tools) are used in the analysis of biological
sequenced data; overviews of some of these tools are as follows.

BLAST: the full name of this tool is basic local alignment search tool BLAST; it is
employed for rapid searching of nucleotides and protein databases. It compares sequence data
with the already characterize sequences to give meaningful biological information for the
unknown sequence used for the search. It provides optimal local alignment to the query. This
algorithm has the power to detect local and global alignment; region of similarity embedded in
other wide unrelated proteins. BLAST searches provide information on the function of
uncharacterized proteins, this is obtained when the tool compare a query sequence to all
sequence in a specific databases.
Comparison of sequence by basic local alignment search tool is done in a pair wise
manner, each comparison is a given a score reflecting the degree of similarity between the query
and the sequence being compared. At the end of the comparison, the higher the score the
greater the degree of similarity. The similarity is measured and shown by aligning two
sequences. Either as indicated, the alignment of sequence can be local or global which means
local alignment is an optimal alignment that include only the most similar local regions on the
sequences, while in global alignment it include all characters from each sequence.
Clustal W: Unlike the above tool, clustal W is a general purpose algorithm used for
multiple sequence analysis for DNA or proteins. It produces biologically meaningful multiple
sequence alignments of divergent sequences, it also computes best matches for the selected
sequences and line them up so that identities, similarities and differences can be seen by
viewing cladograms and phylograms both of which are parts of the clustal W algorithm. The
physical features of the tool can be accessed at website.
27

FASTA: It allows for the comparison of a query sequence to a DNA sequence database.
The tool use a fast search to initially identify sequences from database with a high degree of
similarity to the query sequence, then it conduct a second comparison on the initially selected
sequences. FAST algorithm is slower and more sensitive than the BLAST; this is because
FASTA tolerates gaps in the aligned sequences. Again, FASTA is employed in homology
searching that it is to say it search for homologous sequences in sequence databases of proteins
and nucleotides for similar sequences (Pearson and Lipman, 1988).
Bioinformatics in Veterinary Research:
1.Generation of biological data:

Sequences and structure of genes and proteins: Sequences are the simplest way to
represent a macromolecule. The structure of genes that code for the sequence of amino acids
in proteins is produced in this form by genome sequencing projects. Protein sequences are
usually obtained via computer-based translations of genomic data.

3-d molecular structures: These are obtained by physical measurement (x-ray, nuclear
magnetic resonance combined with computer modeling.)

Genome structures and functions: The genome of an organism is composed of its entire
genetic material information on genome structure and function is a basic description that is
continuously updated with new information including links to other databases.

Bibliographic data: Such as abstracts of scientific articles. The amount of date has
increase exponentially, especially since the

onset of genome projects, such as the human

genome sequencing programmes. The data are currently organized into a small number of large
public databanks available through the internet. Data management, including data processing
and database maintenance, is the first and most fundamental task of bioinformatics. Another
large sub-field, biomathematics or bio computing, is concerned with developing specialized
algorithms for accessing and analyzing these data. The most frequent research tasks in this sub
field are sequence similarity searching, to find a protein or gene similar to a novel sequence,
and database retrieval.

28

2.Mine, retrieve and analyze biological data:

The growing numbers of sequences in public domain, of pathogens, plants, animals that
are useful resources for the researcher to exploit for research work could be mined, retrieved
and analyzed by the use of bioinformatics tools to derive meaningful information. Another aspect
of bioinformatics in sequence analysis is the automatic search for genes and regulatory
sequences within a genome. One core aspect of research in computational biology focuses on
database development how to integrate and optimally query data from genomic DNA sequence,
spatial and temporal patterns of mRNA expression, protein structure, immunological reactivity,
clinical outcomes, publication records, and other sources.

A second focus involves pattern recognition algorithms for such areas as nucleic acid or
protein sequence assembly, sequence alignment for similarity comparisons or phylogeny
reconstruction,, motif recognition in linear sequences or higher-order structure, and common
patterns of gene expression. Both database integration and pattern recognition depend
absolutely on accessing data from diverse sources, and being able to integrate translations and
reproduce these data in new formats. For example, the wide spread utility of BLAST for the
identification of gene similarity but also to the availability of databases such as Genbank, the
European molecular biology laboratory ( EMBL) and the DNA data bank of Japan (DDBJ) which
pool genomic data from a variety of sources. BLAST would be of limited utility without a broadbased database to query. The post genomic era holds phenomenal promise in understanding
metabolic processes, and disease, and we can confidently predict that bioinformatics improving
our understanding of such diverse areas as the regulation of gene expression, protein structure
determination, comparative evolution, and drug discovery.
In Veterinary research, bioinformatics tools were applied for the detection of animal
diseases and to examine the genome of animal pathogens to identify diagnostic problems and
to generate novel solutions for the continued improvement and development of molecular
diagnostics. Bioinformatics approach helped to identify antigenic epitopes from rabies virus
glycoprotein G, which could be used for the development of antirabies subunit vaccine.
3.Predict and identify protein in a sequence:
Protein structure prediction is another important application of bioinformatics. The amino
acid sequence of a protein, the so-called primary structure, can be easily determined from the

29

sequence on the gen that codes for it. In the vast majority of cases, this primary structure
uniquely determines a structure in its native environment. Knowledge of this structure is vital in
understanding the function of the protein. For lack of better terms, structural information is
usually classified as one of secondary, tertiary and quaternary structure.
One of the key ideas in bioinformatics is the notion of homology in the genomic branch
of bioinformatics, homology is used to predict the function of a gene; if the sequence of gen A,
whose function is known, is homologous to the sequence of gene B, whose function is unknown,
one could infer that B may share A function in the structural branch of bioinformatics, homology
is used to determine which parts of a protein are important in structure formation and interaction
with other proteins. In a technique called homology modeling, this information is used to predict
the structure of a protein on the structure of a homologous protein is known. This currently
remains the only way to predict protein structures reliably. One example of this is the similar
protein homology between haemoglobin in humans and the haemoglobin in legumes both serve
the same purpose of transporting oxygen in the organism. Though both of these proteins have
complete3ly different amino acid sequences, their protein structures are virtually identical, which
reflects the near identical purposes.
4.Laboratory applications:
The use of computers for biology starts in the laboratory; for instance to plan how a DNA
molecule will be cut and tailored with the several hundreds of enzyme reagents available. In
order to carry out the relatively simple task of cutting out a precise fragment of a DNA piece, it
is necessary to find one tor two enzymes that cut somewhere near the ends of the desired piece,
but will not cut the fragment itself. One such enzyme may cut a Piece of DNA into a few, or into
several hundred fragments, depending on the sequence of the DNA piece. A computer can
enumerate all the possible fragments that can be obtained, and suggest enzyme combinations,
and a protocol for the experiment. A more sophisticated task is the characterization of a gene
sequence that is obtained from an experiment. To this end, the biologist performs a database
search o several of the publicly accessible and

frequently updated sequence databases

available on the internet. The gene sequence is compared with the sequences in the DNA
database, resulting in a ranked list of the hits to the most similar sequences found in the
database. Jus t a few sufficiently similar sequences are usually enough to predict the properties
and hence the natural function of the new gene or protein with considerable probability. If no
obviously similar sequences are found in the databank, then more sophisticated tools such as

30

pattern searching, could provide characteristics to predict properties of unknown genes or


proteins. The majority of current molecular biology research relies on these techniques.
Similarly, bioinformatics is applied in the laboratory for primer designing, which is used to amplify
sequence in techniques such as PCR and hybridization reactions.
4.Vaccines Development:
DNA vaccines have many ad vantages over conventional vaccines, and offer an
attractive approach to vaccination for veterinary species. Although DNA vaccination is still in its
infancy even in the west, the biggest handicap to the development of animal vaccines is the lack
of available data on immune responses to pathogens that exclusively infect veterinary species,
although many studies in mice have shown that naked DNA vaccination induces a large
spectrum of immune responses, so that this type of vaccine can readily be considered against
pathogens that have not inspired large-scale immunological studies. DNA vaccination trials
carried out in mammals (cattle, pig, sheep dog, cat, horse and rabbit), Birds (duck, chicken,
turkey) and fish (salmonide) against their target pathogens. Clearly, DNA vaccination has
already inspired great interest in the veterinary field. The use of bioinformatics in vaccine targets
identification have greatly reduces the time and the cost of vaccinology. Thus ,identification of
target antigenic peptides in a genomic sequence of pathogens made development of naked
DNA veterinary vaccines possible. This bioinformatics approach could also be used in the
development of immuno diagnostics and vaccines. Bioinformatic tools aided the identification of
antigens from the genomic sequence of Cowdria ruminatum which stimulate the proliferation of
lymphocytes in immunized cattle. It also helped in identification of VP 1 fragment from foot and
mouth disease virus genomic sequence which elicit antibody response.
Proteomics and the future of vaccine development: A molecular understanding of all
the information present in any given genome requires an interdisciplinary approach. Research
in many different fields, such as structural biology, cell and molecular biology, biochemistry,
genetics and informatics will all need to contribute, as will the veterinary practitioner. Only if
attention is focused on determining the functions and interactions of proteins will their biological
significance be revealed. A combination of the different approaches in proteomics will provide a
better understanding of physiological processes and how they regulate one another. In turn, this
information will lead to a better understanding of pathological changes related to disease. The
ultimate goal in veterinary medicine is to prevent or cure the disease before permanent damage
has occurred, or before side effects become evident. Treatment of diseases, if not curative,

31

should provide palliative cure and relief from the symptoms. The choice between a preventive
course of action or a treatment relies on a clear recognition of the exact disease status of the
patient.
Proteomics will help, define and improve the process of the disease diagnosis. For
example, markers could be used to define certain tumors, so that a diagnosis can be
established, a prognosis defined, and a treatment decision made. New proteomic approaches
will also enable the identification of new therapeutic targets, which could be used to identify
small chemical compounds in high throughput screening procedures, they can also be further
developed for new drugs and vaccines, which will allow the generation of new therapeutic
concepts for the benefit of man and animals. Finally, new molecular understanding of how
biological processes are regulated in cells will allow the development of diagnostic tools and
drugs for diseases, which are yet unknown.

Prof. D. Sreenivasulu

ABOUT THE AUTHOR


The author is working as Professor & Head in the department of
Veterinary Microbiology at College of Veterinary Science, Tirupati.
He also worked as Associate Dean of the same college from three
years and three months. He is an alumnus of College of Veterinary
Science, Tirupati and completed his BVSc in 1981, MVSc in 1983
and PhD in 1995. He has a vast teaching experience of 32 years
and published 42 research papers in national and international
journals. He also guided 14 students in MVSc and two students in
PhD. He has visited six countries and completed three research
projects. He received State Best Teacher award and Best
Veterinary Scientist award.

32

7. Data Analysis Using Excel


Dr.A.Ravi
Professor, Dept. of Animal Nutrition, College of Veterinary Science, Tirupati;
Email: raviakst@gmail.com

Installing analysis toolpak


1.
2.
3.
4.

Click the Microsoft Office Button


, and then click Excel Options.
Click Add-Ins, and then in the Manage box, select Excel Add-ins.
Click Go.
In the Add-Ins available box, select the Analysis ToolPak check box, and then
click OK.
5. The Analysis ToolPak Add-In is will be installed and Data Analysis... command will
be available in the Analysis group on the Data tab.
Sorting
The default setting for sorting in Ascending or Descending order is by row. To sort by columns:
1. From the Data menu, select Sort, and then Options.
2. Select the Sort left to right option button and click OK.
3. In the Sort by option of the Sort dialog box, select the row number by which the columns
will be sorted and click OK.

Descriptive Statistics
The Data Analysis ToolPak has a Descriptive Statistics tool that provides you with an easy way
to calculate summary statistics for a set of sample data. Summary statistics includes Mean,
Standard Error, Median, Mode, Standard Deviation, Variance, Kurtosis, Skewness, Range,
Minimum, Maximum, Sum, and Count. This tool eliminates the need to type individual functions
to find each of these results. Excel includes elaborate and customisable toolbars, for example the
"standard" toolbar shown here:

Some

of

the

icons

are

useful

mathematical

computation:

is the "Autosum" icon, which enters the formula "=sum()" to add up a range of cells.
is the "FunctionWizard" icon, which gives you access to all the functions available.
is the "GraphWizard" icon, giving access to all graph types available, as shown in this display:

33

Excel can be used to generate measures of location and variability for a variable. Suppose we
wish to find descriptive statistics for a sample data: 2, 4, 6, and 8.
Step 1. Select the Tools pull-down menu, if you see data analysis, click on this option,
otherwise, click on add-in.. option to install analysis tool pak.
Step 2. Click on the data analysis option.
Step 3. Choose Descriptive Statistics from Analysis Tools list.
Step 4. When the dialog box appears:
Enter A1:A4 in, A1 is a value in column A and row 1, in this case this value is 2. Using the same
technique enter other VALUES until you reach the last one. If a sample consists of 20 numbers,
you can select for example A1, A2, A3, etc. as the input range.
Step 5. Select an output range, in this case B1. Click on summary statistics to see the results.
Select OK.
When you click OK, you will see the result in the selected range.

34

To conduct the desired test hypothesis with Excel the following steps can be taken:
Step 1. From the menus select Tools then click on the Data Analysis option.
Step 2. When the Data Analysis dialog box appears:
Choose z-Test: Two Sample for means then click OK
Step 3. When the z-Test: Two Sample for means dialog box appears:
Enter A1:A36 in the variable 1 range box (work-study students' hourly income)
Enter B1:B36 in the variable 2 range box (student assistants' hourly income)
Enter 0 in the Hypothesis Mean Difference box (if you desire to test a mean difference other
than 0, enter that value)
Enter the variance of the first sample in the Variable 1 Variance box
Enter the variance of the second sample in the Variable 2 Variance box and select Labels
Enter 0.05 or, whatever level of significance you desire, in the Alpha box
Select a suitable Output Range for the results, I chose C19, then click OK.
The value of test statistic z=-1.9845824 appears in our case in cell D24. The rejection rule for this
test is z < -1.96 or z > 1.96 from the normal distribution table. In the Excel output these values for
a two-tail test are z<-1.959961082 and z>+1.959961082. Since the value of the test statistic z=1.9845824 is less than -1.959961082 we reject the null hypothesis. We can also draw this
conclusion by comparing the p-value for a two tail -test and the alpha value.
Since p-value 0.047190813 is less than a=0.05 we reject the null hypothesis. Overall we can say,
based on the sample results, the two populations' means are different.

35

ANOVA: Analysis of Variances


In this section the objective is to see whether or not means of three or more populations based
on random samples taken from populations are equal or not. Assuming independents samples
are taken from normally distributed populations with equal variances, Excel would do this analysis
if you choose one way anova from the menus. We can also choose Anova: two way factor with
or without replication option and see whether there is significant difference between means when
different factors are involved.
Single-Factor ANOVA Test
In this case we were interested to see whether there a significant difference among hourly wages
of student assistants in three different service departments here at the University of Baltimore.
Six student assistants were randomly were selected from the three departments and their hourly
wages were recorded as following:
ARC CSI TCC
10.00 6.50 9.00
8.00 7.00 7.00
7.50 7.00 7.00
8.00 7.50 7.00
7.00 7.00 6.50
Enter data in an Excel work sheet starting with cell A2 and ending with cell C8. The following
steps should be taken to find the proper output for interpretation.
Step 1. From the menus select Tools and click on Data Analysis option.
Step 2. When data analysis dialog appears, choose Anova single-factor option; enter A2:C8 in
the input range box. Select labels in first row.
Step3.Select any cell as output(in here we selected A11). Click OK.
The general form of Anova table looks like following:
Source of Variation SS

df

Between Groups

SSTR K-1

Within Groups

SSE

MS

P-value

F crit

MSTR MST/MSE 0.046725 3.682316674

nt-K MSE

Total
Suppose the test is done at level of significance a = 0.05, we reject the null hypothesis. This
means there is a significant difference between means of hourly incomes of student assistants in
these departments.
The Two-way ANOVA Without Replication
In this section, the study involves six students who were offered different hourly wages in three
different department services here at the University of Baltimore. The objective is to see whether
the hourly incomes are the same. Therefore, we can consider the following:
Factor: Department
Treatment: Hourly payments in the three departments
Blocks: Each student is a block since each student has worked in the three different departments
Student ARC CSI TCC
1

10.00 7.50 7.00

8.00 7.00 6.00

7.00 6.00 6.00


36

8.00 6.50 6.50

9.00 8.00 7.00

6
8.00 8.00 6.00
The general form of Anova table would look like:
Source of Variation Sum of Squares Degrees of freedom Mean Squares F

Treatment

SST

K-1

MST

Blocks

SSB

b-1

MSB

Error

SSE

(K-1)(b-1)

MSB

Total

SST

nt-1

F=MST/MSE

To find the Excel output for the above data the following steps can be taken:
Step 1. From the menus select Tools and click on Data Analysis option.
Step2. When data analysis box appears: select Anova two-factor without replication then Enter
A2: D8 in the input range. Select labels in first row.
Step3. Select an output range (in here we selected A11) then OK.
SUMMARY COUNT SUM AVERAGE VARIANCE
1

24.5 8.166667

2.583333

21

19.5 6.5

0.25

21.5 7.166667

0.583333

23

7.666667

2.333333

22

7.333333

1.333333

ARC

50

8.333333

1.066667

CSI

43

7.166667

0.666667

TCC

38.5 6.416667

0.241667

ANOVA
Source of Variation SS

df MS

P-value

F crit

Rows

4.902778 5

0.980556 1.972067 0.168792 3.325837

Columns

11.19444 2

5.597222 11.25698 0.002752 4.102816

Error

4.972222 10 0.497222

Total

21.06944 17

37

NOTE: F=MST/MSE =0.980556/0.497222 = 1.972067


F = 3.33 from table (5 numerator DF and 10 denominator DF)
Since 1.972067<3.33 we fail to reject the null.
Conclusion: There is not sufficient evidence to conclude that hourly rates differ for the three
departments.
Two-Way ANOVA with Replication
Referring to the student assistant and the work study hourly wages here at the university of
Baltimore the following data shows the hourly wages for the two categories in three different
departments:
ARC CSI TCC
6.50 6.10 6.90
Work Study

6.80 6.00 7.20


7.10 6.50 7.10
7.40 6.80 7.50

Student Assistant

7.50 7.00 7.00


8.00 6.60 7.10

Factors
Factor A: Student job category (in here two different job categories exists)
Factor B: Departments (in here we have three departments)
Replication: The number of students in each experimental condition. In this case there are three
replications.
Interaction:
ARC CSI TCC
6.50 6.10 6.90
Work Study

6.80 6.00 7.20


7.10 6.50 7.10
7.40 6.80 7.50

Student Assistant

7.50 7.00 7.00


8.00 6.60 7.10

SUMMARY

ARC CSI TCC Total

Count

Sum

20.4

19

21

60.2

Average

6.8

6.2

7.1

6.69

Variance

0.09

0.1

0.19

Count

Sum

22.9

20

22

64.9

Average

7.63333

6.8 7.2 7.21

38

Variance

0.10333

0.1 0.18

Total
Total
Count

Sum

43.3

39

43

Average

7.21667

6.5

7.1

Variance

0.28567

0.2

ANOVA
Source of Variation SS
Sample(Factor A)

df MS F

P-value

F crit

1.22722 1 1.2 18.6 0.001016557 4.747221

Columns(Factor B) 1.84333 2 0.9 13.9 0.000741998 3.88529


Interaction

0.38111 2 0.2 2.88 0.095003443 3.88529

Within

0.79333 12 0.1

Total
4.245
17
Conclusion:
Mean hourly income differ by job category.
Mean hourly income differ by department.
Interaction is not significant.
Test of Independence: Contingency Tables
The CHI-SQUARE distribution is also used to test and see whether two variables are independent
or not. For example based on sample data you might want to see whether smoking and gender
are independent events for a certain population. The variables of interest in this case are smoking
and the gender of an individual. Another example in this situation could involve the age range of
an individual and his or her smoking habit. Similar to case one data may appear in a table but
unlike the case one this table may contains several columns in addition to rows. The initial table
contains the observed values. To find expected values for this table we set up another table similar
to this one. To find the value of each cell in the new table we should multiply the sum of the cell
column by the sum of the cell row and divide the results by the grand total. The grand total is the
total number of observations in a study. Now based on the following table test whether or not the
smoking habit and gender of the population that the following sample taken from are independent.
On the other hand is that true that males in this population smoke more than females?
You could use formula bar to calculate the expected values for the expected range. For example
to find the expected value for the cell C5 which is replaced in c11 you could click on the formula
bar and enter C6*D5/D6 then enter in cell C11.
Step 1. Observed Range b4:c5
Smoking and gender
yes no total
male

31 69 100

female 45 122 167


total

76 191 267

Step2. Expected Range b10:c11


39

28.46442 71.53558
47.53558 119.4644
So the observed range is b4:c5 and the expected range is b10:c11.
Step 3. Click on fx(paste function)
Step 4. When Paste Function dialog box appears, click on Statistical in function category and
CHITEST in the function name then click OK.
When the CHITEST box appears, enter b4:c5 for the actual range, then b10:c11 for the expected
range.
Step 5. Click on OK (the p-value appears). 0.477395
Conclusion: Since p-value is greater than the level of significance (0.05), fails to reject the null.
This means smoking and gender are independent events. Based on sample information one can
not assure females smoke more than males or the other way around.
Step 6. To find the chi-square value, use CHINV function, when Chinv box appears enter
0.477395 for probability part, then 1 for the degrees of freedom.
Degrees of freedom=(number of columns-1)X(number of rows-1)
CHI-SQUARE=0.504807

Test Hypothesis Concerning the Variance of Two Populations


In this section we would like to examine whether or not the variances of two populations are equal.
Whenever independent simple random samples of equal or different sizes such as n1and n2 are
taken from two normal distributions with equal variances, the sampling distribution of s12/s22 has
F distribution with n1- 1 degrees of freedom for the numerator and n2 - 1 degrees of freedom for
the denominator. In the ratio s12/s22 the numerator s12 and the denominator s22 are variances of
the first and the second sample, respectively. The following figure shows the graph of an F
distribution with 10 degrees of freedom for both the numerator and the denominator. Unlike the
normal distribution as you see the F distribution is not symmetric. The shape of an F distribution
is positively skewed and depends on the degrees of freedom for the numerator and the
denominator. The value of F is always positive.
Now let see whether or not the variances of hourly income of student-assistant and work-study
students based on samples taken from populations previously are equal. Assume that the
hypothesis test in this case is conducted at a = 0.10. The null and the alternative are:

Rejection Rule: Reject the null hypothesis if F< F0.095 or F> F0.05 where F, the value of the test
statistic is equal to s12/s22, with 10 degrees of freedom for both the numerator and the
denominator. We can find the value of F.05 from the F distribution table. If s12/s22, we do not need
to know the value of F0.095 otherwise, F0.95 = 1/ F0.05 for equal sample sizes.

40

A survey of eleven student-assistant and eleven work-study students shows the following
descriptive statistics. Our objective is to find the value of s12/s22, where s12 is the value of the
variance of student assistant sample and s22 is the value of the variance of the work study students
sample. As you see these values are in cells F8 and D8 of the descriptive statistic output.

41

To calculate the value of s12/s22, select a cell such as A16 and enter cell formula = F8/D8 and
enter. This is the value of F in our problem. Since this value, F=1.984615385, falls in acceptance
area we fail to reject the null hypothesis. Hence, the sample results do support the conclusion
that student assistants hourly income variance is equal to the work study students hourly income
variance. The following screen shoot shows how to find the F value. We can follow the same
format for one tail test(s).

Linear Correlation and Regression Analysis


In this section the objective is to see whether there is a correlation between two variables and to
find a model that predicts one variable in terms of the other variable. There are so many examples
that we could mention but we will mention the popular ones in the world of business. Usually
independent variable is presented by the letter x and the dependent variable is presented by the
letter y. A business man would like to see whether there is a relationship between the number of
cases of sold and the temperature in a hot summer day based on information taken from the past.
He also would like to estimate the number cases of soda which will be sold in a particular hot
summer day in a ball game. He clearly recorded temperatures and number of cases of soda sold
on those particular days. The following table shows the recorded data from June 1 through June
13. The weatherman predicts a 94F degree temperature for June 14. The businessman would
like to meet all demands for the cases of sodas ordered by customers on June 14.
DAY
Cases of Soda
Temperature
1-Jun

57

56

2-Jun

59

58
42

3-Jun

65

63

4-Jun

67

66

5-Jun

75

73

6-Jun

81

78

7-Jun

86

85

8-Jun

88

85

9-Jun

88

87

10-Jun

84

84

11-Jun

82

88

12-Jun

80

84

13-Jun
83
89
Now lets use Excel to find the linear correlation coefficient and the regression line equation. The
linear correlation coefficient is a quantity between -1 and +1. This quantity is denoted by R. The
closer R to +1 the stronger positive (direct) correlation and similarly the closer R to -1 the stronger
negative (inverse) correlation exists between the two variables. The general form of the
regression line is y = mx + b. In this formula, m is the slope of the line and b is the y-intercept.
You can find these quantities from the Excel output. In this situation the variable y (the dependent
variable) is the number of cases of soda and the x (independent variable) is the temperature. To
find the Excel output the following steps can be taken:
Step 1. From the menus choose Tools and click on Data Analysis.
Step 2. When Data Analysis dialog box appears, click on correlation.
Step 3. When correlation dialog box appears, enter B1:C14 in the input range box. Click on Labels
in first row and enter a16 in the output range box. Click on OK.
Cases of Soda Temperature
Cases of Soda 1
Temperature

0.96659877

As you see the correlation between the number of cases of soda demanded and the temperature
is a very strong positive correlation. This means as the temperature increases the demand for
cases of soda is also increasing. The linear correlation coefficient is 0.966598577 which is very
close to +1.
Now lets follow same steps but a bit different to find the regression equation.
Step 1. From the menus choose Tools and click on Data Analysis
Step 2. When Data Analysis dialog box appears, click on regression.
Step 3. When Regression dialog box appears, enter b1:b14 in the y-range box and c1:c14 in the
x-range box. Click on labels.
Step 4. Enter a19 in the output range box.
Note: The regression equation in general should look like Y=m X + b. In this equation m is the
slope of the regression line and b is its y-intercept.
SUMMARY OUTPUT
Regression Statistics
Multiple R
0.966598577
R Square
0.934312809
Adjusted R Square 0.928341246
43

Standard Error
2.919383191
Observations
13
ANOVA
df SS
MS

Significance F

Regression 1 1333.479989 1333.479989 156.4603497 7.58511E-08


Residual

11 93.75078034 8522798213

Total

12 1427.230769

Coefficients

Intercept

Standard
Error

t Stat

P-value

Lower 95%

Upper
95%

9.17800767 5.445742836 1.685354587 0.120044801 -2.80799756 21.16401

Temperature 0.879202711 0.07028892 12.50841116 7.58511E-08 0.724497763 1.033908


The relationship between the number of cans of soda and the temperature is: Y = 0.879202711
X + 9.17800767
The number of cans of soda = 0.879202711*(Temperature) + 9.17800767. Referring to this
expression we can approximately predict the number of cases of soda needed on June 14. The
weather forecast for this is 94 degrees, hence the number of cans of soda needed is equal to;
The number of cases of soda=0.879202711*(94) + 9.17800767 = 91.82 or about 92 cases.

ABOUT THE AUTHOR


The author is working as Professor in the department of Animal
Nutrition at College of Veterinary Science, Tirupati. He is currently
working as Technical Officer to the Honble Vice Chancellor of
SVVU. He has 70 research articles to his credit and has guided five
MVSc and one PhD student. He also gave several radio and TV
talks. He was awarded Best Teacher Award (2015) and Meritorious
Researcher Award by Sri Venkateswara Veterinary University.
Dr. Ravi Arunachalam

44

8. ICT tools as viable alternatives in Technology Transfer towards


sustainable livestock development
Dr.G.R.K.Sharma
Professor & University Head, Department of Veterinary & Animal Husbandry Extension
Education, College of Veterinary Science, Sri Venkateswara Veterinary University, Tirupati
517 502, Andhra Pradesh. Email: sharmagrk@yahoo.com
Effective utilization of ICT has the potential to make the rural communities in India prosperous.
Failure to exploit the benefits of ICT would make them isolated, victims of the vicious cycle of
poverty and widen the gap between the haves and have nots, thereby affecting social equality,
gender equality and livelihood security.
Information is crucial: Need for reliable and timely information about veterinary services and
education is a must. It is comprehensible that on the one hand Animal Husbandry is becoming
highly science driven and knowledge intensive, but on the other hand the existing trraditional
extension system, has become outdated and ineffective. This is partly due to an inadequate use
of new means of information dissemination and also due to inadequate resources. The traditional
extension system follows a top-down approach and has become less interactive, more timeconsuming and costly and fails to meet the expectations of those involved in the livestock
production and others involved in the value chain.
To fill this gap, new initiatives have come up therefore, a new extension system re-oriented to
meet the information needs and should be put in place across the country. The new informationintensive extension system has to be more diversified, technology-friendly and demand-driven,
to encourage the integration of all the fields of livestock and also with allied enterprises.
ICTs vital role in technology transfer
ICT is emerging as an effective and efficient tool to support the knowledge empowerment as
outlined below:

More subject matter coverage: Able to disseminate knowledge-intensive information


like market intelligence, weather forecast, post-production technology, etc.

Decision support: Can provide alternative solutions to a set of problematic situations/


scenarios and thereby improve the quality of decision-making.

Direct access to information: Help overcoming the problems of multi-step distortions.

45

Minimize time and distance barriers: Can virtually link the national and global knowledge
systems and can break organizational working-hour barriers.

Empower rural intermediary organizations: Enhance the capacity of local governments,


local extension services centres, farmers unions/associations, NGOs, community radio
stations, input providers, rural credit organizations, etc.

ICT for technology dissemination in public sector


Harnessing information technology for agricultural extension will receive high priority in the new
policy agenda. Extensive use of modern information technology will be promoted for
communication between researchers, extension workers and farmers to transfer technologies
and information in a cost effective manner. It is a firm view of the government that if any
technology can create new opportunities to bridge the gap between haves and have-nots in
the present time, it is IT i.e. a concept towards cyber extension. It will bring new information
services to farmers, who will have a greater control on this as compared to the traditional ones.
Innovative ICT-based initiatives
These initiatives vary in purpose, type and nature of information, funding agencies, facilitation,
methodologies and modes of implementation. Some innovative projects involve setting up of
information centres at the village level, which provide facilities of using computer with access to
the Internet and offer several other multipurpose services. Some other initiatives involve
developing networks, connecting research and extension organizations for effective and needbased information. Some of the innovative ICT-based initiatives of Sri Venkateswara Veterinary
University are Touch Screen Information Kiosk, Multimedia modules, Toll free number,
establishment of Technology transfer centres, mobile apps etc.
Impact of ICT initiatives
Segregating the exclusive impact of ICT is difficult but it broadly indicates how ICT can be one
of the significant inputs in the development paradigm in livestock sector.

- Production gain and reduction in cost of livestock farming


- Reduction in transaction cost
- Time saving
Facilitating factors and constraints in the utilization of ICT
-Insufficient regional specific information

46

-Inadequate subject matter


-Not suitable to all kinds of information
-Inadequate support from facilitator
-Inadequate facilitators knowledge
-Facilitator is not available
-Lack of infrastructure facility
-Inadequate internet/phone connectivity
Suggested strategies for effective utilization of ICT
Multi-pronged strategy in deploying ICT is required if it is to make a real dent in the upliftment of
the poor. Some points are enumerated below.

Content development: Generic and indigenous knowledge, success stories in local


language to meet local needs.

Unified dissemination: Research and development institutes to develop synergy in


content development and delivery (e.g. interlinking of websites).

Capacity development programmes: Regional/intermediary institutions may identify


emerging training needs and impart training for various stakeholders.

Bridging the divide: Strategic deployment of ICT to address socio-economic dividers (age,
gender, land holding, geography) is essential.

Every village a knowledge centre: Improve connectivity by using wireless, low-cost


technologies, low-power alternatives.

Enable intermediary organizations: Better e-linkage among rural institutions, extension


agents, local NGOs, and producer associations to improve their delivery efficiency.

Emphasis on gender equity: Providing women-oriented content, easy access, capacity


building, and involvement in indigenous knowledge acquisition and management.

Strengthen monitoring and feedback: Deploy ICT in community knowledge gathering and
eliciting peoples feedback for research/development projects and democratic
governance.

Attract private investments: Create a congenial environment for higher investments by


private sector in telecommunications and information kiosks.

Sensitization on smallholders needs: Assessing needs and constraints to be prerequisite


for content development and designing services.

47

Location specific knowledge bank: Document the most common sets of questions, and
create a library of responses, as well as provide a mechanism to identify key issues that
smallholders-friendly agricultural research agenda should address.

Socio-cultural sensitivity: Government and societies should observe technological and


social changes taking place due to ICT and must exercise their moral authority by framing
appropriate policies and rules.

Conclusion

The use of ICT in livestock development in general and in veterinary profession in particular
remains restricted in India. Effective utilization of ICT has the potential to make the veterinary
and rural communities in India prosperous. Failure to exploit the benefits of ICT would make them
isolated and widen the gap between the haves and have nots, thereby affecting social equality
and livelihood security. The use of ICT should not be restricted to simply establishing information
flow channels; rather we should find a way to integrate it with the various livelihood needs
(natural, social, human, physical and financial) of the rural community. The narrow ICT coverage
is found to be financially non-viable. Further, no single agency can effectively deliver this critical
input. For ICT initiatives to be successful and sustainable in the long run, collaborative efforts are
indispensable.

Dr.G.R.K.Sharma

ABOUT THE AUTHOR


Dr.G.R.K.Sharma, is presently working as Professor in the Department
of Veterinary and Animal Husbandry Extension Education at College of
Veterinary Science, Tirupati. He has to his credit two awards, four
books, four chapters, 40 research articles (includes both National &
International) and many more achievements. He was awarded SVVU
meritorious teacher award in 2012. He has guided two PhD students
and two MVSc students. He developed online mobile app on
Hydrophonics, touch screen information kiosk, multimedia modules for
farmers. He is the editor for African Journal of Livestock Extension,
Nigeria.

48

9. Data Analysis By Using Statistical Tool Packages


Dr. B. Punya Kumari
Assistant Professor &Head, Dept. of Animal Genetics and Breeding, College of Veterinary
Science, Sri Venkateswara Veterinary University, Tirupati. Email: punya67@yahoo.co.in

Statistical analysis is a vital component in every aspect of contemporary research.


Statistics, as a science of data collection, analysis, interpretation, explanation and presentation
will help the researchers for proper characterization, summarization, presentation and
interpretation of research findings based on objectives framed in the study. Statistical tools can
be viewed as two groups; tests of differences and tests of relations or associations for better
understanding. Statistical analyses may be invalid if the assumptions behind those tests are
violated.
A. The Scientific Method of conducting Research
In a broad sense, the traditional Scientific Research consists of four interrelated stages
viz., Problem definition, Data gathering, Data analysis, and Data interpretation in which
Statistical tools are used in data gathering, data analysis and interpretation stages. But in
detail, there are eight steps in conducting research in a scientific manner.

Identification of the problem


Review of literature
Formulation of the hypothesis
Design and conduct experiment
Data Collection
Data Analysis
Draw conclusions
Make recommendations

B. Study Designs
Study design includes three important aspects:
Randomization: Animals are randomly assigned to treatment groups. Randomization is
important because it increases the likelihood that there is no difference among treatment
groups at the beginning of the study, and therefore that differences among the groups at
the end of the study are the result of the treatment. Randomization does not ensure that
treatment groups are exactly comparable in every study, only that they will be comparable
on average. There is still a possibility that the groups will differ by chance alone, and
randomization makes it possible to measure the likelihood of differences due to chance.
Control: The study compares outcome for animals receiving the treatment(s) of interest
to outcomes for animals in a comparison group that is similar in all respects except the
49

treatment. Typically the comparison group receives a placebo or the current standard of
care. This is necessary because often animals will get better (or worse) on their own,
and it is important to know how the treatment affects them beyond what would have
happened in the absence of treatment.
Blinding: The experimenter does not know which animals are receiving which
treatment. This is important to avoid problems such as providing better care or
applying different standards (even without being aware of it) to one group.

C. Important aspects of Hypothesis Testing


A statistical hypothesis is an assumption about a population parameter. It is an
assertion or conjecture (tentative conclusion) either about the form or about the parameter of the
distribution.
Eg: Effect of three variety of feeds on the growth rate of calves
Comparison of lactation milk yields in successive lactations
Statistical Hypotheses
The best way to determine whether a statistical hypothesis is true would be to examine the entire
population. Since that is often impractical, researchers typically examine a random sample from
the population. If sample data are not consistent with the statistical hypothesis, the hypothesis is
rejected.
There are two types of statistical hypotheses.

Null hypothesis. The null hypothesis, denoted by H0, is usually the hypothesis that
sample observations result purely from chance.

Alternative hypothesis. The alternative hypothesis, denoted by H1 or Ha, is the


hypothesis that sample observations are influenced by some non-random cause.

We will follow a formal process to determine whether to reject a null hypothesis, based on sample
data. This process, called hypothesis testing, consists of four steps.

State the hypotheses. This involves stating the null and alternative hypotheses. The
hypotheses are stated in such a way that they are mutually exclusive. That is, if one is
true, the other must be false.

Formulate an analysis plan. The analysis plan describes how to use sample data to
evaluate the null hypothesis. The evaluation often focuses around a single test statistic.

Analyze sample data. Find the value of the test statistic (mean score, proportion, t-score,
z-score, etc.) described in the analysis plan.

Interpret results. Apply the decision rule described in the analysis plan. If the value of the
test statistic is unlikely, based on the null hypothesis, reject the null hypothesis.

50

Decision Errors
Two types of errors can result from a hypothesis test.

Type I error. A Type I error occurs when the researcher rejects a null hypothesis when it
is true. The probability of committing a Type I error is called the significance level. This
probability is also called alpha, and is often denoted by .

Type II error. A Type II error occurs when the researcher fails to reject a null hypothesis
that is false. The probability of committing a Type II error is called Beta, and is often
denoted by . The probability of not committing a Type II error is called the Power of the
test.
Situation

Decision

H0 is true

H0 is false

(H1 is false)

(H1 is true)

Reject H0

Type-I error

Correct decision

Accept H0

Correct decision

Type-II error

Ex:Clinician want to test whether a treatment is effective or not. The statistical hypothesis in this
case is:
H0: Treatment (new drug) is not effective;
H1: Treatment (a newdrug) is very effective
In this situation, two types of errors which the scientist may commit are:
Type I error: New drug which is really useless is treated as effective.
Type II error: New drug which is really useful is treated as ineffective.
Since, it is more dangerous to misguide the farmer by promoting a useless practice. Therefore,
Type I error is more serious than the Type II error in this situation.
Decision Rules
The analysis plan includes decision rules for rejecting the null hypothesis. In practice, these
decision rules are two ways - with reference to a P-value or with reference to a region of
acceptance.
Reporting the decision on p-value
Almost all statistical tests can be inferred based on p-value obtained through the test subject to
the following conditions

51

i.

If p-value < 0.01 then it can be concluded that the difference/association is significant
at 1% level and **(double stars) are to be marked beside the corresponding test value
i.e., t-value or chi-square value or F-value.
For example: t-value =17.465** , p-value =0.0021 (since < 0.01)

ii.

If p-value < 0.05 then it can be concluded that the difference/association is significant
at 1% level and *(single star) is to be marked beside the corresponding test value i.e.,
t-value or chi-square value or F-value.
For example: t-value =9.654*, p-value =0.042 (since < 0.05)

iii.

If p-value >0.05 then it can be concluded that the difference/association is not


significant. In this case NS (Not significant) is to be marked beside the corresponding
test value i.e., t-value or chi-square value or F-value.
For example: t-value =1.245NS , p-value =0.086
Region of acceptance. The region of acceptance is a range of values. If the test
statistic falls within the region of acceptance, the null hypothesis is not rejected. The
region of acceptance is defined so that the chance of making a Type I error is equal
to the significance level.
The set of values outside the region of acceptance is called the region of rejection. If the
test statistic falls within the region of rejection, the null hypothesis is rejected. In such
cases, we say that the hypothesis has been rejected at the level of significance.

One-Tailed and Two-Tailed Tests


A test of a statistical hypothesis, where the region of rejection is on only one side of the sampling
distribution, is called a one-tailed test. For example, suppose the null hypothesis states that the
mean is less than or equal to 10. The alternative hypothesis would be that the mean is greater
than 10. The region of rejection would consist of a range of numbers located on the right side of
sampling distribution; that is, a set of numbers greater than 10.
A test of a statistical hypothesis, where the region of rejection is on both sides of the sampling
distribution, is called a two-tailed test. For example, suppose the null hypothesis states that the
mean is equal to 10. The alternative hypothesis would be that the mean is less than 10 or greater
than 10. The region of rejection would consist of a range of numbers located on both sides of
sampling distribution; that is, the region of rejection would consist partly of numbers that were less
than 10 and partly of numbers that were greater than 10.
Eg: if one wishes to compare the daily milk yield of two breeds of cows, then, the null hypothesis:
H0 : Daily milk yield of Breed A (1) =Daily milk yield of Breed B (2)
The alternative hypothesis corresponding to H0 , can be the following:
i) H1 :1<2
(Left tail alternative)
ii) H1 : 1>2 (Right tail alternative)
iii) H1 :12 (Two tailed alternative)

52

(i) One-tailed (Left tailed)

(ii) One-tailed (Right tailed)

(iii) Two-tailed

(i) and (ii) are called one tailed test and (iii) is a two tailed test. Whether one sets up a one tailed
test or a two-tailed test depends upon the conclusion to be drawn if H0 is rejected. The location
of the critical region will be decided only after H1 has been stated.
For example in testing the daily milk yield of new crossbreed cow A, one sets up the hypothesis
that it is no better than the daily milk yield of already existing cow and tests this hypothesis against
the alternative hypothesis that the crossbred cow produces more milk. Such an alternative
hypothesis will result in a one tailed test (right tail alternative).

Table-1: Different Statistical techniques as per the hypothesis under study


Type of Data
Rank, Score, or
Goal
Measurement (from Normal Measurement
Population)
(from Non- Normal
Population)
Median,
Describe one group
Mean, SD
interquartile range

Binomial
(Two
Possible
Outcomes)

Compare one group to


One-sample t-test
a hypothetical value

Wilcoxon
sample test

Chi-square
or
Binomial test

Compare
two Independent sample
independent groups
t-test

Mann-Whitney test

Fisher's
test
(Chi-square for large
samples)

Paired t-test

Wilcoxon test

McNemar's test

One-way ANOVA

Kruskal-Wallis test

Chi-square test

Repeated-measures
ANOVA

Friedman test

Cochrane Q

Pearson correlation

Spearman
Correlation

Contingency
coefficients

Compare two paired


groups
Compare three or more
independent groups
Compare three or more
related groups;
Quantify
association
between two variables

Simple linear Regression


Predicting values from
Nonparametric
or
one variable
Regression
Nonlinear Regression

one

Proportion

Simple
logistic
Regression
53

Multiple linear Regression


Predict values from or
several variables
Multiple
nonlinear
Regression

Multiple
Logistic
Regression

1. Statistical Analysis Using Data Analysis Pak in MS-Excel


Excel has a built-in Statistical package for carrying out data analysis called Data Analysis
Pak. To start with Data Analysis we have to click on Tools Data Analysis in Ms-Office
versions upto 2003. In case of Office 2007 and above versions, it is available at Data Data
Analysis . We get a menu with the following analysis tools.

Statistical Tools Available in Data Analysis Pak (DAP)


1. ANOVA: Single factor
11. Moving Average
2. ANOVA: Two-Factor with Replication
12. Random Number Generation
3. ANOVA: Two-Factor without replication
13. Rank and Percentile
4. Correlation
14. Regression
5. Covariance
15. Sampling
6. Descriptive Statistics
16. t-test: Paired Two Sample for Means
7. Exponential Smoothing
17. t-test: Two-Sample Assuming Equal
8. F-Test Two-Sample for Variances
Variances
9. Fourier Analysis
18. t-test: Two-Sample Assuming Unequal
10. Histogram
Variances
19. Z-test: Two-Sample for Means
Students t-test using MS-Excel (working example)
The following data refers to daily milk yield of two breeds of cows. Test whether these two groups
differ significantly in their means.
Breed A 20.43 22.51 18.99 20.49 23.12 25.63 18.08 20.63 22.55 22.43 22.77 23.23
Breed B 17.7 21.4 20.7 19.3 21
17.9 18.6 18.5 18.2 20.3
Null hypothesis: The average daily milk yield of two breeds is same
Procedure:
1. Enter the data in two columns (or rows) with proper headings.
2. Select Tools and Choose Data Analysis
3. Choose the option t-test: Two Sample Assuming Equal Variance and press OK.
4. Choose the appropriate data range with mouse.
5. Select Labels option
6. Set the Hypothesized mean difference as zero.
54

7. Click OK. The results appear in a separate sheet.


8. If the p-value of the two sided t-test is less than 0.05 conclude that the difference is
significant.
The Excel output appears as given below.
t-Test: Two-Sample Assuming Equal Variances
Breed A Breed B
Mean
21.73
19.36
Variance
4.319
1.89
Observations
12
10
Pooled Variance
3.229
Hypothesized Mean Difference 0
df
20
t Stat
3.090
P(T<=t) one-tail
0.0028
t Critical one-tail
1.7244
P(T<=t) two-tail
0.0057
t Critical two-tail
2.0858
Conclusion: Since the p-value =0.0057 is less than 0.01 hence it can be concluded that there is
significant difference between two varieties of cows with regard to average daily milk yield in
which variety-1 yields more milk (21.73lts) than variety-2 (19.36lts).

ABOUT THE AUTHOR


The author is currently working as Assistant Professor & Head at
Department of Animal Genetics and Breeding, College of Veterinary
Science, Tirupati. She has a teaching experience of 15 years and
guided 15 years and guided eight MVSc students. She has published
34 research papers, handled one research project and conducted
one workshop on statistical tools for research. She was conferred
best oral presentation at International Conference held at SVVU in
2009.
Dr.B. Punya Kumari

55

9. Measuring the impact of research: H-index and how you can


assess your impact using Google Scholar
Dr.M.Alpha Raj
Assistant Professor, Dept. of Veterinary Pharmacology & Toxicology, Sri Venkateswara
Veterinary University, College of Veterinary Science, Proddatur 516 360 (A.P) YSR
District, Tirupati; Email: alpharajm@gmail.com

Whats h-Index?
H-index (Hirsch index) is a qualitative and quantitative measure of academic performance of a
researcher, proposed by Jorge Hirsch in 2005. The h-index is defined as the number of research
papers with each paper having as many citations
Eg: An h-index of three means that the researcher has at least three papers with each three
citations.
Why I need it?
H-index is an internationally recognized criteria for grating of tenure, promotions, assessing
performance, obtaining postdoctoral positions, research grants etc.
Why h-index is popular?
Several indicators were used in the past to measure the impact of a researcher like: publication
in high impact factor journals, total number of papers, total citations or number of citations per
paper. However, these measures suffer from severe limitations.
For instance, Impact factor a journal is generally derived from a very few articles. Therefore,
publishing in high impact factor journal does not guarantee citations.
Eg: In 2004, Nature reported that 89% of its impact factor was generated by just 25% of articles.
On the other hand, total number of papers do not guarantee quality publications and total citations
may be influenced by few papers with more citations
H-index assess both quantity (number of papers) and quality (impact, or citations). Several
correlations have been reported between h-index and performance of researchers.
Eg: 84% of Nobel Prize winners have an h-index of at least 30; Average h-index for successful
applications for postdoctoral fellowships was higher than for unsuccessful applicants.
H-index has several advantages over other metrics:

It relies on citations to researchers papers and not the journal


It is not affected by extremities of citations for a single well-cited, influential paper
It is not affected by poorly cited papers (unlike total number of papers would be)
It minimizes the politics of publication. (A highly cited paper is accepted even if not
published in high impact journal)
It is useful to compare scientists within a field at similar stages of career
It can be used to compare individuals, departments, programs or any other group of
scientists.
56

What are the short comings of h-index?

It accounts for citation regardless of the reason for referencing (for negative reasons)
It does not account for variations in various fields
It ignores the number and position of authors on a paper
Shorter careers are at disadvantage as it is limited by the total number of publications
It has relatively low resolution (an h-index of 100 corresponds to a minimum of 10,000
citations)
Like other indicators h-index is based on data from the past and may not be a valid
predictor of future performance. (However, h-index is better than other indicators)
Are there any alternatives for h-index?
Alternatives to h-index are m-index (accounting for varying lengths of academic career), g-index
(to account for papers with more citations), contemporary h-index (to account for present
performance), and individual h-index (to account for co-authors)
How can I know my h-index?
By subscribing to ISI Web of Knowledge (Institute for Scientific Information) (Paid) or
Google citation analysis (Google scholar) (Free)
Why google scholar is a better choice?

Google Scholar is available freely and is transparent in analysing citations


Web of Science substantially underestimates citation impact.
Google Scholar can help identify a significant number of unique citations.
Web of Science general search is limited to ISI-listed journals not books, conference
proceedings etc.
Web of Science Cited Reference counts citations to non-ISI journals only towards first
author
Google Scholar has better aggregation mechanism than Web of Science.
Google Scholar has lower citation noise than Web of Science.
Web of Science has very limited coverage of non-English sources
Are there any limitations of google scholar?
Disadvantages of using Google Scholar for citation analyses

Google Scholar includes some non-scholarly citations


Not all scholarly journals are indexed in Google Scholar
Google Scholar coverage might be uneven across different fields of study
Google Scholar does not perform as well for older publications
Google Scholar does not perform as well for older publications as these publications and
the publications that cite them have not (yet) been posted on the web.
Google Scholar might underestimate the impact of scholars who have mainly published
before 1990.
Google Scholar automatic processing creates occasional nonsensical results
Problems shared by Google Scholar and Thomson ISI Web of Science
Names with diacritics or apostrophes are problematic

57

Demonstration of creating h-index in google scholar

Create an account in google scholar


Add research publications/books/conference proceedings etc. (could be done
automatically by searching for authors name or title and selecting the paper or by
manually adding research papers)
Google scholar automatically calculates citations for each paper and h-index

References
Editorial (2005). Not-so-deep impact. Nature, 435 (7045): 10034.
Egghe, L. (2006). Theory and practise of the g-index, Scientometrics, vol. 69, No 1, pp. 131152
Harzing,
A.W.
(2016).
Reflections
on
the
h-index.
Available
at:
http://www.harzing.com/publications/white-papers/reflections-on-the-h-index. Accessed
on: 06-03-2016.
Harzing, A.W. and Wal, R. van der. (2008). Google scholar as a new source for citation analysis?
Ethics in Science and Environmental Politics, 8(1): 61-73.
Hirsch J. E. (2007). Does the h-index have predictive power? PNAS 104 (49): 1919319198.
Hirsch, J. E. (2005). An index to quantify an individuals scientific research output. PNAS, 102
(46): 1656916572.
Zhang, C.T. (2009). The e-Index, Complementing the h-Index for Excess Citations. PLoS ONE
4(5): e5429.

Dr.M.Alpha Raj

ABOUT THE AUTHOR


The author is working as Assistant Professor in Veterinary
Pharmacology & Toxicology. He has eight years of teaching
experience and published 15 research papers and one ebook. He achieved five young scientist awards including an
international young scientist award. He is an alumnus of
College of Veterinary Science, Tirupati (BVSc & AH and
MVSc) and Rajendranagar (PhD). He also earned five gold
medals in his academic career including highest OGPA in UG
and PG. His interests include research in the field of
nanomedicine and scientific writing.

58

11. Managing Citations and Bibliography Using Zotero


Dr. Anil Kumar. C
Assistant Professor, Department of Animal Nutrition, College of Veterinary Science,
Gannavaram, Krishna district, Andhra Pradesh, India -521102; Email: anil2489@yahoo.co.uk

Introduction
Zotero is a free, open-source citation management tool developed by the Center for
History and New Media at George Mason University. Zotero exists as a plugin for Firefox or a
standalone application. Zotero standalone connectors are available for Google Chrome and
Safari that will allow users to save items from within those browsers. Zotero 4.0 for Firefox will
automatically switch into connector mode when Zotero standalone is opened, allowing similar
usage from within Firefox. Zotero for Firefox and Zotero Standalone can share the same library,
so it is possible (and necessary) to install and use both. MS Word citation plugins are available
for Zotero for Firefox, and are bundled with Zotero Standalone.
Features:
Free
Automatically detects citation information from library catalogues and most
databases, including JSTOR, ProQuest, PubMed, LexisNexis, and EBSCOhost
Supports multiple types of media content
Works with sites like NYTimes, Amazon, Flickr, and YouTube
Can take "snapshots of web materials
Why use Zotero?
Collaborative research
Store readings/sources for courses
Follow other scholars
Organize and share your exam list and dissertation bibliography
I. Objectives
Participants will be able to:
Install Zotero and Firefox and the Word plugin
Collect citations from UW library catalog, journal articles, and webpages
Add tags, notes, and attachments to a collected citation
Retrieve metadata from PDF files
Organize your Zotero collections
Add citations and a bibliography to a word document using the Zotero toolbar
Syncing your Zotero library on all the computers you use
II. Installing Zotero for Firefox and Zotero Standalone
1. Installing Firefox
The current version of Zotero requires Firefox 17 or better (the current
version of Firefox is 28). To check which version of Firefox you are using, open a
browser
window
and
select
"About
Firefox
from
the
Firefox
menu (Mac) or the Help menu (PC). Download the latest version
at:http://www.mozilla.org/en-US/firefox/new
59

2. Installing Zotero for Firefox


Go to http://www.zotero.org

Click on the "Download Now box


Click on "Zotero 4.0 for Firefox
If this is your first time installing Zotero, you will receive the following
message:

3.

Click "Allow to continue installing the software. A dialogue box will appear asking whether
you want to continue installing. Click "Install Now.

4.
5.

Installing the Zotero word processor plugin adds a Zotero toolbar to your word processor
Windows: download the plugin from
http://download.zotero.org/integration/Zotero-WinWord-Plugin-3.1.15.xpi

6.

Restart Firefox
Once youve restarted your Firefox browser, you should see the
Zotero icon in the bottom right corner - you can click this to open and close the frame.
Its empty now, but well start adding to it shortly.
Installing Zotero Standalone
Go to http://www.zotero.org

7.

Click on the "Download Now box


Click on Zotero Standalone for Mac or Windows, as appropriate
Note: you must have Administrator permissions in order to install
Zotero Standalone
Follow the on-screen prompts to complete the installation
8. Installing Zotero standalone Connectors

Zotero Connectors allow you to save items to your Zotero library from Chrome
or Safari
Chrome:
https://chrome.google.com/webstore/detail/ekhagklcjbdpajgpigmbionohlpdbjgc
Safari:
http://download.zotero.org/connector/safari/ZoteroConnector-4.0.8-1 .safariextz
Install as directed from appropriate browser
9. Creating an account
Once you have downloaded the browser extension and the standalone feature return to
Zotero.org to set up a user account at Zotero.org/user/register. This is free, and is
necessary for collecting sources different computers (syncing libraries) sharing collections,
and forming groups.
IV. Collecting References
When you view a webpage with items that Zotero can collect, you will see the appropriate
buttons added to your status bar, including: Books, Journal Articles Newspaper Articles , Film
and others

60

ACTIVITY 1: DOWNLOADING A BOOK FROM GOOGLE BOOKS


1. Go to Google Books: http://books.google.com/
2. Type "History of Seattle into the search bar and click on the first result.
3. Click on the book icon in the address bar and save the book to Zotero.
4. Look at the metadata that Zotero has captured for this record. Note that many fields,
including "Place, are empty. For sources with incomplete metadata (common in
Google Books records), Zotero may be unable to automatically detect all data fields.
ACTIVITY 2: ADDING ATTACHMENTS
1. Not all item types will automatically have copies of the article associated, and you
may want to do something similar with something like a Google book. You can
manually attach files to a bibliographic entry by attaching them.
2. From the center panel of Zotero, select the citation you just added in order to attach
a file.
3. Click on the paperclip icon. You can attach a file either by selecting "Add link to file
or "Attach stored copy of file
4. By linking to a file, you will create a file path to a document stored on your
computer. Should you later move the file, that link will be broken. If you choose to
store a copy of the file, it will be saved in your Zotero database. If you plan to
back up your attachments to a server using Zotero, you should store the file. You
should also consider that Zotero allows you only 300MB of free storage.
5. You may also drag a copy of the file onto the citation, which will store the
attachment in Zotero by default.
6. Click to add link or attach a stored copy, and locate a file on your hard drive.
7. The attached file should now appear if you click the triangle next to the record
listing
ACTIVITY 3: ADDING TAGS AND NOTES
1. Tags are descriptive terms added to an item to make it more easily searchable. To
add a tag, select an item and click the tags tab in the right panel, then click add.
2. Select an item in your library, click on "Tags, click "Add, and enter a tag name in the
resulting box
3. Select another library item and add the same tag.
4. Click on the tag youve added in the tag selector box in the left panel to see all items
with that tag. You can then click the tag again to deselect it and return to the default
view.
1. To add a note to a library item, right-click the item in the center panel and select "Add
note, or select the item in the center panel and got to "Notes in the right panel, and
click "Add. This is a great place to put important passages/quotes from a source,
which you can do while reading by enabling "edit in a separate window.
2. From here, you can enter text that will not appear in your bibliography. Notes will
appear when you click the triangle next to the item to which you have attached
them.

61

Activity 4: Adding Existing PDFs to Zotero and Retrieving Metadata for a PDF
1. Zotero makes it easy to manage the vast collection of PDFs you probably already
have stored on your hard drive. Click the green plus sign above the center panel
in your Zotero window (you can also simply drag a file into the Zotero window).
2. Zotero will attempt to retrieve the metadata for this article using the Google
Scholar database. If it finds a match, it will convert the file to a regular library item.
If it fails to find a match, you will receive an error message stating "Metadata
retrieval complete. No matching references found.
Sorting Collections
Adding item from My Library
You can easily rearrange the order of items in your collection. Click on any heading in the
middle pane to sort by that category (e.g., Creator, Title, Date); to reverse the order, click
again.
If you would like to add or remove a heading, click on the spreadsheet icon in the upper right
corner of the center pane and select the appropriate headings to add or uncheck the headings
to remove.
Renaming and Deleting Items
To rename a collection: Right click on the collection (control click on Mac) and
select "Rename Collection from the dropdown menu. A dialog box will prompt you to
give the collection a new name
To delete an Item, select it and hit the Delete key, or right click (Control click on
Mac) and select "Move Item to Trash
To remove an item from a collection: select it and right click (control click on Mac) and
select "Remove Item from Collection This will remove only this item from the
individual collection; it will remain in your library.
III. Writing with Zotero
Installing the word processor plugin adds a toolbar to Word. On Word 2007 and Word
2010 it is under "Add-ins. On Word 2003, it is just another regular toolbar.
ADDING CITATIONS AND GENERATING BIBLIOGRAPHIES IN WORD
1. Open Word and type a sentence (e.g., "Ghosts abound in Seattle and the Puget sound
area)
2. Then click the first button on the toolbar, "Zotero Insert Citation
3. If this is the first citation you have added to the document, the Document
Preferences window will open. Chose the bibliographic format you would like to use
from the list and then click "OK.
4. Once you have chosen a format, a red box will appear on your document. You can start
typing any keyword related to the book, such as " Ghost. " Then select the item from the
pop-up list.
Click to select the item you want to cite, then hit the Return key or Enter key on the
keyboard. You should now see a properly formatted citation in your document.
62

5. To generate a bibliography from the item(s) you have referenced, click the "Zotero Insert
6. The fifth icon on the toolbar, "Zotero Refresh updates your references to reflect any
changes in your Zotero collection. The icon next to it will open the Document Preferences
window again, allowing you to change the bibliographic style on the fly.
Note: At step 4. alternatively you can switch to "Classic View by clicking on the big triangle
next to the big red letter Z
The "Add Citation window will pop up. Sort through your collection in this window and
select the item you would like to cite. You can add the specific page number in the text box
at the bottom of the window, and you can select the checkbox to "suppress author.
Click on the "Show Editor button if you want to preview the citation.
I. Syncing Your Library
If youre using more than one computer in your research regularly, Zoteros sync feature can
keep your library up to date on all of them. Zotero can store a copy of your library on the
Zotero.org server and check it for updates whenever you open your library on a different
computer. All your computers must be running the same version Zotero and be configured to
sync to the server.
1. First, set up a Zotero.org user account at Zotero.org/user/register. This is free.
2. Open Zotero preference (via the gear menu) and select the Sync lab Enter your
Zotero username and password
Note: you can choose Download files as need to save bandwidth and disk space on
devices where you dont require a full Zotero library synchronized.
3. Repeat this configuration on each of your computer. Any updates you make on one
of your computers will be reflected on the other. This even works to s
synchronize your library among Windows, Mac, and Linux computers.
File Syncing Options:
1 .There is no cost to save your citation information on Zotero server. However you get only
300MB of free server space to store files. If you want to have more file storage space,
here is the Zotero online storage price table:
References

A Beginners Guide to Using Zotero - UBC Biomedical Branch Library. Available at:
http://www.slideshare.net/giustinid/beginners-guide-to-zotero.

Zotero Quick Start Guide. Available at:


http://www.zotero.org/support/quick_start_guide

63

Dr.C.Anil Kumar

ABOUT THE AUTHOR


The author is currently working as Assistant Professor in Animal
Nutrition at N.T.R. College of Veterinary Science, Gannavaram.
Initially, he worked as Veterinary Assistant Surgeon for 10 years
and achieved best Veterinary Assistant Surgeon award in 2011.
He joined SVVU in 2012 and has four years of teaching
experience. . He is an alumnus of College of Veterinary Science,
Tirupati (BVSc & AH and MVSc). He got trained in web
applications for agricultural information management and has
expertise in using statistical softwares besides holding a PG
diploma in Agricultural Extension Management from MANAGE,
Hyderabad. He has attended four international conferences and
presented papers. He published five research papers, one
popular article, and one book and has given several radio talks.
He is currently handling four research projects.

64

12. Online Anti-Plagiarism Tools for Scholarly Community


Dr. K. Kumar
Library and Information Science, College of Veterinary Science, Sri Venkateswara Veterinary
University, Proddatur-516 360. Email: kumarkkutty@gmail.com

Introduction
The Internet has shifted the way edifying Faculties do research and inscribe. Blended in
are the days of index cards with main ideas on one side and the source on the backrest. Faculties
can research and write without ever touching a piece of paper until the final copy comes off the
printer. They receive most of their information from the Internet, and they do not view the Internet
the same way they see a book. The Internet is somehow anonymous; there is no author, publisher,
and copyright date. While they know using words from a book is wrong, they may not consider a
Web site to be intellectual property.
This paper introduces academic faculties to plagiarism and its types; Plagiarism by
researchers in academic and research institutions is an old but ever growing problem. The
explosion of paper mills, full text databases, and World Wide Web pages has made plagiarism a
bigger problem of scholarly community. In this article, various anti-plagiarism tools enumerated
and the disadvantages of using these automated texts matching software discussed and analysed
in brief.
What is Plagiarism?

Plagiarism means presenting the words, phrases, ideas, or work of another, including
certain facts and statistics, as if they were your own. To avoid plagiarizing, you must clearly
acknowledge the source of any borrowed language or ideas that you present in your own work.
Quotation marks, followed by documentation, used to indicate the exact words of others. A signal
phrase identifying a source and/or parenthetical citation or a superscript number should denote
the summarized or paraphrased ideas of others, depending on the particular style the paper
follows.

65

Types of Plagiarism

Figure 1: Types of Plagiarism

Plagiarism can broadly classify & distributed as four types:


1. Complete Plagiarism: A piece of work copied entirely, from one or more sources
2. Copy and Paste: Available information off internet or electronic journals
3. Word Switch: If you copy a sentence or paragraph into your assignment and exchange a
few words, it will nevertheless be seen to be piracy
4. Self-plagiarism: Self-plagiarism is when you reuse your own previously written work or
data in a new assignment and do not reference it appropriately
Plagiarism can be either premeditated or unpremeditated
S.No
1
2
3
4
5
6

Premeditated
Sharing a paper via E-mail
Copy and pasting a webpage to submit as your
own
Cutting and pasting blocks of text from
electronic sources without documenting
Web publishing without permissions of creators
Ordering and downloading a paper from a
paper mill
Media borrowing without documentation

Unpremeditated
Patchwork plagiarism
Careless paraphrasing
Paraphrasing a source without citing it
Poor documentation
Failure to use your own voice
Quoting excessively

Importance of Academic education Vs Plagiarism


The most important steps in preventing plagiarism are those taken to address its causes. The
strategies in this section intended to help you:
66

Become mindful of the reasons plagiarism occurs


Identify the different forms of plagiarism
Integrate plagiarism prevention techniques into your courses
Why Plagiarize
There are many reasons to plagiarize. Sometimes deadlines come around more quickly
than expected, sometimes assignments feel overwhelming, and sometimes the boundaries of
plagiarism and research just get confused. However, what situations are most likely to result in
plagiarism? More significantly, how could they be deflected? Learning to identify the factors that
make plagiarism an attractive alternative is the best way to stop it before it starts.
Intentional Plagiarism
Just like hacking into websites, plagiarizing papers can be something of a thrill in itself.
For many faculties it becomes a question of ingenuity: "can I sneak a plagiarized paper past my
professor?" But there is usually more behind intentional plagiarism than just the thrill of deception.
Searching vs. Researching
Today's faculties learn quickly that finding and manipulating data on the Internet is a
valuable skill. With the wealth of information available online, the production of original analysis
and interpretation may seem like "busy work" compared to finding the best or most obscure
sources. Teach your faculties that the tangible skills they need to learn are an interpretation and
psychoanalysis -- how to process the information they see. Tell them that anyone with some basic
knowledge can find information on the internet -- it's what they do with that information that is
important. "Only their language are more dependable"
Making the Grade
Academicians are under enormous pressure from family, peers, and instructors compete
for scholarships, admissions, and, of course, place in the job market. They often consider teaching
as a rung in the ladder to success, and not an active process valuable in itself. Because of this,
faculties tend to concentrate on the end terminations of their research, instead than the skills they
learn in managing it. Explain to your faculties, that while they may be able to hide ignorance of
particular facts or theories, research and writing skills make himself or herself very apparent to
anyone evaluating them. In addition, you may wish to emphasize improvement as a factor in
grading, as this can encourage faculties to try to develop their own abilities. This depends entirely
upon your own pedagogical style, of course. "Everyone else is doing it" Faculties often justify
plagiarism by pointing out that since their peers plagiarize, they must do the same to keep up.
They feel faced with a choice: put in several hours of work and risk a mediocre grade with less

67

time for other subjects, or does what their peers do and copy something good from the internet
for an easy A with time to spare.
Poor Planning
Researchers are not always the best judges of how much time their assignments will take.
They may not be aware of the extent of work involved in a research paper, or may simply be
overwhelmed by the task and put it off until the last minute, leaving them with no time for an
original work of their own. Scheduling stages of progress on their papers is a very effective way
to deal with this. Having them, submit bibliographies, outlines, thesis statements, or drafts on
specified dates before the final draft is due will give them a good idea of the amount of work
involved. It will also help them organize their time and make the task seem less overwhelming.
Unintentional Plagiarism
No honest faculties would walk out of a neighbors house accidentally carrying their
television. However, even the most well intentioned writers sometimes "apt" the work of others
without proper authority. How does this happen?
Citation Confusion
Perhaps the most common reason for inadvertent plagiarism is simply an ignorance of the
proper forms of citation.
Plagiarism vs. Paraphrasing
Many faculties have trouble knowing when they are paraphrasing and when they are
plagiarizing. In an effort to make their work seem "more original" by "putting things in their own
words," they may often inadvertently plagiarize by changing the original too much or, sometimes,
not enough. Doing exercises in class where you hand out paraphrased and plagiarized passages
in order to discuss the differences might be very helpful. Faculties must retain the essential ideas
of the original, but significantly change the style and grammatical structure to fit in the context of
their argument.
Academicians often mix their own ideas and those of their sources when they take sloppy
notes, creating confusion when they begin writing their papers. It may be worthwhile to go over
some note-taking methods with your faculties. Teaching them to document their sources using
different coloured pens and "Post-it" tabs to mark pages, for example, will save time to keep
reference clear. Researchers are often shoddy about writing down the bibliographic information
of their sources, leaving them unable to properly attribute information when it comes to writing the
paper. Having them, turn in bibliographies before they turn in the paper itself will also encourage
them to pay more attention to their sources. Because the internet makes information so readily
available, faculties may find it difficult to tell the difference between "common knowledge" they
68

are free to use, and original ideas which are the intellectual property of others. The easiest thing
to do is teach your scholars the maxim "When in doubt, cite sources."
Confusion about Expectations
Faculties may not be aware of what proper research requires. They may think they are
being asked simply to report critical commentary, or to "borrow" from a number of sources to
show that they have "done their homework." In either case, it becomes a problem if what they
turn intends to be predominantly the work of others. One of the most common sources of
confusion is the ambiguity of terms such as "analyse" and "discuss."
Cultural Perspectives on Plagiarism
Not all cultures take the same view of plagiarism. The Western notion that "ideas" can be the
property of individuals may actually seem absurd to those with different views on what constitutes
shared information or public discourse. Faculties from cultures, which have a collective sense of
identity, for example, may have a difficult time understanding the distinctions some cultures draw
between individual and public property.
Anti-Plagiarism Tools

Figure 2: Screen shot of Anti-Plagiarism tool


The prevent plagiarism; software tools are developed that are referred to as antiplagiarism software. Screen shot of an anti plagiarism tool displayed above. There are a number
of anti-plagiarism tools, most popular being Turnitin and plagiarism.org. Turnitin is the most
popular Internet based anti-plagiarism software tool developed by iparadigms. In the website,
instructors register and receive an instructor code. Then instructors can paste papers into a text
box and the software posts a report. The service searches the Web, including cheat and personal
sites, in addition searches its own database of papers. To name a few other anti-plagiarism tools
widely available on the Web are:
69

Table 1: List of Anti-plagiarism Tools


S.No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

Software tools
AntiPlagiarism 1.0
Article Checker
Copy Catch
Blackboard
Copyscape
CopyTracker
DOC Cop
Duplichecker
Ephorus
EssayFraud
EVE2
Integri Guard
LexisNexis Copy Guard
My Drop Box
Plagiarism scanner
Plagiarism Detector
Pl@giarism
Plagiarism Checker
WordCheck
WebCT
Threads

Dr.Kutty Kumar

URL
http://wareseeker.com/antiplagiarism-1.0.zip
http://www.articlechecker.com
http://www.copycatchgold.com
http://www.blackboard.com
http://www.copyscape.com
http://copytracker.org
http://www.doccop.com/
http://www.duplichecker.com
http://www.ephorus.com
http://www.essayfraud.org/
http://www.canexus.com/eve/download.shtml
http://www.integriguard.com
http://www.lexisnexis.com/copyguard
http://www.mydropbox.com
http://www.plagiarismscanner.com
http://www.plagiarism-detector.co
http://www.plagiarism.tk/
http://www.plagiarismchecker.com/
http://www.wordchecksystems.com/
http://www.webct.com/service/ViewContent
http://edtech.wetpaint.com/page/Anti-Plagiarism

ABOUT THE AUTHOR


Dr. K. Kumar, Ph.D is presently working as Assistant Professor,
Library and Information Science in Sri Venkateswara Veterinary
University, College of Veterinary Science, Proddatur. His research
focuses on Digital Library Initiatives in Engineering Educational
Institutions in Rayalaseema Region of Andhra Pradesh. He has 16
years experience in librarianship in both Engineering and Medical
Educational Institutions. Around 51 articles were published in peer
reviewed journals, 28 conference proceedings (both National and
International) and had attended about 14 workshops and seminars.
His subjects of interest include Digital Library, Web Technology,
Cloud Computing, Data Mining and Computer Networks.

70

List of Participants
S.No.
1.

Name of the Staff


Dr.G.Sivarama Krishna

Designation
Assistant Professor

2.

Dr.S.Dhilleswara Rao

Assistant Professor

3.

Dr.K.Rambabu

Assistant Professor

4.

Dr.D.Indira

Assistant Professor

5.

Dr.G.Praveena

Assistant Professor

6.
7.

Dr.K.Sudha Rani
Dr.P.Srikala

Assistant Professor
Assistant Professor

8.

Dr.B.Shobhamani

Professor

9.

Dr.R.V. Ramana Murthy

Assistant Professor

10.

Dr.H.Srinivasulu Naik

Assistant Professor

11.

Dr. Deepthi Swapna latha

Assistant Professor

12.

Dr.R.Harilal

Associate Professor

13.

Dr.L.Jeybabal

Assistant Professor

14.

Dr.K.Raja Kishore

Assistant Professor

15.

Dr.Ch.Joythi Sree

Assistant Professor

16.

Dr.K.Sudheer

Assistant Professor

17.
18.
19.

Dr.P.Ramesh
Dr.T.Susmitha
Dr.N.K.B. Raju

20.

Dr.K.Raja

Assistant Professor
Assistant Professor
Associate Professor
& Head
Assistant Professor

21.

Dr.M.Naveen Swaroop

Assistant Professor

22.

Dr.V.Vijay Geetha

Assistant Professor

23.

Ms.A.Deepthi

Assistant Professor

24.
25.
26.
27.
28.
29.
30.

B.Sandeep
Dr.K.Jagadamba
Dr.Y.R.Ambedkar
Dr.G.Ganga Raju
Dr.I.Sateesh Kumar
Dr.Ganga Bhavani
Dr.Sunny Praveen

Assistant Professor
Principal
Principal
Sr. Scientist
Scientist
Assistant Professor
Scientist

College/Station
Dept. of Veterinary Microbiology, CVSc,
Proddatur
Dept. of Veterinary Anatomy & Histology,
CVSc, Proddatur
Dept. of Surgery & Radiology, CVSc,
Proddatur
Dept. of Livestock Production &
Management, CVSc, Proddatur
Dept. of Veterinary Medicine, CVSc,
Proddatur
Dept. of Animal Nutrition, CVSc, Tirupati
Dept. of Veterinary Medicine, CVSc,
Tirupati
Dept. of Veterinary Medicine, CVSc,
Tirupati
Dept. of Veterinary Pathology, CVSc,
Tirupati
Dept. of Veterinary Pathology, CVSc,
Tirupati
Dept. of Veterinary Parasitology, CVSc,
Tirupati
Dept. of Veterinary Extension & AH,
CVSc, Tirupati
Dept. of Veteirnary Parasitology, NTR
CVSc, Gannavaram
Dept. of Animal Nutrition, NTR CVSc,
Gannavaram
Dept. of Veterinary Parasitology, NTR
CVSc, Gannavaram
Dept. of Livestock Products Technology,
NTR CVSc, Gannavaram
TVCC, NTR CVSc, Gannavaram
ILFC, NTR CVSc, Gannavaram
Dept. of Veterinary Anatomy & Histology,
NTR CVSc, Gannavaram
Dept. of Veterinary Anatomy & Histology,
NTR CVSc, Gannavaram
Dept. of Veterinary Biochemistry, NTR
CVSc, Gannavaram
Dept. of Dairy Technology, College of
Dairy Technology, Tirupati
Dept. of Fishery Extension, College of
Fishery Science, Muthukur
IRAF, Kakinada
Veterinary Polytechnic, VR Gudem
Veterinary Polytechnic, Garividi
Livestock Research Station, Palamaner
Livestock Research Station, Palamaner
Lam farm, Guntur
Veterinary Polytechnic, VR Gudem

71

Brief Bio-data of Course Director & Co-ordinators

COURSE DIRECTOR and CONVENOR, SC & ST CELL, SVVU

Dr.B.Rambabu Naik

Dr.B.Rambabu Naik is completed BVSc & AH degree from College


of Veterinary Science, TIrupati in 1998 and MVSc in 2001 and PhD
in 2011 from the Dept. of Veterinary Physiology of the same
college. He joined the university in 2002 as Assistant Professor in
CVSc, Tirupati and later promoted to Associate professor in 2012
and is working in CVSc, Proddatur. He also worked as National
Social Service (NSS) officer for a period of five years and as NCC
officer for two years. He is currently shouldering the responsibilities
of OSA at CVSc, Proddatur. He also has illustrious academic and
research career. He received the prestigious bharata ratna
Dr.B.R.Ambedkar fellowship award in 2008. His services towards
farming community were recognized and felicitated with
Rythubandhu award in 2013. His research was awarded
International Young Scientist Award at International Conference
held at Colombo, Sri Lanka during 2013. He has a total of 20
publications at national and international level. He has a H-index of
4.0 with a total of 130 citations by eminent scientist throughout the
world. He attended 10 training programmes, workshops and
conferences at national and international level during his career.
Recently, he was invited to Australia to present his research
findings at International Conference held at Canberra, Australia
during 2014.

CO-ORDINATOR
The author is currently working as Assistant Professor & Head at
Department of Animal Genetics and Breeding, College of Veterinary
Science, Tirupati. She has a teaching experience of 15 years and
guided 15 years and guided eight MVSc students. She has published
34 research papers, handled one research project and conducted
one workshop on statistical tools for research. She was conferred
best oral presentation at International Conference held at SVVU in
2009.

Dr.B. Punya Kumari

72

Dr.C.Anil Kumar

CO-ORDINATOR
The author is currently working as Assistant Professor in
Animal Nutrition at N.T.R. College of Veterinary Science,
Gannavaram. Initially, he worked as Veterinary Assistant
Surgeon for 10 years and achieved best Veterinary Assistant
Surgeon award in 2011. He joined SVVU in 2012 and has
four years of teaching experience. . He is an alumnus of
College of Veterinary Science, Tirupati (BVSc & AH and
MVSc). He got trained in web applications for agricultural
information management and has expertise in using
statistical softwares besides holding a PG diploma in
Agricultural Extension Management from MANAGE,
Hyderabad. He has attended four international conferences
and presented papers. He published five research papers,
one popular article, and one book and has given several radio
talks. He is currently handling four research projects.

CO-ORDINATOR
Dr. K. Kumar is presently working as Assistant Professor, Library
and Information Science in Sri Venkateswara Veterinary University,
College of Veterinary Science, Proddatur. His research focuses on
Digital Library Initiatives in Engineering Educational Institutions in
Rayalaseema Region of Andhra Pradesh. He has 16 years
experience in librarianship in both Engineering and Medical
Educational Institutions. Around 51 articles were published in peer
reviewed journals, 28 conference proceedings (both National and
International) and had attended about 14 workshops and seminars.
His subjects of interest include Digital Library, Web Technology,
Cloud Computing, Data Mining and Computer Networks.
Dr.Kutty Kumar

73

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