Overview in this assignment, you will explore the history of micr

1. Overview
In this assignment, you will explore the history of microbiology
by creating a timeline.
Instructions
Use the information below to create a timeline of microbiology
history. Use any program that works best for your group to
build the timeline. A list of possible tools is given below. You
can communicate, plan, and assign roles through your group
Discussion board.
Timeline building tools:
TimelineJS - fill in a pre-formatted Google spreadsheet and
publish (you will submit the URL for your "page")
PowerPoint - use the timeline format
Excel - see instructions for formatting
Your timeline must include:
1. At least five scientists who contributed to the field of
microbiology.
2. At least five major developments in the field of
microbiology.
3. A short (1-2 sentences) description for each item on the
timeline.
4. Clearly labeled dates for each item (year only is OK).
5. Clearly labeled headings for each item.
6. An image for each item.
Running head: PARENTAL ACADEMIC EXPECTATIONS 1
PARENTAL ACADEMIC EXPECTATIONS 8Parental
Academic Expectations, Parental Involvement, and
Socioeconomic Status: Applying Maslow’s Hierarchy of Needs
for a Greater Understanding

2. Author Note
Mary Jane
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Mary Jane
Email: [email protected]
Abstract
Academic achievement is a global concern with local issues.
One of the greatest indicators for academic achievement is
academic parental involvement, which develops high academic
expectations. Due to federal, state, and local demands, schools
are mandated to develop parental involvement programs to help
bridge the gap from school to home and improve overall
academic experiences and achievements. However, parents are
faced with limited resources and numerous obstacles, which
impede parental involvement and hampers high parental
expectations. Numerous programs have been developed to
minimize these obstacles. Still, parents have limited resources,
and as those resources become less, parents must focus on basic
needs. Maslow’s Hierarchy of Needs explains the decisions
parents make regarding academic parental involvements and
academic expectations.
Keywords: academic parental involvement, academic
expectations, Maslow’s Hierarchy of Needs
Parental Academic Expectations, Parental Involvement, and
Socioeconomic Status: Applying Maslow’s Hierarchy of Needs
for a Greater Understanding
Academic success is the general goal for teachers and schools;
however, each year schools find themselves facing students who
struggle for unknown reasons. School districts and individual
schools use a report card, which typically reports academic

3. achievement within various demographic categories: general
education, special education, English learner, gender, ethnicity,
and free or reduced lunch. Schools use these groupings as a
way to identify where academic success is achieved or
underachieved throughout various academic measures: reading,
writing, math, etc. According to the National Assessment of
Educational Progress (2018), the Nation’s Report Card indicates
that less than 50% of students across the United States scored at
or above proficient in all areas of academics: civics, geography,
mathematics, reading, science, technology, U.S. history and
writing. The No Child Left Behind Act required schools to be
measured through standardized academic achievement, and the
Race to the Top program reinforces excellent teaching through
additional funding and support. With the emphasis on education
management and measurement, it has become evident that a
critical component schools face is parental involvement and
high academic expectations.
Academic achievement varies significantly by numerous
demographics, including one’s socioeconomic status. While all
men are created equal, income distribution and educational
quality are far from equal. Schools in the United States are
funded by federal, state, and local taxes, which means that if a
school is located within an affluent community, it is more
funded than those in poorer areas, which could provide a
discrepancy in the resources and quality of services. In
addition, students who attend less funded schools tend to live in
homes with a lower socioeconomic status. As a result, these
families struggle with the daily obligations of financial woes
and resource management. According to the U.S. Census
Bureau, in 2016, there were 40 million people in the United
States living in poverty and eighteen percent of all children in
the United States living in poverty. As a result, these families
experience much more than financial hardship; they also suffer
from the consequences of limited resources. To make matters
worse, there are more families in poverty, who are supported by
a female householder without a male present, than there are

4. families in poverty supported by a married couple (US Census,
2018). This means that in addition to having limited financial
resources, the majority of these families are functioning with
only one adult parent in the household.
To meet basic needs, this one parent must typically provide the
income of two working parents on a full-time basis, which
means time spent at home or other leisure activities is limited.
The single parent is responsible for working at least one job,
paying for living expenses, grocery shopping, preparing meals,
doing laundry, providing transportation and attending to a
child’s education. With all the basic demands that daily life
requires, there’s little time or energy that’s spent beyond
survival. Since children’s education doesn’t fall within the
survival category, many children who live in poverty go with
less parental involvement or even parental academic
expectations, which results in less academic achievement.
Considering the tug of war parents face in balancing everyone’s
needs, Maslow’s Hierarchy of Needs model may explain some
of the variances with parental academic expectations. This
makes one wonder how does a family’s income in the United
States influence parental academic expectations? Background
Countries around the world have established laws and
regulations to enhance parental involvement, which increases
academic expectations. According to Hornby (2011), a few of
these national programs are: The United States’ No Child Left
Behind policy, which encouraged schools to develop parent-
school partnerships, The United Kingdom’s the Children’s Plan,
which emphasizes the role and importance parents play in
academic achievement, and the Schooling Strategy in New
Zealand, which identifies improving parent-school relationships
as a top-three priority. According to the United States
Department of Education (1996), school districts receive direct
funding and are mandated to develop and maintain parent
partnerships, which bridge the gap from school to home. At this
time, 17 states require school districts to develop and facilitate
parental involvement policies. In addition, 7 states have

5. required schools to incorporate parent programs and
partnerships within their School Improvement Plan.
Schools in the United States receive funds from Title I funds,
which are federal funds that are in part meant to be used for
developing and implementing school-parent partnerships and
programs (Title I, 1996). In addition to these funds, many
states provide financial support and mandate school-parent
partnerships to be included in school improvement plans and
still, parental expectations and parental involvement continue to
be a challenge for school districts. To understand why these
challenges, continue to exist, it’s important to examine the
barriers that parents face. Hornby and Lafaele (2011)
developed a model to understand the gaps between perceived
parental involvement and the barriers parents face. This model
identifies barriers to parental involveme nt in education and
categorizes them into four components: individual parent and
family factors, child factors, parent-teacher factors, and societal
factors. Individual parent and family factors consist of parents’
individual thoughts and perceptions about parental involvement,
parents’ present life circumstances and situations, parents’
views of requests or offers for participation and parents’
socioeconomic status, cultural identification and gender
identification. Child-specific factors were elements directly
related to the specific child: grade level, academic success or
struggles, and were child factors such as age, learning talents,
difficulties and disabilities, and behavior concerns. Parent-
teacher factors related to perceived differences between par ents
and teachers regarding priorities, perceptions, values, and were
parent-teacher factors such as the differing agendas, attitudes
and communication gaps. Societal factors included cultural
norms within the community such as background, cultures,
financial and partisan, which could be perceived as barriers.
The combination of the barriers creates a complex concern for
teachers and schools to increase parental involvement in the
school, which is a well-documented need for academic
achievement.

6. Hornby and Blackwell (2018) reviewed the original model to
understand current barriers to parental involvement in the
classroom. Their motivation was to see if the original barriers
applied, and if there has been an improvement, lessening the
gaps. They identified that the original gaps continue to exist;
however, schools have taken a more active approach to
engaging parents and encouraging parental participation. To
help schools overcome these obstacles, eight forms of parental
involvement have been identified: communication (school-to-
parent and teacher-to-parent); liaison (translators and
interpreters and parent-teacher associations); education (school
and classroom expectations for student learning); support
(resources to bridge the gaps and include parents in educational
decisions); information (newsletters, emails, updates, and
classroom communication); collaboration (parent and
administration committees); resources (translated materials,
school supplies, access to organizations, etc.); and, policy
(regulations to improve and enhance parent participation as a
part of school development and improvement).
Understanding the historical applications of the model, its
weaknesses, and implications help with a holistic perspective of
school-parent policies, procedures, and programs. These
barriers impact academic involvement, which has a direct
impact on academic expectations and academic achievement;
conversely, increased parental involvement and parental
expectations benefit academic achievement. Hornby (2011)
reported that parental involvement benefits children, teachers,
and parents. Children were identified to be more successful in
the school and have better attitudes toward the educational
environment. Teachers reported that improved parent
participation led to better parent-teacher relationships, teacher
satisfaction, and school culture. The positive results have
applied across gender, ethnicity, and grade-level differences.
In addition, Wang and Sheikh-Khalil examined the effect parent
involvement had on adolescent achievement (2013). As
predicted, parental participation was identified to positively

7. impact academic achievement.
Since parental expectations increase with developing a
relationship and investing time with schools, it has become an
integral focus throughout studies and program implementations.
As a result, schools are expected to develop parent-school
partnerships and programs and close the gap between home and
school with the intent of increasing academic achievement.
Bowen, Hopson et al., (2012) conducted a longitudinal study
and discovered that, “Parental expectations for behavior as
students enter middle school was a predictor of academic
outcomes three years later.” Another study consisting of 10,681
families with children in grades k-12 identified that, “Parental
expectations were positively related….to positive school
outcomes” (Froiland & Davison, 2013, p. 6). Loughlin-Presnal
and Bierman (2017) reported, “parent academic expectations
emerged as a primary mediator of children's outcomes on
measures of emergent literacy skills and teacher-rated self-
directed learning” (p. 68). While benefits increased from
parental involvement and increased academic expectations, the
reverse is also true.
Limited parental academic participation or decreased
expectations have many causes and are directly tied to academic
underachievement. Many researchers have identified various
causes for poor academic achievement within schools; however,
according to Loughlin-Presnal & Bierman (2017), “A number of
prior studies have shown that parent academic expectations
serve as a protective factor for child school outcomes in the
face of adverse circumstances” (p. 69). Conversely, parents
who have lower academic expectations lessen the “protective
factor” for the child’s academic results, especially in at-risk
groups. However, Robinson et al, (2014) provided a counter
approach to parental involvement in education.
While it seems natural that academic parental involvement
increases academic achievement, the collective data from the
National Education Longitudinal Study and the Child
Development Supplement to the Panel Study of Income

8. Dynamics, which are both representative of national data
collected and analyzed to determine contributions to academic
achievement, indicate that academic parental involvement in
some cases, improves educational achievement; however, when
examining social classes and race differences, the results are
not always positive. For example, “Black, Hispanic, Asian,
socioeconomically disadvantaged and white parents” are all
very similar in communicating the importance of education and
encouraging academic growth (p. 2). However, these same
groups show differences in the involvement within the schools,
which may occur due to limited resources, limited access to the
school due to transportation, logistics, and competing
responsibilities.
Regardless of the barriers, the level of academic achievement is
barely influenced by parental involvement in the school;
however, academic parental involvement within the home or a
setting other than the school had the greatest positive effect.
This may be in part due to parents’ overwhelming
responsibilities and limited resources, especially parents within
a lower socioeconomic demographic. Goss (2017) provided a
culturally aware approach to examining barriers parents face
while trying to participate in a child’s educational process. He
found that Hispanic and African-American parents struggled
more with school processes, and they perceive the school as a
governmental agency with power, resulting in a power struggle
between parent and school (representative). Parents received
more acceptance when children were in elementary schools;
however, as the grade level increased, so did the level of
difficulty. Parents felt that school representatives and teachers
perceived parents to have a hidden agenda and had to justify an
interest in participating in the school or classroom. Numerous
samples were provided that demonstrated perceived resistance
from schools, especially if the parents inquired about school
policies, procedures, specific student information, or the
process to advocate on a student’s behalf. Some parents felt that
schools intentionally blocked information and refused to return

9. calls or emails, keeping parents in the dark. While schools
provided opportunities for parental engagement, they were
limited in scope to topics that were considered school -approved
such as parenting. Occasionally, schools provided workshops,
but they were generally inconvenient and unhelp ful. In addition,
Wang, Deng, and Yang (2016) identified strong relationships
between family economic status and parental involvement.
Since parental involvement has been shown to shield academic
challenges, it is particularly needed for families who struggle
economically. These families and students already have
numerous obstacles to overcome, and this protection provides a
buffer for students. Parental involvement can include
volunteering at the school, attending pre-scheduled meetings
like back-to-school nights or parent-teacher conferences, and
participating in the management of the school through
committees. Parental involvement benefits students through
academic achievement, literacy development, grades, and long-
term academic progression. This study recognizes the effects of
self-efficacy and parents’ efforts due to perceived abilities.
Specifically, low-income parents may perceive educators as
experts and feel inadequate to support their children and
schools. The perception of limited resources, insufficient
knowledge, and communication struggles plays a role in
parents’ comfort with academic participation. Whatever the
barrier, real or perceived, intentional or accidental, academic
parental participation and high academic expectations vary
based upon demographics.
Learning Theory Association
Schunk (2016) provided an overall understanding of Maslow’s
Hierarchy of Needs model. Maslow developed his model to
understand the various needs humans have and their holistic
motives. For example, if someone steals food, it doesn’t mean
they enjoy stealing; instead, their need for food overpowers
their need for societal belonging. Maslow’s model indicates that
there are five hierarchical needs: physiological, safety,

10. belongingness, esteem, and self-actualization. These needs
progress through human development and can be met
simultaneously. However, lower-level needs such as
physiological and safety must be met before an individual can
progress through the high level of needs. The first four needs,
physiological, safety, and belongingness are considered
deprivational. That is, if one of these needs are not met,
individuals will strive to accomplish them. Last, but not least,
self-actualization is a much higher need that one can desire
once the deprivational needs are met, and the person is in a state
where he/she desires greater self-fulfillment. In addition, the
first four needs are relatively identifiable; however, self-
actualization can vary based on a person’s personal desires:
parenthood, career ambitions, spiritual awareness, etc.
Prince and Howard (2002) dissected Maslow’s Hierarchy of
Needs and clarified how impoverished children from lower
socioeconomic families receive a less adequate education,
suffer from insufficient care, and are more likely to develop
preventable medical conditions. These foretelling elements are
not only predictors of academic achievement, but also indicate
the customary care children receive. Poor children attend school
with empty bellies, insecure housing, unsafe family
arrangements, inadequate nutrition, and deprived wellbeing. As
a result, they are not in a psychological condition to accept
learning and be motivated to attend to the learning environment.
For these children, many cannot even surpass the basic need of
physiological demands, and their limited access to healthcare
puts them at great risk for illness, disease and regular care,
frequently resulting in conditions that could have been
prevented with routine medical supervision. Their feelings of
safety and security are hampered by their home environment or
community; from violence to gangs, children in poverty struggle
with feelings of a constant and secure home. Since these basic
elements cannot be met, their sense of belonging and love is
limited and must be reserved when other basic needs aren’t
maintained.Key Terms

11. Wang and Sheikh-Khalil (2013) developed a model to
categorize the various types of academic parental involvement.
The first type of academic parental involvement is parents
participating in the school which could incorporate parent-
teacher meetings, attending to extra-curricular or school-
sponsored events, and volunteering. Another type of academic
parental support is supporting academics in the home. This can
be seen by parents developing a specific process for studies and
overseeing school grades and assignments. Parental academic
support can also be facilitating school-based academic
socialization opportunities, which can look like parent to child
conversations regarding the value of school and establishing,
maintaining, and communicating high expectations for academic
achievement. This would also include positive reinforcements,
such as verbal praise and supporting long-term employment
desires. In addition to understanding parental involvement, it’s
important to determine characteristics of academic
expectations.Alexander et al., (1994) defined parental academic
expectations as, “realistic beliefs or judgments that parents have
about their children's future achievement as reflected in course
grades, highest level of schooling attained, or college
attendance” (p. 283). Gaps in the Research
There is limited research and challenges associated with
correlating the complex relationship between parental
involvement and socioeconomic status (SES) . Stull (2013)
examined the effect a family’s income, which is identified as
socioeconomic status (SES) had upon parent expectations and
academic achievement. To determine the strength of the
relationship between the two, the study attempted to isolate the
parental expectation from other indirect factors. This is
important because minimal research has been done to identify
the specific relationship. However, this study was able to
recognize that as a family’s income rises, the parental
expectations rise with it. One study considered external factors
associated with SES. For example, as SES decreases, and
parental involvement decreases, academic progress also

12. decreases. One example of this is that pre-school children from
lower SES household tend to have less sophisticated vocabulary
than children from higher SES household. One study found that
the parent’s SES secondarily correlated to academic
achievement through the parent’s academic expectations.
Another study identified that as parental income rises, a larger
portion of that population expected their children to a graduate
from college.
Understanding that a parent’s SES is indirectly related to
achievement creates the necessity for schools and government
agencies to identify resources and provide additional
interventions to buffer the educational gap and raise the bar.
Some solutions provided include providing professional
development for teachers in the area of cultural awareness and
sensitivity, limiting the language gap through translation and
interpretation services, and providing written school
communication in the parents’ native language (Ozurk, 2013).
Biblical Worldview
Just as there are various levels of participation and expectations
for academic achievement, there are different degrees of
religious or spiritual beliefs. Sire (2009) presents seven
universal questions to help differentiate nine unique
perspectives. His questions include, “What is prime reality?
What is the nature of external reality? What is a human being?
What happens to a person at death? Why is it possible to know
anything at all? How do we know what is right or wrong? What
is the meaning of human history? What personal, life-orienting,
core commitments are consistent with this worldview?” Using
these core questions, we can see that Christians believe that
Theism states that we are creations of God and are able to think
because He has given us that ability, which separates us from
all other living beings. In exchange, we are to follow in his
word, fulfilling mankind’s purpose, and die, knowing that if we
have accepted Him, our eternal salvation will be free of human
suffering.
Another common belief system is Naturalism, which views

13. human existence through a scientific explanation. Using the
cosmos, we are able to use reasoning and develop methods of
science to understand the operations of the world. Upon the
death of our bodies, which are made of chemical and physical
properties, we return to the ground and no longer exist. Even
more extreme is Nihilism, which describes human beings as
machines, which do not have self-determination nor destiny; the
future is pre-determined, and we cannot change or influence
anything significant. Still, others have an Eastern belief
system, a belief of many Gods (Hinduism), atman and
reincarnation (Buddhism), and Allah, which denies the
existence or acceptance of other gods.
1 Samuel 3: 13 (NIV) says, “For I told him that I would judge
his family forever because of the sin he knew about; his sons
blasphemed God, and he failed to restrain them.” Christian
parents demonstrate their love for their children by protecting
them and teaching them right and wrong, which includes praise
and restraint. Parents have an obligation to correct and prevent
the direction, beliefs, attitudes, and actions of their children.
If parents do not take an active role in actively guiding beliefs,
values, and behaviors, children are left to make a path for
themselves and receive guidance, potentially misdirected, from
others. In addition to spiritual guidance, parents should provide
academic guidance and hold their children in the highest regard,
expecting greatness and not limiting their potential.Conclusion
There have been many programs established to bridge the gap,
but the intervention should occur at the early years of
education. As children grow older, parents become less
involved in school, so establishing a relationship between
parents and schools should be part of a normal routine during
the lowest grade levels (pre-kindergarten, kindergarten, first
grade, etc.). One of the ways schools can develop these
relationships is to require parents to participate in classroom
activities on a regular basis. For example, parents might need
to invest one hour per month in the classroom or ten hours per
school year. While this is not always feasible, parents who are

14. unable to participate could contribute in other ways.
According to Ðurišić and Bunijevac (2017) there are six models
of parental involvement, which are: Protective Model, keeping
parents and teachers separate, and parent involvement is
considered unnecessary; Expert Model, the teacher is considered
the expert and parents are recipients of knowledge;
Transmission Model, teachers are still considered experts, but
parental input is valuable; Curriculum-Enrichment Model,
incorporates parents into the curriculum and instruction, which
may cause chaos; Consumer Model, parents are the decision
makers, and teachers concede; and Partnership Model, a
recognition that teachers are experts for education; and parents
are experts for their own children. Each model has its pros and
cons, but schools should consider these models when
developing future parental involvement programs.
Academic expectations vary from individual to individual and
from demographic to demographic. Some cultures place a
significant value on education compared to others. There are
also some who associate education with the government and feel
threatened by potential relations with immigration enforcement,
Children and Family Services, or other perceived “big brother”
organization. There are many reasons why parents may have
low academic expectations for their children. They, themselves,
may be undereducated. They may lack the resources to support
academic growth. They may not value education due to
cultural, socio-economic, or familial reasons. Parents may also
struggle with balancing family and work obligations and cannot
dedicate the time and energy needed to invest in academic
achievement.
While parents may choose to participate and have high
expectations, schools must continue to improve. As part of an
organization that receives local, state, and federal funds,
schools must maintain accountability. Administration, teachers,
and parents need to work together to develop successful
programs that support students’ needs, minimize the barriers for
all, and enhance academic achievement, so all can be

15. successful.
References
Alexander, K., Entwisle, D., & Bedinger, S. (1994). When
Expectations Work: Race and
Socioeconomic Differences in School Performance. Social
Psychology Quarterly, 57(4),
283-299. Retrieved from
http://www.jstor.org/stable/2787156
Bowen, G. L., Hopson, L. M., Rose, R. A., & Glennie, E. J.
(2012). Students Perceived Parental
School Behavior Expectations and Their Academic
Performance: A Longitudinal
Analysis. Family Relations, 61(2), 175-191.
doi:10.1111/j.1741-3729.2011.00695.x
Ðurišić, M., & Bunijevac, M. (2017). Parental involvement as
an important factor for successful education. CEPS Journal :
Center for Educational Policy Studies Journal, 7(3), 137-153.
Retrieved from
http://ezproxy.liberty.edu/login?url=https://search-proquest-
com.ezproxy.liberty.edu/docview/1952387265?accountid=12085
Froiland, J. M., & Davison, M. L. (2013). Parental expectations
and school relationships as
contributors to adolescents’ positive outcomes. Social
Psychology of Education, 17(1), 1-
17. doi:10.1007/s11218-013-9237-3
Goss, A. C. (2017). Power to Engage, Power to Resist: A
Structuration Analysis of Barriers to Parental Involvement.
Education and Urban Society, 001312451774736.
doi:10.1177/0013124517747363
Hornby, G. (2011). Parental involvement in childhood education
building effective school-family partnerships. New York:
Springer. doi:https://doiorg.ezproxy.liberty.edu/10.1007/978-1-
4419-8379-4

16. Hornby, G., & Blackwell, I. (2018). Barriers to parental
involvement in education: An update. Educational Review,
70(1), 109-119. doi:10.1080/00131911.2018.1388612
Hornby, G., & Lafaele, R. (2011). Barriers to parental
involvement in education: An explanatory model. Educational
Review, 63(1), 37-52. doi:10.1080/00131911.2010.488049
Loughlin-Presnal, J. E., & Bierman, K. L. (2017). Promoting
parent academic expectations
predicts improved school outcomes for low-income
children entering
kindergarten. Journal of School Psychology,62, 67-80.
doi:10.1016/j.jsp.2017.03.007
NAEP Nations Report Card - National Assessment of
Educational Progress - …
EDUC 701
Course Project: Final Paper Draft Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Organization
27 to 29 points
• An excellent overview of the paper’s contents is provided
by the introduction that includes a clear thesis statement
identifying the problem and the research question(s).
• An excellent title page, abstract page, body, and reference
list are included in the paper.
• The body comprises the related literature, learning theories
associated with the problem and research question(s), key term

17. definitions, the identification of gaps and inconsistencies, a
biblical worldview perspective, and proper headings and
subheadings.
• An excellent, one-paragraph summary of the issues
discussed in the paper is provided by the conclusion.
24 to 26 points
• A very good overview of the paper’s contents is provided
by the introduction that includes a thesis statement identifying
the problem and the research question(s).
• A very good title page, abstract, body, and reference list
are included in the paper.
• The body comprises the related literature, learning
theories associated with the problem and research question(s),
key term definitions, the identification of gaps and
inconsistencies, a biblical worldview perspective, and somewhat
proper headings and subheadings.
• A very good, one-paragraph summary of the issues
discussed in the paper is provided by the conclusion.
1 to 23 points
• A good overview of the paper’s contents is provided by the
introduction that includes a thesis statement identifying the
problem and the research question(s).
• A good title page, abstract, body, and reference list are
included in the paper.
• The body comprises the related literature, learning theories
associated with the problem and research question(s), key term
definitions, the identification of gaps and inconsistencies , a
biblical worldview perspective proper headings and subheadings
are missing.
• A good, one-paragraph summary of issues discussed in the
paper is provided by the conclusion.
0 points
Not present
Content
18 to 20 points
• The problem and research question(s) are clearly

18. addressed.
• Excellent insight is provided regarding best
practices/strategies to address the problem, improve the
learning environment, and improve student
achievement/motivation.
• Excellent differing viewpoints are considered.
17 points
• The problem and research question(s) are somewhat
addressed.
• Good insight is provided regarding best
practices/strategies to address the problem, improve the
learning environment, and improve student
achievement/motivation.
• Good differing viewpoints are considered.
1 to 16 points
• The problem and research question(s) are minimally
addressed.
• Minimal insight is provided regarding best
practices/strategies to address the problem, improve the
learning environment, and improve student
achievement/motivation.
• Minimal differing viewpoints are considered.
0 points
Not present
Materials/Sources
11 points
• The reference page contains a minimum of 10 scholarly
sources.
• All materials are properly cited and/or quoted in current
APA style.
• A minimum of 6 sources are published within the last 5
years.
9 to 10 points
• The reference page contains 8 to-9 scholarly sources.
• All materials cited and/or quoted contain some current
APA errors.

19. • A minimum of 5 sources are published within the past 5
years.
1 to 8 points
• The reference page contains less than 7 sources.
• All materials cited and/or quoted contain several current
APA errors.
• Four sources or less were published within the past 5
years.
0 points
Not present
Structure
Advanced
Proficient
Developing
Not present
Mechanics
10 to 10 points
• The body of the paper comprises 3,000–3,500 words.
• The paper includes current APA formatting.
• The paper includes correct spelling, punctuation, and
grammar errors.
8 to 9 points
• The body of the paper comprises at least 2,500 words.
• The paper includes some errors in current APA formatting.
• The paper includes some spelling, punctuation, and
grammatical errors.
1 to 7 points
• The body of the paper comprises at least 2,000 words.
• The paper includes several errors in current APA
formatting.
• The paper includes several spelling, punctuation, and
grammatical errors.
0 points
Not present

20. EDUC 701
Course Project: Final Paper Draft Assignment Instructions
Paper Components:
The body of the paper must be 3,000–3,500 words; include title,
abstract, and reference pages; use current APA format; and
include a minimum of 10 scholarly references. Six of the 10
scholarly references must be current (within the past 5 years),
empirical, peer-reviewed journal articles. Your paper must
include the information outlined below. See the Course Project:
Final Paper Draft Grading Rubric for further information. This
draft will be reviewed and evaluated by your instructor to
provide you valuable feedback in editing this draft in order to
submit your final paper.
1. Title Page
a. The title summarizes the paper and its focus. The title must
be clear enough to give the reader an idea of what to expect in
your paper. Avoid statements that sound vague or flippant.
b. Other Title Page Information:
· Student Name
· Institution
2. Abstract
a. 100–120 words
b. Write this paragraph last, but place it after the title page and
before the introduction to the paper.
c. This will be a synopsis of the main findings of your paper.
d. Consider this an abridged version of your full paper.
3. Introduction
a. Although not labeled with a heading on your paper, this
section will introduce your problem and provide your specific

21. research question that will be developed throughout the paper.
Use information from the Identify a Problem written
assignment.
b. Defend the importance of the topic. Give a broad overview of
the scope of the work you are reviewing. Clarify what learning
theory you are looking at and the importance it has in your
educational field.
c. It is always best to place the research question at the end of
the introduction. This serves as a transition into the rest of the
paper, which supports the research question.
4. Headings
To ensure that your paper meets the requirements of the rubric,
the following elements must be clearly identified with headings.
(Remember that there is no heading for the introduction.
a. Related Literature
· When reading through your sources, you want to remember
that you are looking for the “big picture,” not a collection of
random, separate articles. You are looking for common themes
and patterns in the research as a whole.
· Synthesize the references in order to show that several
references support the points you are making about the topic.
You are combining what the different experts in the field have
published about your topic. Do not write a summary of one
reference at the time as you did in the annotated bibliographies.
The more you can show that several references support a
specific point, the more support you have for it.
b. Learning Theory Association
· Identify the learning theory or theories that serve as the
foundation for your topic by discussing foundational principles.
· Align the topic throughout the section with the learning theory
or theories
c. Define Key Terms
· Define terms that will be important for your study

22. d. Gaps in the Research
· What areas of your topic are still in need of further research?
(Usually, this can be found in the very last section of academic
journal articles, labeled “future research.”)
e. Biblical Worldview
· From a biblical worldview perspective, what are the issues
with the learning theory or theories you have discussed?
· Identify from the Sire text the worldview most appropriate to
the influential founders(s) of the learning theory.
· Offer alternative ideas which incorporate a solid biblical
worldview perspective. The use of Scripture is appropriate in
this section.
f. Conclusion
· Your conclusion must relate to the introduction in some way
so that your paper displays coherence.
· If your introduction included a metaphor, quote, theme, etc., it
is appropriate to integrate that again.
5. References
a. Use a variety of sources, such as the following:
· Textbooks for this course
· Your methods and psychology textbooks
· The Bible
· Educational journals
· Books you have read that have influenced your worldview or
educational philosophy
b. Do not use Wikipedia or other wiki-type pages as sources in
an academic paper. Because it is an open environment, the
information is constantly being changed by registered users and
is not always reliable.
c. Include at least 10 scholarly references, and make sure at
least 6 of those references are scholarly journal articles.
Variation of references is important; use at least 1 book, 1
academic journal, and 1 online source.

23. 6. Point Of View
When writing in current APA Style, you can use the first person
point of view when discussing your research steps (“I studied . .
.”) and when referring to yourself and your co-authors (“We
examined the literature . . .”). Use the first person to discuss
research steps rather than anthropomorphizing the work. For
example, a study cannot “control” or “interpret,” but you and
your co-authors, however, can.
7. Tense
Current APA style requires authors to use the past tense or
present perfect tense when using signal phrases to describe
earlier research, for example, Jones (1998) found or Jones
(1998) has found...
8. Pronoun Usage
Common writing problems include pronoun-antecedent
agreement and the gender issue of “he or she.”
9. Gender Issue
It is considered sexist if you repeatedly use singular antecedents
and follow them up with masculine pronouns. For example,
“Each teacher should manage his own classroom.” It is also
problematic if you redundantly use “he or she” and “his or her.”
(Do not use “he/she” or “his/her.”) Some writers solve this by
stating to the reader that, for simplicity’s sake, the pronouns
will be masculine or will rotate periodically between masculine
and feminine. This can be awkward and cumbersome. However,
there is a better solution.
10. Pronoun-Antecedent Agreement
a. Pronouns must agree in number with their antecedents. It is
incorrect to write, “Each teacher [singular] should manage their
[plural] own classroom.”
b. To assist in avoiding both of these problems, it is
recommended that you write in plural as consistently as

24. possible. For instance, use students, principals, teachers,
parents, schools, etc., instead of their singular counterparts.
Follow these antecedents up with “they” or “their.” This avoids
the gender issue altogether. When you find that you must use a
singular, you may periodically use “he or she” or simply
restructure the sentence to avoid the “he or she” if possible.
Rare use of this phrase is acceptable.
11. Academic Integrity
Plagiarized papers will be rejected. Each paper will be
evaluated for originality by Turnitin, which reports to the
instructor the degree to which your paper is suspected of
plagiarism. The following tips will help you avoid any problems
with plagiarism:
· Direct Quotations: No more than 10 percent of your paper may
be made up of direct quotations. Short quotations must be in
quotation marks, and longer quotations must be indented. If you
do not set off direct quotations in this manner and cite them,
you have plagiarized.
· Ideas and Facts: If the idea or fact is not your own, you must
cite its source. When not directly quoting, you should
summarize or analyze the idea in your own words.
Note: Review the Course Project: Final Paper Grading Rubric to
see how this assignment will be evaluated.
Page 2 of 4
1
DISCIPLINE ISSUES IN EDUCATION AND LEARNING
Michael Whitener

25. Verlyn Evans
143770000000894995
Your author note should appear here.
Verlyn Evans
143770000000894995
School of Education, Liberty University
Verlyn Evans
143770000000894995
This title does not need to be underlined.
2
Introduction
In this document that concerns discipline issues in education
and learning, I will be
explaining about, teaching and learning, issues of culture,
identity, and inequality in
multicultural education.
Because many modern civilizations are made up of individuals
from many cultural
backgrounds, understanding multiculturalism requires admitting
this. Multiculturalists see this as
a positive development for society, one that should be embraced
rather than resented. To say that
there are different cultural groups in such a society is to say
that it is multicultural. When it

26. comes to public policy and legislation, multiculturalists are
certain that the many cultures that
make up our society need to be recognized and respected. An
interconnected socio-economic
structure is at the heart of multicultural education's premise that
individuals from various cultural
origins may live peacefully. Having a strong sense of
Britishness as well as British nationalism
gives you a better comprehension of the material. Prior to the
development of multicultural
education as a concept, educational institutions made little
effort to promote cultural integration
theories. People living in regions where the British had a
significant influence, whether via
colonialism or otherwise, were compelled to conform to British
nationalist standards. The result
is that pupils must come to school well-prepared, with
understanding of methods and procedures
for engaging responsibly and productively with people from
various cultures (Gregory, 2017).
Educating Students from Diverse Backgrounds
Multicultural education has a long history that can be traced
back to the Civil Rights

27. Movement's ethnic studies of something like the 1960s.
Movement leaders wanted to fight for
African-Americans' equal educational rights on an equal basis
with whites in the U.S.
Verlyn Evans
143770000000894995
Take this heading out.
Verlyn Evans
143770000000894995
You should have included an abstract on a separate page. The
abstract needs to provide a brief but comprehensive summary of
the contents of your paper. It helps the reader to decide
whether to read the full text. The heading should be centered in
bold font. Abstracts are not indented and written as a double
spaced single paragraph. The abstract should not be longer
than 250 words. Make sure that you list 3-5 keywords below
the content .
3
educational system. Multicultural education's overarching goal
is to assist students become more
equipped and more capable of understanding people from
various cultural backgrounds. It also
encourages students to become more conscious of the value of
cultural blending in building
strong communities (Downie, 2021).

28. It is the goal of multicultural education to provide pupils from
all walks of life a
knowledge of society. It provides students with a unique
educational opportunity that aims to
displace more traditional methods of instruction. It used to be
that educational systems were
based on the cultures of their respective countries. People from
all around the globe have been
raised for a long time in ways that have forced them to accept
brutality at the cost of their own
cultural values. As a result of the British Empire's size and wide
spread of territories, the
outcome was mostly favorable.
Taking a close look at the current scenario reveals that, despite
efforts to promote
multiculturalism, brutishness persists in the educational system.
When people in the West think
of 'the fight on terror,' they often think of people from the
Muslim community. This serves as a
powerful illustration of the fact that much more work needs to
be done to enhance the existing
systems and methods to intercultural education throughout the
globe. In order for children to

29. acquire a strong sense of balance, educators must create and
utilize systems that assist students
establish a strong feeling of national, regional, as well as global
identity. Today's globe has
evolved in many ways in favor of globalism. If you take a
glance at the main cities across the
globe, you'll see that they have a diverse population with a
variety of cultural identities (Gregory,
2017).
Many schools having failed miserably in their attempts to teach
and practice diversity.
The educational system is still firmly rooted in the old ways,
providing pupils from different
4
cultural backgrounds with instruction that lacks cultural
relevance. Because of this, students want
educational systems that are based on their own beliefs. As a
result, kids become disinterested in
going to school and their education loses significance. One just
has to go to Britain to see that
individuals from various cultures have a very different
perspective on how important and what

30. the educational system is like. An in-depth examination of the
topic reveals that racism is a
significant factor in schools' decision to abandon multicultural
education. While there is a
widespread misconception in society that whites have it all
figured out, this is far from the case
(Polkinghorne, 2021).
What can educators do to foster a more diverse learning
environment?
Educators or instructors criticize the preoccupation with the
procedures for the extent to
which brutishness remains to promote the idea of standardized
curriculum. Teachers should
change their emphasis away from evaluating students' output or
performance using conventional
methods in order to promote intercultural education. They must
put an emphasis on the skills and
capabilities of their students while also appreciating the many
cultural backgrounds they come
from. Instead of regulating or predetermining whatever is taught
in schools, we must abandon
this mentality. Curriculums that are established or preset in
traditional educational systems stay
stagnant throughout time. Global trends indicate that

31. cosmopolitan populations of students
require a dynamic learning environment with curriculum that
reflect that diversity (Downie,
2021).
Many educators are still preoccupied with the kinds of questions
that will be asked of
their pupils in upcoming exams. The practice has already been
going on for a long time, with
little regard for how learners' cultures are changing and
evolving. In a classroom setting, little or
no time is devoted to subjects that aren't directly evaluated in
exams. The educational system is,
Verlyn Evans
143770000000894995
Take this heading out
Verlyn Evans
143770000000894995
Your research question should be explicitly stated at this point.
5
in some respects, trapped in the past. Alternative education
offers a dynamic system of
curriculum that will suit the cultural requirements of students
from many cultures. Multicultural

32. education supports this approach. It is true that current national
standards conforming to
conventional methods have significant legal or policy support in
the education sector, but a
multicultural approach risks being delayed because of this
(Polkinghorne, 2021).
Regarding the tendencies that encourage postponement and
abandonment of intercultural
education, teachers have a major role to play Educators must
understand that they may have a
significant impact on education policy by advocating for
intercultural education. To put it
another way, teachers should be more than just implementers of
sector policies; they should be
active participants in their formulation. Teachers, after all, are
the ones that have daily contact as
well as interactions with the students. As a result, the subject of
social justification is raised.
A socially just classroom is one in which the expression of
social justice has whole or
desired support. People from all walks of life are treated with
dignity and respect in these
settings. Teachers are in charge of ensuring that social justice is
developed and maintained in the

33. classroom. It's impossible to ignore the fact that promoting
social justice throughout the
classroom has a significant impact on intercultural education.
However, an examination of the
issue reveals that encouraging social justice also aids learners
or students in developing qualities
such as democracy promotion. Additionally, the atmosphere
fosters teamwork and cooperation,
both of which are critical for society's overall output (Downie,
2021).
Working with multicultural students and their families
Schools and educational institutions have a crucial role in
improving students' values as
well as attitudes toward one another and the conditions of life,
which is the basis for
Verlyn Evans
143770000000894995
Take this heading out
6
multicultural education. Having a high level of self and self-
respect definitely helps in terms of
developing a person's identity. Everyone knows that one's

34. surroundings have a major impact on
one's identity. People's main life choices are influenced greatly
through their experiences in their
surroundings, which in turn help shape their preferences,
values, including problem-solving
abilities. It's also crucial to keep in mind that school is where
kids spend the majority of their
time. Students are also closer to their instructors than even
family members.
Multicultural education promotes the development of a social
structure that emphasizes
the qualities of many cultures from various areas in order to
reduce student division. As they
engage with pupils, teachers should represent this critical
element in both the instructional
materials they provide and their own conduct. Keep in mind that
cultural differences exist not
just in theory, but also in practice. As a result, educators must
use instructional methods that are
sensitive to cultural differences and do not reinforce prejudices.
Teachers must also use caution
when addressing topics that may offend students of different
backgrounds. If they want to be
held accountable, they must respond effectively to the learning

35. differences shown by students
from various cultures (Polkinghorne, 2021).
Assisting multilingual and multicultural children's as well as
learners' language development
Culturally responsible teaching stresses the necessity for
instructors to recognize the
strengths and limitations of students from various cultures for
the benefit of children as well as
learners in schools. In this way, they are prepared to cope with
circumstances involving
incongruity due to cultural mismatch or disparities. Taking a
close look at this idea reveals that
instructors are also accountable for supporting the language
development of students from
diverse cultural backgrounds. Culture has a significant impact
on how we define ourselves. As a
result, the youngsters grow into responsible people with a clear
sense of self and place in the
Verlyn Evans
143770000000894995
Take this heading out
7

36. community. Thus, instructors must acknowledge and endeavor
to provide course materials that
are culturally-specific while also promoting an awareness of
global culture in the classroom.
The promotion of a multilingual voice throughout the classroom
provides a feeling of
belonging to children from many cultures. Making the students
feel appreciated has an
undeniable link to empowering them in school. As a result,
students are likely to acquire a
feeling of responsibility for their school responsibilities and
assignments, which will lead to
better grades (Gregory, 2017).
A feeling of cohesion and acceptance of differences
Multiculturalism has the power to both promote and enforce
anti-discriminatory behavior
in society. Citizens should refrain from making negative
assumptions about people of other
cultures based on stereotypes and discrimination. People's self-
esteem would be harmed, and this
may destroy their futures for good. Meaningful relationships,
partnerships, and cohabitation
would be discouraged if the effects were to take place. A
country's residents must be welcoming

37. to individuals from all over the globe, regardless of where they
come from or what culture they
come from. Looked at from a distance, the United States today
is one of the most successful as
well as productive countries, thanks in part to its people'
tolerance for diversity.
Discipline is very important both in the home and in educational
institutions
When it comes to behavior regulation, discipline is the
intentional or non-deliberate
action taken. Adherence to laws and rules, as well as cultural
norms and values, is indeed the
practice of keeping one's composure under pressure, even when
dealing with difficult individuals
or situations. Discipline is the process of teaching appropriate
behaviors and unlearning harmful
ones while providing encouragement, direction, and support.
The goal is to establish boundaries,
Verlyn Evans
143770000000894995
Take this heading out
Verlyn Evans
143770000000894995
Take this heading out

38. 8
define duties, and hold each other accountable while also
establishing a predictable, ordered, and
stable environment (Downie, 2021).
Discipline must be observed or practiced in order to be
effective, as stated in the famous
phrase, "choices have consequences." There are many instances
when such a 'correction' is
unavoidably the result of a major trigger, with potentially
disastrous effects. In less than four
months, the global Coronavirus, also known as COVID-19, has
spread like wildfire and killed
tens of thousands of people. The exponential spread of the
pandemic is being exacerbated by a
lack of individual discipline, especially following basic
recommendations like washing hands
properly with soap, maintaining a one-to-two-meter social
distance, including putting oneself
into quarantine for 14 days (Polkinghorne, 2021).
Indiscipline may show itself in a variety of ways in the
classroom, including violating
rules, bullying, truancy, tardiness, cultism, alcohol and drug

39. addiction, sexual harassment,
insulting/assaulting, stealing, rioting, striking, as well as other
anti-social behaviors. Such a lack
of self-control will show up later in life if left unchecked. On
the other hand, establishing
discipline from an early age aids in the restoration of balance in
such a person's life, as shown by
our security and military forces.
As a result of establishing a stress-free learning atmosphere,
discipline aids the planning
process by encouraging students to adhere to and keep a daily
schedule. It also helps to shape
students' personalities and boosts their motivation, all of which
lead to higher scores. When
formulating academic performance models, factors like exam
anxiety, the surrounding
environment, intrinsic motivation, and emotions must be taken
into account. Researchers have
shown an association between student discipline and grades,
with grades rising in correlation to
discipline levels.
9

40. While educational institutions have a responsibility to enforce
the norms or codes of
conduct that guide student behavior, parents too have a role to
play in ensuring uniformity. Dress
code, hairstyles, and fundamental manners are all established at
a young age. Pupils are shaped
by their relationship with their parents and instructors,
particularly those in positions of
leadership. Discipline must be addressed from such an early age
if excellent education is to be
achieved with maximum learner effect. Because disciplined
learners are focused and self-driven,
they are more likely to study and acquire the necessary
information and abilities (Polkinghorne,
2021).
Regardless of how busy they are at work, parents should make
time to talk to their
children about a variety of topics, especially discipline. In
addition, there is a growing need for
improved advice and counseling in schools to assist students in
achieving predetermined ideals.
Children and young people who have good social and spiritual
habits are more likely to do well

41. in school. By establishing criteria and deciding how far they can
go in the face of many
impediments, the learner must develop self-discipline. Self-
discipline will be critical during the
height of COVID-19, when learning has been moved to the
house since schools are closed and
monitoring is in the hands of parents (Downie, 2021).
Boarding schools have several advantages, one of which is that
they have strict discipline
policies. Many families choose boarding schools for their
children because of the tight-knit
community. Successful boarding schools place a premium on
maintaining order, and students at
these establishments are constantly monitored by the
administration and faculty. When attending
a boarding school, students may put their academic achievement
ahead of social pressure.
Students who live on campus have less disciplinary issues since
they don't have to deal with
conflicting standards of behavior at home or at school. A
student's ability to succeed
10

42. academically and socially depends on his or her ability to
maintain good discipline in school.
Riverside Military Academy may be a good option for your
family if you want a school that will
make your kid responsible for his behavior (Gregory, 2017).
Discipline is a crucial personal quality for everyone to possess.
In other words, it's a
collection of guidelines or guidelines to be followed while
doing anything. When doing any job,
it is a method to be truthful, hardworking, inspired, and
encouraging at the same time. It's a
personality characteristic that makes it easier for people to
finish projects on time. A disciplined
approach to life helps us establish orderliness and concentrate
on our goals while also ensuring
that we are efficient and on time. It's been said that "life
without discipline is like sailing without
a compass." As a result, the significance of personal discipline
in one's life simply cannot be
overstated. If you're organized, you'll have enough time to
accomplish all of your chores before
the deadline. This is due to the fact that they are laser -focused
and have mastered the art of time
management. It's not something they believe in to waste time

43. on. They are cognizant of the
importance of time and are aware that time that has passed
cannot be recovered.
Because of this, they plan out their schedule and stick to it. This
also aids in their ability
to remain focused and motivated. As a result, they are less
likely to procrastinate, which aids in
the development of mental serenity and wellness. Keeping a
strict schedule is essential for long-
term happiness. Great leaders don't just appear out of thin air.
Most of them adhere to a strict
schedule and practice self-discipline in order to develop into
strong leaders. A favorable attitude
toward society is generated by having good discipline. Instilling
confidence and a desire to
achieve greatness is a powerful motivator. Discipline aids
individuals in developing a positive
outlook, which is essential for their future success. They may
serve as role models for the rest of
the community (Polkinghorne, 2021).
11
Conclusion

44. Stakeholders must comprehend diversity before it can be
effectively implemented in
education. To begin to understand this somewhat difficult idea,
keep in mind that many
civilizations today are composed of individuals from a variety
of various cultures.
Multiculturalists see this as a positive development for society,
one that should be embraced
rather than resented. When it comes to public policy and
legislation, multiculturalists are certain
that the many cultures that make up our society need to be
recognized and respected. As a result
of multicultural education, instructors are better equipped to
prepare their pupils for life within
today's multi-cultural society.
Learner performance is heavily influenced by traits like
personality and social context.
Many different motivating factors drive students to pursue an
education. Extrinsically motivated
people are more likely to employ learning methods such as
excellent planning and organization.
People with a high degree of these characteristics use a variety
of learning tactics based on their

45. views. Given this, as well as the critical role motivation plays
in student success, educators must
devote time and energy to helping students develop strong self-
efficacies by instilling a strong
belief in their own talents. Additionally, teachers must have the
necessary preparation in order to
successfully integrate the learner's value system while
simultaneously practicing the very same
and using a variety of instructional methods. Our ultimate
product is a well-prepared dinner, with
many components that mix harmoniously together. We each
have a role to play without
exaggerating or underplaying the contributions of others
(Polkinghorne, 2021).
Discipline in school is critical for children to make significant
academic progress, yet
many institutions fall short in this area. One of the advantage s
of attending a boarding school is
the enforcement of strict disciplinary rules. Discover why
school discipline is so crucial for
Verlyn Evans
143770000000894995
Level 1 headings in APA format should be Centered and in
Bold Font.

46. 12
students' success. Discipline is essential in schools if they are to
keep their pupils focused and
safe. The right kind of school discipline allows children make
good choices and remain on track
in school. Discipline in school is critical for children to make
significant academic progress, yet
many institutions fall short in this area. Discipline rules in
boarding schools are an advantage of
going to a residential school. Here's an in-depth look at why
school discipline is so crucial to
students' success (Downie, 2021).
Discipline is a major reason why we send our children to private
school. The fact that our
children are in big classrooms where instructors spend the
majority of their time dealing with
disciplinary problems has caused us some worry. As parents, we
don't want it for our children.
We want kids to attend to school so that they may learn in a
supported, safe atmosphere.
If you're looking at private schools at whatever level, be sure to
look into how they handle

47. discipline. Considering that every private school is a separate
organization, the way it handles
discipline will differ from one to the next. Prepare yourself for
it. Your school selection will be
influenced by a variety of variables, including how particular
school handles punishment
(Gregory, 2017).
Verlyn Evans
143770000000894995
Is this a new paragraph?
13
REFERENCES
Downie, S., Gao, X., Bedford, S., Bell, K., & Kuit, T. (2021).
Technology enhanced learning
environments in higher education: A cross-discipline study on
teacher and student
perceptions. Journal of University Teaching & Learning
Practice, 18(4), 12.
Gregory, A., & Fergus, E. (2017). Social and emotional learning
and equity in school
discipline. The Future of Children, 117-136.
Polkinghorne, M., O’Sullivan, H., Taylor, J., & Roushan, G.

48. (2021). An innovative framework
for higher education to evaluate learning gain: a case study
based upon the discipline of
marketing. Studies in Higher Education, 46(9), 1740-1755.
Verlyn Evans
143770000000894995
The heading should be in bold font but should not be in all caps
and does not need to be underlined.
Verlyn Evans
143770000000894995
You need to include at least 10 references.