6
Websites, Books, Independent Studies: 6 Journal Articles Summarized Here
APA Citation REQUIRED (Refer to APA Write
][.r’s Manual, 6th ed.)
Fill out both areas for 1 Article on each page (6 pages)
Sample Citation in APA 6th edition:
Arbelo, F. (2016). Pre-entry doctoral admission variables and retention at a Hispanic Serving
Institution. International Journal of Doctoral Education, 11, 269 – 284.
http://www.informingscience.org/Publications/3545
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Source: Primary or Secondary
Primary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
Research findings
How and why is this information pertinent to your selected topic?
The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. Specifically, the study determines if formal corrective feedback influences on the off-task/on-task behavior of mild intellectually disabled students. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of a student with special needs and increase his compliance with activities and demands.
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Issues / Topics Covered
Formal corrective feedback, off-task behaviors, on-task behaviors, specific types of off-task behavior.
Author(s):
George, Kevin
Research Question(s) addressed:
RQ1: Is there a significant difference between the frequency of off-task behaviors when formal corrective feedback is not applied and the frequency of off-task behaviors when formal corrective feedback is applied?
RQ2: Is there a significant difference between the frequency of on-task behaviors when formal corrective feedback is not applied and the frequency of on-task behaviors when formal corrective feedback is applied?
RQ3: Does formal corrective feedback have a stronger or weaker effect on specific types of off-task behavior?
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Fifteen tenth graders classified as Mild Intellectually Disabled (MI.
1 Running Head: ARTICLE CRITIQUE
Article Critique – Task Stream Assignment
EDF 5481
Florida International University
ARTICLE CRITIQUE 2
Article Critique – Task Stream Assignment
Introduction Summary
The article I critiqued is called “Interactions Among Online Learners: A Quantitative
Interdisciplinary Study” by Pawan Jain, Sachin Jain, and Smita Jain, 2011. The study focuses on
the amount of interaction students have with each other and with their professors to identify if
interaction levels differ among disciplines.
Research Problem
The major research problem identified in the study is that there is not enough research
concerning the matter of online interaction. The majority of the completed research is very
discipline specific and cannot be generalized. The author’s justification for conducting the study
was to remedy the lack of prior research on this increasingly important topic. The purpose is “to
fill the gap and try to understand the relationship between the interaction and differences in
discipline;” however, the authors also noted that this was “one” of the purposes of the study and
failed to mention any other purpose.
While the authors did not specifically discuss their decision to utilize a quantitative
approach in this study, it was clearly justified by their need to examine the relationship between
discipline and study interaction. The theoretical basis that is used as the basis for this study is
that increased interaction within an online course will ultimately lead to a better designed course
and better outcomes for students grades. Further, the authors attest that much of the literature is
inadequate for their study due to the specificity of the studies, disallowing them to be universally
applied.
ARTICLE CRITIQUE 3
The research question is “do the differences in the discipline area impact the overall
interaction among learners as defined by the number of learner-learner interactions?” The
hypothesis that was tested is “there is no significant relationship between the number of learner-
learner interactions and discipline area.” The only noted relationship that could be inferred
between the theory and the research question/hypotheses is that there are not any studies that
have been conducted that measure said information in a way that can be used for their purposes.
They note the importance of learner-learner interaction as a major pedagogical design; however,
they continued to note the lack of available research.
METHODS SUMMARY
Measurement
The primary concepts/variables in this study were the observations of the amount of
discussion posts by students in 39 different courses across 4 disciplines (College of Education,
College of Business, College of Arts and Sciences and the College of Health Sciences). The
identified independent variable was the 4 categories of discipline; the dependent variable ...
Identifying Effective Math Interventions for Early Elementary Students.docxwrite4
1) The study examined using brief assessments to identify effective interventions to improve math fluency and on-task behavior for 4 elementary students struggling in these areas.
2) A brief assessment involved testing the effects of incentives alone or incentives combined with instruction on math performance. For all students, incentives plus instruction led to higher performance.
3) Following the brief assessments, the most effective intervention for each student based on the assessments was evaluated using a multiple baseline design. In all cases, improvements were observed in math fluency and on-task behavior with the intervention.
Running head WOODSREDU5000-1WOODSREDU5000-42A.docxtoltonkendal
Running head: WOODSREDU5000-1
WOODSREDU5000-4
2
Analyze Research
EDU-5000: Foundation for Graduate Study in Education
Running head: WOODSREDU5000-4
1
WOODSREDU5000-1
Autism is a complicated progressive disability. Researchers think that Autism exhibits itself during the age of 18 to 36 months old. The illness is the effect of a neurological condition that has an influence on natural brain performance, effecting promotion of the individual’s social and communication abilities. A student with an autism disorder will have a problem with non-verbal skills, and difficulty with activities which involve an environment of play and/or joking. They could have uncommon replies to society, connections to items, refusal to accept an adjustment in their daily routines, and severe behavior challenges.
Autism Challenges
I am Interested in understanding Autism behavior challenges to improve classroom management. As a Special Education teacher understanding Autism behaviors can be very beneficial. A projection of 1 in every 68 citizens in the country has various types of autism; boys are more prevalent than girls. Several professionals think that this (ASD) is linked hereditary or through the atmosphere. Studies show in a classroom of 18 or more. Typically, at least two of the classroom children for each one student are diagnosed with (ASD). Children with (ASD) show disruptive behaviors, and many of them have problems like harming self and anger tantrum. Behaviors form anxiety for parents and specialists, because it inconsistent with the development of desired behaviors and communication skills (DSM-5, 2013), and have risks on child himself and others. Findings show after researching over a hundred teachers in a public major school of students who strugglers with ASDs.
Lack of classroom management, and inconsistent strategies played a huge factor in behaviors. An effort to be made by schools to address the teacher’s perception of causes of challenging behavior as it has an influence on their choice of management strategies. Also, the teachers agreed that the behavior was learned,
and could be improved, but they did not often use strategies that are commonly considered to be effective, at least within the fields of ABA and PBS (Baron, Groden, & Lipsitt 2006). Consistency and reinforcement, they are solutions for resolving occurring behaviors, which increase the likelihood that behavior will continue to occur or occur more often (Cooper, Heron, & Heward, 2007).
Keywords and help with searches
Definition of Keywords is described as thoughts in a subject area that drive and tell what your content in tells. Phrased or keywords are put into the “search queries” or search engine to generate various types of information, descriptions, film, and duplicates pertaining to your content. The keywords are vital to the search because they are the key player among what a person is probing for and the matter provide to fill up that need. The significa ...
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis?
2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side?
3. To what extent were the proxy communications justified in stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator?
5. What are the potential complications for proxy communicators in crises?
6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers?
7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers
This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...
The document provides guidance on how to write an action research proposal, including tips for developing a title, context and rationale, research questions, proposed intervention, research methodology, and work plan. It outlines the necessary components of each section and considerations for writing them effectively. Sample text is also included to demonstrate how each section could be structured.
Week 5 Once you have a fairly narrow research question andladonnacamplin
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
1 Running Head: ARTICLE CRITIQUE
Article Critique – Task Stream Assignment
EDF 5481
Florida International University
ARTICLE CRITIQUE 2
Article Critique – Task Stream Assignment
Introduction Summary
The article I critiqued is called “Interactions Among Online Learners: A Quantitative
Interdisciplinary Study” by Pawan Jain, Sachin Jain, and Smita Jain, 2011. The study focuses on
the amount of interaction students have with each other and with their professors to identify if
interaction levels differ among disciplines.
Research Problem
The major research problem identified in the study is that there is not enough research
concerning the matter of online interaction. The majority of the completed research is very
discipline specific and cannot be generalized. The author’s justification for conducting the study
was to remedy the lack of prior research on this increasingly important topic. The purpose is “to
fill the gap and try to understand the relationship between the interaction and differences in
discipline;” however, the authors also noted that this was “one” of the purposes of the study and
failed to mention any other purpose.
While the authors did not specifically discuss their decision to utilize a quantitative
approach in this study, it was clearly justified by their need to examine the relationship between
discipline and study interaction. The theoretical basis that is used as the basis for this study is
that increased interaction within an online course will ultimately lead to a better designed course
and better outcomes for students grades. Further, the authors attest that much of the literature is
inadequate for their study due to the specificity of the studies, disallowing them to be universally
applied.
ARTICLE CRITIQUE 3
The research question is “do the differences in the discipline area impact the overall
interaction among learners as defined by the number of learner-learner interactions?” The
hypothesis that was tested is “there is no significant relationship between the number of learner-
learner interactions and discipline area.” The only noted relationship that could be inferred
between the theory and the research question/hypotheses is that there are not any studies that
have been conducted that measure said information in a way that can be used for their purposes.
They note the importance of learner-learner interaction as a major pedagogical design; however,
they continued to note the lack of available research.
METHODS SUMMARY
Measurement
The primary concepts/variables in this study were the observations of the amount of
discussion posts by students in 39 different courses across 4 disciplines (College of Education,
College of Business, College of Arts and Sciences and the College of Health Sciences). The
identified independent variable was the 4 categories of discipline; the dependent variable ...
Identifying Effective Math Interventions for Early Elementary Students.docxwrite4
1) The study examined using brief assessments to identify effective interventions to improve math fluency and on-task behavior for 4 elementary students struggling in these areas.
2) A brief assessment involved testing the effects of incentives alone or incentives combined with instruction on math performance. For all students, incentives plus instruction led to higher performance.
3) Following the brief assessments, the most effective intervention for each student based on the assessments was evaluated using a multiple baseline design. In all cases, improvements were observed in math fluency and on-task behavior with the intervention.
Running head WOODSREDU5000-1WOODSREDU5000-42A.docxtoltonkendal
Running head: WOODSREDU5000-1
WOODSREDU5000-4
2
Analyze Research
EDU-5000: Foundation for Graduate Study in Education
Running head: WOODSREDU5000-4
1
WOODSREDU5000-1
Autism is a complicated progressive disability. Researchers think that Autism exhibits itself during the age of 18 to 36 months old. The illness is the effect of a neurological condition that has an influence on natural brain performance, effecting promotion of the individual’s social and communication abilities. A student with an autism disorder will have a problem with non-verbal skills, and difficulty with activities which involve an environment of play and/or joking. They could have uncommon replies to society, connections to items, refusal to accept an adjustment in their daily routines, and severe behavior challenges.
Autism Challenges
I am Interested in understanding Autism behavior challenges to improve classroom management. As a Special Education teacher understanding Autism behaviors can be very beneficial. A projection of 1 in every 68 citizens in the country has various types of autism; boys are more prevalent than girls. Several professionals think that this (ASD) is linked hereditary or through the atmosphere. Studies show in a classroom of 18 or more. Typically, at least two of the classroom children for each one student are diagnosed with (ASD). Children with (ASD) show disruptive behaviors, and many of them have problems like harming self and anger tantrum. Behaviors form anxiety for parents and specialists, because it inconsistent with the development of desired behaviors and communication skills (DSM-5, 2013), and have risks on child himself and others. Findings show after researching over a hundred teachers in a public major school of students who strugglers with ASDs.
Lack of classroom management, and inconsistent strategies played a huge factor in behaviors. An effort to be made by schools to address the teacher’s perception of causes of challenging behavior as it has an influence on their choice of management strategies. Also, the teachers agreed that the behavior was learned,
and could be improved, but they did not often use strategies that are commonly considered to be effective, at least within the fields of ABA and PBS (Baron, Groden, & Lipsitt 2006). Consistency and reinforcement, they are solutions for resolving occurring behaviors, which increase the likelihood that behavior will continue to occur or occur more often (Cooper, Heron, & Heward, 2007).
Keywords and help with searches
Definition of Keywords is described as thoughts in a subject area that drive and tell what your content in tells. Phrased or keywords are put into the “search queries” or search engine to generate various types of information, descriptions, film, and duplicates pertaining to your content. The keywords are vital to the search because they are the key player among what a person is probing for and the matter provide to fill up that need. The significa ...
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis?
2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side?
3. To what extent were the proxy communications justified in stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator?
5. What are the potential complications for proxy communicators in crises?
6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers?
7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers
This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...
The document provides guidance on how to write an action research proposal, including tips for developing a title, context and rationale, research questions, proposed intervention, research methodology, and work plan. It outlines the necessary components of each section and considerations for writing them effectively. Sample text is also included to demonstrate how each section could be structured.
Week 5 Once you have a fairly narrow research question andladonnacamplin
Week 5
Once you have a fairly narrow research question and have conducted a thorough literature review, the next step is to turn your attention to the research design. The research design is simply a plan for how you will conduct your research, as it informs each step of the research process. In addition to research design, you are introduced to the concepts of internal and external validity and generalizability. During the latter half of the week, you focus on a particular instrument of measurement: the pretest and posttest. Capturing information from research study participants both before and after a particular event can yield priceless data.
Learning Objectives
Students will:
Classify types of group research designs
Analyze possible study limitations
Analyze relative internal and external validity
Analyze generalizability
Analyze a pretest–posttest in a case study
Evaluate research designs to assess program effectiveness
Analyze potential lessons learned from attrition
Group Research Designs for Social Work Knowledge Development and Practice Evaluation
o Leung,P.,Erich,S.,&Kanenberg,H.(2005).A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions,
Children and Youth Services Review, 27
(9), 1031–1044.
o Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
o Pinderhughes,E.E.,Dodge,K.A.,Bates,J.E.,Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.
Journal of Family Psychology, 14
(3), 380– 400.
o Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
▪ The Hernandez Family
Choose One of the Following Articles:
Bauman, S. (2006). Using comparison groups in school counseling research: A primer.
Professional School Counseling
,
9
(5), 357–366.
Retrieved from Walden Library databases.
Kohl, P. L., Kagotho, J., & Dixon, D. (2011). Parenting practices among depressed mothers in the child welfare system.
Social Work Research
,
35
(4), 215–225.
Retrieved from Walden Library databases.
Leung, P., Erich, S., & Kanenberg, H. (2005). A comparison of family functioning in gay/lesbian, heterosexual and special needs adoptions.
Children and Youth Services Review
,
27
(9), 1031–1044.
Retrieved from Walden Library databases.
Moran, J., & Bussey, M. (2007). Results of an alcohol prevention program with urban American Indian youth.
Child & Adolescent Social Work Journal
,
24
(1), 1–21.
Retrieved from Walden Library databases.
Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & Zelli, A. (2000). Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, a ...
The document summarizes and analyzes two educational studies - a quantitative study on classroom support for at-risk students, and a qualitative case study on a teacher's learning in a multicultural curriculum course. It finds that while the individual studies were effective, combining quantitative and qualitative methods would have produced stronger conclusions. A mixture of methods allows statistical correlations to be shared alongside an in-depth analysis of behaviors and interactions. The document concludes that as a new researcher, qualitative research can complement any quantitative study by providing different perspectives to draw fewer gaps in conclusions.
ED523 Research Analysis Purpose Finding research-based instruc.docxtidwellveronique
ED523 Research Analysis
Purpose:
Finding research-based instructional practices that are applicable to your unique classroom situation can inform your practice. In this assignment you will use the ERIC database in the University Library to select an article to analyze. In Unit 3, you will write a lesson plan using what you have learned from this article about your chosen instructional technique.
Directions:
Choose one instructional method that is applicable to your unique classroom situation. This can be based on what you have learned in previous courses or from your own experience. Some suggestions can be found in the Bullmaster literature review in Unit 2.
Go to the University Library to search the ERIC, Academic Search Premier, or Professional Development Collection databases and select one full text article on your chosen instructional method. Examples of possible topics might be discovery learning, scaffolding, nonlinguistic representations, cooperative learning, etc. (This topic can also be used for your Literature Review due in Unit 6. If you find several articles of interest, you might want to save them for your Literature Review.)
Write a 2-3 page paper analyzing and reflecting on the article you read. Use the following headers and discussion questions to frame your research analysis assignment.
Research Problem:
· What are the research questions? What is the hypothesis being tested?
Literature Review/ Theoretical Framework: (This will be a summary of the author’s literature review included in the article. You will not need to create a new literature review.)
· What general field of knowledge does this study investigate? Examples could include: Research on Teacher Effectiveness, Research on Self-Reflective Learning, Research on Gender Differences in Mathematics Performance, etc.
· List three key points from the study’s literature review that help the reader understand what is already known about the subject, and the purpose of this study in light of other studies.
· Cite at least one study used by the author for each of the three points you list.
Research Design:
· Describe the research design (experimental, correlational, descriptive, etc.).
· Describe the method(s) of data collection.
· Describe the method(s) of data analysis.
· Experimental studies seek to prove cause-and-effect relationships. The role of the researcher is to introduce a change (known as a "treatment") into a situation and note the results. Collecting data in experimental studies is accomplished through observation, "counting," and measurement. The data is then analyzed by statistical methods. These studies are sometimes referred to as quantitative studies.
· Correlational studies can be descriptive or experimental, and they seek to prove a relationship between events without any manipulation of those events by the researcher. Data from correlational studies is analyzed by statistical methods.
· Descriptive or qualitative studies report and ana.
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 students were divided into experimental and control groups based on their pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys schools, indicating co-curricular activities can positively impact academic achievement, except possibly for private boys schools.
Effects of Feedback on Student Performance - Journal of Undergraduate ResearchDanyel Janssen, MS
The document summarizes a study that investigated the effects of feedback on student performance while completing multiple computer tasks simultaneously. The study involved 32 undergraduate students performing letter recognition, math, and other tasks on a computer program. The experimental group received continuous visual feedback of their point total, while the control group did not. While the experimental group had a higher average point total, the results were not statistically significant. The study also found no significant effects of gender or interaction between feedback and gender. The lack of significant results may have been due to variability in performance measures or insufficient feedback design. Further research is needed to better understand how feedback impacts performance on non-motor tasks.
Impact of a Fieldwork Experience on Attitudes toward People with Intellectual...Allison Sullivan
Facilitating positive changes in attitudes of health professional students is a crucial step toward improving health care received by marginalized citizens. The purpose of this study was to describe effects of curriculum activities on attitudes of students toward people with intellectual disabilities using the Attitudes Toward Intellectual Disabilities Questionnaire (ATTID, 2013). Results from this study indicated that Level 1 fieldwork significantly improved attitudes of OT students toward individuals with ID while lecture did not.
This is North Central University course OEL-7003-8 (week 8 assignment). It is a sample of a strengths and needs assessment. Components include data analysis, reliability and validity, learning strategies and tools, learning objectives and outcomes, self-directed learning, and standardized posttest. It is written in APA format, includes references, and has been graded by an instructor (A).
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
DQ 1 for two peopleGuided Response Locate and respond to two cl.docxjacksnathalie
DQ 1 for two people
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
# 1 response I need answer
Brianna McPhatter
6/11/2015 10:57:23 AM
Discussion One
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).
Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.
Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).
References
Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.
Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591
Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at
Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).
Boston, MA: Pearson Education, Inc.
# 2
Julie Danks
6/10/ ...
1. Neuroscience education is becoming increasingly important as understanding the human mind is a major focus of modern science. However, interpreting neuroscience studies and gaining scientific literacy is crucial for both personal understanding and informing public policy debates.
2. The study aims to test whether inquiry-based learning (IBL) activities can improve students' understanding of neuroscience research methods and limitations compared to traditional lectures. Students will participate in IBL activities focused on visual perception and memory or act as controls who only read about the topics.
3. The study will assess changes in students' abilities to interpret neuroscience literature using pre- and post-activity tests, and analyze the results using mixed regression models controlling for student and group differences. Significant
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
This document outlines steps for building a token economy system in a classroom setting. It discusses selecting target behaviors through functional analysis, identifying functions of inappropriate behaviors through interviews and observations, choosing appropriate and rule-based behaviors with assigned point values, selecting tokens to represent points, and creating a menu of backup reinforcers for students to exchange earned tokens. The system is designed to be individualized based on students' skill levels and tailored to increase on-task behaviors and academic performance through positive reinforcement.
This study examined the impact of different seating arrangements on student behavior in a low-attaining English class. The researcher observed the class over twelve lessons with three different seating configurations: enforcing the school's standard boy-girl arrangement, seating students by ability, and allowing free seating choice. Data was collected through observations, student questionnaires, and focus groups. Overall, the study found some interesting results regarding changes in student behavior and work output under the different arrangements, though the analysis could have been strengthened by more direct comparison to previous research findings and deeper discussion of the limitations of the study methods. The researcher aims to present these findings to school leadership to inform classroom seating policies.
Participatory Action Research At A Public New England...Michele Thomas
The document summarizes the key differences between action research and action learning. Action research aims to improve practices through a structured, reflective process involving researchers studying their own practices. It focuses on generating new knowledge and understanding through analyzing issues, taking action, and reflecting on the results. In contrast, action learning focuses on the learning of participants as they select issues, analyze them, take action, and reflect, without necessarily generating new theoretical knowledge. The primary goal is learning rather than research.
I have an a reflection assignment on professional issue, what Ive.docxwilcockiris
I have an a reflection assignment on professional issue, what I've learned from it
Reflect on all the material covered (e.g. readings, learning activities, etc.) throughout this module. Explain your thoughts on which learning experiences influenced your perspectives on IT and why. Additionally, explain what achievements you accomplished in this module and explain which learning experiences facilitated that/those accomplishment(s). Lastly, describe how you intend to apply your learning and experiences in this module to other modules in the Information Technology programme and/or your professional work.
The module is called professional issues and all the topics we covered around 8 topics they are and it’s based on professional issues in I.T such as plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing. They are the main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT 1
POSITIVE AND NEGATIVE REINFORCEMENT 30
Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral response or action. According to Berger (2014), Reinforcement is a stimulus or event that increases the frequency of response it follows. To increase the frequency of the desired behavior, positive or negative reinforcement must be used. Positive reinforcement works by establishing a motivating stimulus after the desired behavioral response. For example, when a child completes their homework and receives a reward like candy. Negative reinforcement is when a particular stimulus is removed when a particular behavior is displayed. By removing a negative stimulus, it is less likely to occur again. For example, a driver follows the speed limit to avoid receiving a ticket. Keep in mind negative reinforcement is not a punishment because it increases a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Downing and colleagues describe the results of an experiment that examined the ability to shape behavior to student to be teachable. The authors hypothesized that reinforcement, the stimulus is far more effective than the traditional punishment. Positive and negative reinforcement is never to be looked at as a punishment; it is a corrective action to change a specific behavior. The aut.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
Action research aims to solve practical problems through applying scientific knowledge. It originated from Kurt Lewin in the 1940s. The researcher and practitioner are usually the same person. There are four types: individual teacher, collaborative, school-wide, and district-wide research. The process involves identifying a problem, collecting and analyzing data, taking action, and evaluating results. The goal is solving classroom issues rather than generalizable scientific findings.
The document discusses planning for material and resource requirements in operations management. It describes the relationships between forecasting, aggregate planning, master scheduling, MRP, and capacity planning. A case study is provided on how a toy company develops its aggregate production plan and master production schedule to meet demand forecasts while maintaining consistent production levels and workforce. The master schedule is adjusted as actual customer orders are received to ensure demand can be met from current inventory and production levels.
a 12 page paper on how individuals of color would be a more dominant.docxpriestmanmable
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
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Similar to 6Websites, Books, Independent Studies 6 Journal Articles Summ.docx
The document summarizes and analyzes two educational studies - a quantitative study on classroom support for at-risk students, and a qualitative case study on a teacher's learning in a multicultural curriculum course. It finds that while the individual studies were effective, combining quantitative and qualitative methods would have produced stronger conclusions. A mixture of methods allows statistical correlations to be shared alongside an in-depth analysis of behaviors and interactions. The document concludes that as a new researcher, qualitative research can complement any quantitative study by providing different perspectives to draw fewer gaps in conclusions.
ED523 Research Analysis Purpose Finding research-based instruc.docxtidwellveronique
ED523 Research Analysis
Purpose:
Finding research-based instructional practices that are applicable to your unique classroom situation can inform your practice. In this assignment you will use the ERIC database in the University Library to select an article to analyze. In Unit 3, you will write a lesson plan using what you have learned from this article about your chosen instructional technique.
Directions:
Choose one instructional method that is applicable to your unique classroom situation. This can be based on what you have learned in previous courses or from your own experience. Some suggestions can be found in the Bullmaster literature review in Unit 2.
Go to the University Library to search the ERIC, Academic Search Premier, or Professional Development Collection databases and select one full text article on your chosen instructional method. Examples of possible topics might be discovery learning, scaffolding, nonlinguistic representations, cooperative learning, etc. (This topic can also be used for your Literature Review due in Unit 6. If you find several articles of interest, you might want to save them for your Literature Review.)
Write a 2-3 page paper analyzing and reflecting on the article you read. Use the following headers and discussion questions to frame your research analysis assignment.
Research Problem:
· What are the research questions? What is the hypothesis being tested?
Literature Review/ Theoretical Framework: (This will be a summary of the author’s literature review included in the article. You will not need to create a new literature review.)
· What general field of knowledge does this study investigate? Examples could include: Research on Teacher Effectiveness, Research on Self-Reflective Learning, Research on Gender Differences in Mathematics Performance, etc.
· List three key points from the study’s literature review that help the reader understand what is already known about the subject, and the purpose of this study in light of other studies.
· Cite at least one study used by the author for each of the three points you list.
Research Design:
· Describe the research design (experimental, correlational, descriptive, etc.).
· Describe the method(s) of data collection.
· Describe the method(s) of data analysis.
· Experimental studies seek to prove cause-and-effect relationships. The role of the researcher is to introduce a change (known as a "treatment") into a situation and note the results. Collecting data in experimental studies is accomplished through observation, "counting," and measurement. The data is then analyzed by statistical methods. These studies are sometimes referred to as quantitative studies.
· Correlational studies can be descriptive or experimental, and they seek to prove a relationship between events without any manipulation of those events by the researcher. Data from correlational studies is analyzed by statistical methods.
· Descriptive or qualitative studies report and ana.
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 students were divided into experimental and control groups based on their pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys schools, indicating co-curricular activities can positively impact academic achievement, except possibly for private boys schools.
Effects of Feedback on Student Performance - Journal of Undergraduate ResearchDanyel Janssen, MS
The document summarizes a study that investigated the effects of feedback on student performance while completing multiple computer tasks simultaneously. The study involved 32 undergraduate students performing letter recognition, math, and other tasks on a computer program. The experimental group received continuous visual feedback of their point total, while the control group did not. While the experimental group had a higher average point total, the results were not statistically significant. The study also found no significant effects of gender or interaction between feedback and gender. The lack of significant results may have been due to variability in performance measures or insufficient feedback design. Further research is needed to better understand how feedback impacts performance on non-motor tasks.
Impact of a Fieldwork Experience on Attitudes toward People with Intellectual...Allison Sullivan
Facilitating positive changes in attitudes of health professional students is a crucial step toward improving health care received by marginalized citizens. The purpose of this study was to describe effects of curriculum activities on attitudes of students toward people with intellectual disabilities using the Attitudes Toward Intellectual Disabilities Questionnaire (ATTID, 2013). Results from this study indicated that Level 1 fieldwork significantly improved attitudes of OT students toward individuals with ID while lecture did not.
This is North Central University course OEL-7003-8 (week 8 assignment). It is a sample of a strengths and needs assessment. Components include data analysis, reliability and validity, learning strategies and tools, learning objectives and outcomes, self-directed learning, and standardized posttest. It is written in APA format, includes references, and has been graded by an instructor (A).
EDR8203 Week 1 Assignment – Analyze the Scientific Methodeckchela
This is a North Central University course (EDR 8203): Week 1 Assignment – Analyze the Scientific Method. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
DQ 1 for two peopleGuided Response Locate and respond to two cl.docxjacksnathalie
DQ 1 for two people
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
# 1 response I need answer
Brianna McPhatter
6/11/2015 10:57:23 AM
Discussion One
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).
Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.
Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).
References
Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.
Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591
Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at
Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).
Boston, MA: Pearson Education, Inc.
# 2
Julie Danks
6/10/ ...
1. Neuroscience education is becoming increasingly important as understanding the human mind is a major focus of modern science. However, interpreting neuroscience studies and gaining scientific literacy is crucial for both personal understanding and informing public policy debates.
2. The study aims to test whether inquiry-based learning (IBL) activities can improve students' understanding of neuroscience research methods and limitations compared to traditional lectures. Students will participate in IBL activities focused on visual perception and memory or act as controls who only read about the topics.
3. The study will assess changes in students' abilities to interpret neuroscience literature using pre- and post-activity tests, and analyze the results using mixed regression models controlling for student and group differences. Significant
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
This document outlines steps for building a token economy system in a classroom setting. It discusses selecting target behaviors through functional analysis, identifying functions of inappropriate behaviors through interviews and observations, choosing appropriate and rule-based behaviors with assigned point values, selecting tokens to represent points, and creating a menu of backup reinforcers for students to exchange earned tokens. The system is designed to be individualized based on students' skill levels and tailored to increase on-task behaviors and academic performance through positive reinforcement.
This study examined the impact of different seating arrangements on student behavior in a low-attaining English class. The researcher observed the class over twelve lessons with three different seating configurations: enforcing the school's standard boy-girl arrangement, seating students by ability, and allowing free seating choice. Data was collected through observations, student questionnaires, and focus groups. Overall, the study found some interesting results regarding changes in student behavior and work output under the different arrangements, though the analysis could have been strengthened by more direct comparison to previous research findings and deeper discussion of the limitations of the study methods. The researcher aims to present these findings to school leadership to inform classroom seating policies.
Participatory Action Research At A Public New England...Michele Thomas
The document summarizes the key differences between action research and action learning. Action research aims to improve practices through a structured, reflective process involving researchers studying their own practices. It focuses on generating new knowledge and understanding through analyzing issues, taking action, and reflecting on the results. In contrast, action learning focuses on the learning of participants as they select issues, analyze them, take action, and reflect, without necessarily generating new theoretical knowledge. The primary goal is learning rather than research.
I have an a reflection assignment on professional issue, what Ive.docxwilcockiris
I have an a reflection assignment on professional issue, what I've learned from it
Reflect on all the material covered (e.g. readings, learning activities, etc.) throughout this module. Explain your thoughts on which learning experiences influenced your perspectives on IT and why. Additionally, explain what achievements you accomplished in this module and explain which learning experiences facilitated that/those accomplishment(s). Lastly, describe how you intend to apply your learning and experiences in this module to other modules in the Information Technology programme and/or your professional work.
The module is called professional issues and all the topics we covered around 8 topics they are and it’s based on professional issues in I.T such as plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing. They are the main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT 1
POSITIVE AND NEGATIVE REINFORCEMENT 30
Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral response or action. According to Berger (2014), Reinforcement is a stimulus or event that increases the frequency of response it follows. To increase the frequency of the desired behavior, positive or negative reinforcement must be used. Positive reinforcement works by establishing a motivating stimulus after the desired behavioral response. For example, when a child completes their homework and receives a reward like candy. Negative reinforcement is when a particular stimulus is removed when a particular behavior is displayed. By removing a negative stimulus, it is less likely to occur again. For example, a driver follows the speed limit to avoid receiving a ticket. Keep in mind negative reinforcement is not a punishment because it increases a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Downing and colleagues describe the results of an experiment that examined the ability to shape behavior to student to be teachable. The authors hypothesized that reinforcement, the stimulus is far more effective than the traditional punishment. Positive and negative reinforcement is never to be looked at as a punishment; it is a corrective action to change a specific behavior. The aut.
The effectiveness of co curricular activities on academic achievements of sec...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
Action research aims to solve practical problems through applying scientific knowledge. It originated from Kurt Lewin in the 1940s. The researcher and practitioner are usually the same person. There are four types: individual teacher, collaborative, school-wide, and district-wide research. The process involves identifying a problem, collecting and analyzing data, taking action, and evaluating results. The goal is solving classroom issues rather than generalizable scientific findings.
Similar to 6Websites, Books, Independent Studies 6 Journal Articles Summ.docx (20)
The document discusses planning for material and resource requirements in operations management. It describes the relationships between forecasting, aggregate planning, master scheduling, MRP, and capacity planning. A case study is provided on how a toy company develops its aggregate production plan and master production schedule to meet demand forecasts while maintaining consistent production levels and workforce. The master schedule is adjusted as actual customer orders are received to ensure demand can be met from current inventory and production levels.
a 12 page paper on how individuals of color would be a more dominant.docxpriestmanmable
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
92 Academic Journal Article Critique Help with Journal Ar.docxpriestmanmable
92 Academic Journal Article Critique
Help with Journal Article Critique Assignment
Ensure the structure of the assignment will include the following:
Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
A ) Society perspective90 year old female, Mrs. Ruth, from h.docxpriestmanmable
A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docxpriestmanmable
9 dissuasion question
Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.
Chapter 12, “Sexual Assault” (pp. 348–375)
Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402)
To prepare for this Discussion:
Review the Learning Resources.
Think about the following two statements:
Rape is seen as a pseudosexual act.
Rape is always and foremost an aggressive act.
Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this.
Excellent - above expectations
Main Discussion Posting Content
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
Points Range:
7.2 (18%) - 8 (20%)
Student interacts
frequently
with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
6.4 (16%) - 7.16 (17.9%)
Student interacts
moderately
with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
5.6 (14%) - 6.36 (15.9%)
Student interacts
minimally
with peers .
9 AssignmentAssignment Typologies of Sexual AssaultsT.docxpriestmanmable
9 Assignment
Assignment: Typologies of Sexual Assaults
There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.
In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.
To prepare for this Assignment:
Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7
In a 3- to 5- page paper:
Compare the two typologies of sexual offenders you selected by explaining the following:
The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent - above expectations
Points Range:
47.25 (63%) - 52.5 (70%)
Paper demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Points Range:
42 (56%) - 47.2 (62.93%)
Paper demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
Points Range:
36.75 (49%) - 41.95 (55.93%)
Paper demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 36.7 (48.93%)
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range:
20.25 (27%) - 22.5 (30%)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Paper contains
multiple
, appropriate and exemplary sources expected/required for the assignment.
.
The document discusses a new guidance published by Public Health England to enhance the public health role of nurses and midwives. It aims to make every contact with patients by nurses and midwives count towards health promotion and disease prevention. The guidance prioritizes areas like reducing preventable deaths, tackling long-term conditions, and improving children's health. It also emphasizes place-based public health approaches. The document outlines specific actions nurses and midwives can take to contribute to public health at the individual, community and population levels, such as providing health advice to patients and engaging with communities.
9 Augustine Confessions (selections) Augustine of Hi.docxpriestmanmable
9 Augustine
Confessions
(selections)
Augustine of Hippo wrote his Confessions between 397 -400 CE. In it he gives an
autobiographical account of his whole life up through his conversion to Christianity.
In Book 2, excerpted here, he thinks over the passions and temptations of his youth,
especially during a period where he had to come home from where he was studying
and return to living with his parents. His mother Monica was already Christian and
his father was considering it. They want him to be academically successful and
become a great orator.
From Augustine, Confessions. Translated by Caroline J-B Hammond. Loeb Classical
Library Harvard University Press 2014
(Links to an external site.)
.
1. (1) I wish to put on record the disgusting deeds in which I engaged, and
the corrupting effect of sensual experience on my soul, not because I love
them, but so that I may love you, my God. I do this because of my love for
your love, to the end that—as I recall my wicked, wicked ways in the
bitterness of recollection—you may grow even sweeter to me. For you are
a sweetness which does not deceive, a sweetness which brings happiness
and peace, pulling me back together from the disintegration in which I was
being shattered and torn apart, when I turned away from you who are unity
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
and dispersed into the multiplicity that is oblivion. For there was a time
during my adolescence when I burned to have my fill of hell. I ran wild and
reckless in all manner of shady liaisons, and my outward appearance
deteriorated, and I degenerated before your eyes as I went on pleasing
myself and desiring to appear pleasing in human sight.
2. (2) What was it that used to delight me, if not loving and being loved? But
there was no boundary maintained between one mind and another, and
reaching only as far as the clear confines of friendship. Instead the slime
of fleshly desire and the spurts of adolescence belched out their fumes,
and these clouded and obscured my heart, so that it was impossible to
distinguish the purity of love from the darkness of lust. Both of them
together seethed in me, dragging my immaturity over the heights of bodily
desire, and plunging me down into a whirlpool of sin. Your anger grew
strong against me, but I was unaware of it. I had been deafened by the
loud grinding of the chain of my mortality, the punishment for the pride of
my soul, and I went even further away from yo.
8.3 Intercultural Communication
Learning Objectives
1. Define intercultural communication.
2. List and summarize the six dialectics of intercultural communication.
3. Discuss how intercultural communication affects interpersonal relationships.
It is through intercultural communication that we come to create, understand, and transform culture and identity. Intercultural communication is communication between people with differing cultural identities. One reason we should study intercultural communication is to foster greater self-awareness (Martin & Nakayama, 2010). Our thought process regarding culture is often “other focused,” meaning that the culture of the other person or group is what stands out in our perception. However, the old adage “know thyself” is appropriate, as we become more aware of our own culture by better understanding other cultures and perspectives. Intercultural communication can allow us to step outside of our comfortable, usual frame of reference and see our culture through a different lens. Additionally, as we become more self-aware, we may also become more ethical communicators as we challenge our ethnocentrism, or our tendency to view our own culture as superior to other cultures.
As was noted earlier, difference matters, and studying intercultural communication can help us better negotiate our changing world. Changing economies and technologies intersect with culture in meaningful ways (Martin & Nakayama). As was noted earlier, technology has created for some a global village where vast distances are now much shorter due to new technology that make travel and communication more accessible and convenient (McLuhan, 1967). However, as the following “Getting Plugged In” box indicates, there is also a digital divide, which refers to the unequal access to technology and related skills that exists in much of the world. People in most fields will be more successful if they are prepared to work in a globalized world. Obviously, the global market sets up the need to have intercultural competence for employees who travel between locations of a multinational corporation. Perhaps less obvious may be the need for teachers to work with students who do not speak English as their first language and for police officers, lawyers, managers, and medical personnel to be able to work with people who have various cultural identities.
“Getting Plugged In”
The Digital Divide
Many people who are now college age struggle to imagine a time without cell phones and the Internet. As “digital natives” it is probably also surprising to realize the number of people who do not have access to certain technologies. The digital divide was a term that initially referred to gaps in access to computers. The term expanded to include access to the Internet since it exploded onto the technology scene and is now connected to virtually all computing (van Deursen & van Dijk, 2010). Approximately two billion people around the world now access the Internet regularl.
8413 906 AMLife in a Toxic Country - NYTimes.comPage 1 .docxpriestmanmable
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
Page 1 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country.html?ref=world&pagewanted=all&pagewanted=print
August 3, 2013
Life in a Toxic Country
By EDWARD WONG
BEIJING — I RECENTLY found myself hauling a bag filled with 12 boxes of milk powder and a
cardboard container with two sets of air filters through San Francisco International Airport. I was
heading to my home in Beijing at the end of a work trip, bringing back what have become two of
the most sought-after items among parents here, and which were desperately needed in my own
household.
China is the world’s second largest economy, but the enormous costs of its growth are becoming
apparent. Residents of its boom cities and a growing number of rural regions question the safety of
the air they breathe, the water they drink and the food they eat. It is as if they were living in the
Chinese equivalent of the Chernobyl or Fukushima nuclear disaster areas.
Before this assignment, I spent three and a half years reporting in Iraq, where foreign
correspondents talked endlessly of the variety of ways in which one could die — car bombs,
firefights, being abducted and then beheaded. I survived those threats, only now to find myself
wondering: Is China doing irreparable harm to me and my family?
The environmental hazards here are legion, and the consequences might not manifest themselves
for years or even decades. The risks are magnified for young children. Expatriate workers
confronted with the decision of whether to live in Beijing weigh these factors, perhaps more than at
any time in recent decades. But for now, a correspondent’s job in China is still rewarding, and so I
am toughing it out a while longer. So is my wife, Tini, who has worked for more than a dozen years
as a journalist in Asia and has studied Chinese. That means we are subjecting our 9-month-old
daughter to the same risks that are striking fear into residents of cities across northern China, and
grappling with the guilt of doing so.
Like them, we take precautions. Here in Beijing, high-tech air purifiers are as coveted as luxury
sedans. Soon after I was posted to Beijing, in 2008, I set up a couple of European-made air
purifiers used by previous correspondents. In early April, I took out one of the filters for the first
time to check it: the layer of dust was as thick as moss on a forest floor. It nauseated me. I ordered
two new sets of filters to be picked up in San Francisco; those products are much cheaper in the
United States. My colleague Amy told me that during the Lunar New Year in February, a family
http://topics.nytimes.com/top/reference/timestopics/people/w/edward_wong/index.html
http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html?inline=nyt-geo
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
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8. A 2 x 2 Experimental Design - Quality and Economy (x1 and x2.docxpriestmanmable
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
Make changes on the names, labels, and measure on the variable view.
Check the measure.
Have the same keys between “Name” and “Label.”
Run factor analysis for ys (dependent variables).
Select “Principal axis factoring” from “Extraction.”
The two-factor solution seems the best as (1) they are over one eigenvalue each and (2) the variance explained for is over 60%.
The new eigenvalues after the rotation.
The rotated factor matrix is clear.
But note that y3 and y1 are collapsed into one factor.
If not you should rerun factor analysis after removing the most problematic item one at a time.
Repeat this procedure until the rotated factor pattern has
(1) no cross-loading,
(2) no weak factor loading (< 0.5), and
(3) an adequate number of items (not more than 5 items per factor).
If a clear factor pattern is obtained, name the factors.
Attitude and purchase intention (y3 and y1)
Boycotting intention (y2)
Compute the reliability of the items of each factor
Make sure all responses were used.
Cronbach’s a (= Reliability a) must be greater than 0.70. Then, you can create the composite variable out of the member items.
Means and STDs must be similar among the items.
No a here should be greater than Cronbach’s a. If not, you should delete such item(s) to increase a.
Create the composite variable for each factor.
BI = mean (y2_1,y2_2,y2_3)
“PI” will be added to the data.
Go to the Variable View and change its “Name” and “Label.”
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
BLOCK 1. Title and introductory paragraph.
Title and introductory paragraph
Plus, background questions
BLOCK 2 to 5. Show one of four treatments randomly.
x1(hi), x2 (hi)
x1 (hi), x2 (low)
x1 (low), x2 (hi)
x1 (low), x2 (low)
BLOCK 6. Questions.
Manipulation check questions (multi-item scales)
y1, y2, and y3 (multi-item scales)
Socio-demographic questions
Write “Thank you for participation.”
The questionnaire (6 blocks)
A 2x2 between-sample design: SQ (Service quality and ECON (Contribution to local economy)
Each of the four BLOCKs consist of:
The instruction: e.g., “Please read the following description of company ABC carefully.”
The scenario: An image file or written statement
(No questions inside the scenario blocks)
Qualtrics Survey Flow (6 blocks)
Manipulation check questions y1, y2, …, yn
Questions to verify that subjects were manipulated as intended. For example, if the stimulus is dollar-amount price, the manipulation check.
800 Words 42-year-old man presents to ED with 2-day history .docxpriestmanmable
800 Words
42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills. He says the pain is worse when he stands up and is somewhat relieved when he lies down. Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch.
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happen. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro, and macrocytic).
.
8.1 What Is Corporate StrategyLO 8-1Define corporate strategy.docxpriestmanmable
8.1 What Is Corporate Strategy?
LO 8-1
Define corporate strategy and describe the three dimensions along which it is assessed.
Strategy formulation centers around the key questions of where and how to compete. Business strategy concerns the question of how to compete in a single product market. As discussed in Chapter 6, the two generic business strategies that firms can follow to pursue their quest for competitive advantage are to increase differentiation (while containing cost) or lower costs (while maintaining differentiation). If trade-offs can be reconciled, some firms might be able to pursue a blue ocean strategy by increasing differentiation and lowering costs. As firms grow, they are frequently expanding their business activities through seeking new markets both by offering new products and services and by competing in different geographies. Strategic leaders must formulate a corporate strategy to guide continued growth. To gain and sustain competitive advantage, therefore, any corporate strategy must align with and strengthen a firm’s business strategy, whether it is a differentiation, cost-leadership, or blue ocean strategy.
Corporate strategy comprises the decisions that leaders make and the goal-directed actions they take in the quest for competitive advantage in several industries and markets simultaneously.3 It provides answers to the key question of where to compete. Corporate strategy determines the boundaries of the firm along three dimensions: vertical integration along the industry value chain, diversification of products and services, and geographic scope (regional, national, or global markets). Strategic leaders must determine corporate strategy along the three dimensions:
1. Vertical integration: In what stages of the industry value chain should the company participate? The industry value chain describes the transformation of raw materials into finished goods and services along distinct vertical stages.
2. Diversification: What range of products and services should the company offer?
3. Geographic scope: Where should the company compete geographically in terms of regional, national, or international markets?
In most cases, underlying these three questions is an implicit desire for growth. The need for growth is sometimes taken so much for granted that not every manager understands all the reasons behind it. A clear understanding will help strategic leaders to pursue growth for the right reasons and make better decisions for the firm and its stakeholders.
WHY FIRMS NEED TO GROW
LO 8-2
Explain why firms need to grow, and evaluate different growth motives.
Several reasons explain why firms need to grow. These can be summarized as follows:
1. Increase profits.
2. Lower costs.
3. Increase market power.
4. Reduce risk.
5. Motivate management.
Let’s look at each reason in turn.
INCREASE PROFITS
Profitable growth allows businesses to provide a higher return for their shareholders, or owners, if privately held. For publicly trade.
8.0 RESEARCH METHODS These guidelines address postgr.docxpriestmanmable
8.0 RESEARCH METHODS
These guidelines address postgraduate students who have completed course
requirements and assumed to have sufficient background experience of high-level
engagement activities like recognizing, relating, applying, generating, reflecting and
theorizing issues. It is an ultimate period in our academic life when we feel confident
at embarking on independent research.
It cannot be overemphasized that we must enjoy the experience of research process
and not look at it as an academic chore.
To enable such a desired behaviour, these guidelines consider the research process
in terms of the skills and knowledge needed to develop independent and critical
styles of thinking in order to evaluate and use research as well as to conduct fresh
research.
The guidelines should be viewed as briefs which the Research Supervisors are expected
to exemplify based on their own experience as well as expertise.
8.1 Chapter 1 - Introduction
INTRODUCE the subject or problem to be studied. This might require the
identification of key managerial concerns, theories, laws and governmental rulings,
critical incidents or social changes, and current environmental issues, that make the
subject critical, relevant and worthy of managerial or research attention.
• To inform the Reader (stylistically - forthright, direct, and brief / concise),
• The first sentence should begin with `This Study was intended
to’….’ And immediately tell the Reader the nature of the study for the
reader's interest and desire to read on.
8.1.1 The Research Problem
What is the statement of the problem? The statement of the problem or problem
statement should follow logically from what has been set forth in the background of
the problem by defining the specific research need providing impetus for the
study, a need not met through previous research. Present a clear and precise
statement of the central question of research, formulated to address the need.
8.1.2 The Purpose of the Study
What is the purpose of the study? What are the RESEARCH QUESTION (S) of
the study? What are the specific objective (s) of the study? Define the specific
research objective (s) that would answer the research Question (s) of the study.
8.1.3 The Rationale of the Study:
1. Why in a general sense?
2. One or two brief references to previous research or theories critical in structuring
this study to support and understand the rationale.
3. The importance of the study for the reader to know, to fully appreciate the need
for the study - and its significance.
4. Own professional experience that stimulated the study or aroused interest in the
area of research.
5. The Need for the Study - will deal with valid questions or professional concerns
to provide data leading to an answer - reference to literature helpful and
appropriate.
8.1.4 The Significance of the Study:
1. Clearly .
95People of AppalachianHeritageChapter 5KATHLEEN.docxpriestmanmable
95
People of Appalachian
Heritage
Chapter 5
KATHLEEN W. HUTTLINGER and LARRY D. PURNELL
Overview, Inhabited Localities,
and Topography
OVERVIEW
Appalachia consists of that large geographic expanse in
the eastern United States that is associated with the
Appalachian mountain system, a 200,000-square-mile
region that extends from the northeastern United States
in southern New York to northern Mississippi. It includes
all of West Virginia and parts of Alabama, Georgia,
Kentucky, Maryland, Mississippi, New York, North
Carolina, Ohio, Pennsylvania, South Carolina, Tennessee,
and Virginia. This very rural area is characterized by a
rolling topography with very rugged ridges and hilltops,
some extending over 4000 feet high, with remote valleys
between them. The surrounding valleys are often 2000
feet or more in elevation and give one a sense of isolation,
peacefulness, and separateness from the lower and more
heavily traveled urban areas. This isolation and rough
topography have contributed to the development of
secluded communities in the hills and natural hollows or
narrow valleys where people, over time, have developed a
strong sense of independence and family cohesiveness.
These same isolated valleys and rugged mountains pre-
sent many transportation problems for those who do not
have access to cars or trucks. Very limited public trans-
portation is available only in the larger urbanized areas.
Even though the Appalachian region includes several
large cities, many people live in small settlements and in
inaccessible hollows or “hollers” (Huttlinger, Schaller-
Ayers, & Lawson, 2004a). The rugged location of many
communities in Appalachia results in a population that is
often isolated from the mainstream of health-care ser-
vices. In some areas of Appalachia, substandard secondary
and tertiary roads, as well as limited public bus, rail, and
airport facilities, prevent easy access to the area (Fig. 5–1).
Difficulty in accessing the area is partially responsible for
continued geographic and sociocultural isolation. The
rugged terrain can significantly delay ambulance response
time and is a deterrent to people who need health care
when their health condition is severe. This is one area in
which telehealth innovations can and often do provide
needed services.
Many of the approximately 24 million people who live
in Appalachia can trace their family roots back 150 or
more years, and it is common to find whole communities
comprising extended, related families. The cultural her-
itage of the region is rich and reflected in their distinctive
music, art, and literature. Even though family roots are
strong, many of the region’s younger residents have left
the area to pursue job opportunities in the larger urban
cities of the north. The remaining, older population
reflects a group that often has less than a high-school edu-
cation, is frequently unemployed, may be on welfare
and/or disability, and is regularly uninsured (20.4 per-
cent) (Virginia He.
8-10 slide Powerpoint The example company is Tesla.Instructions.docxpriestmanmable
8-10 slide Powerpoint The example company is Tesla.
Instructions
As the organization’s top leader, you are responsible for communicating the organization’s strategies in a way that makes the employees understand the role that they play in helping to achieve the organization’s strategies. Design a presentation that explains the following:
The company is Tesla
1. Your Organization's Mission and Vision
2. Your organization’s overall strategies and how they align with the Mission and Vision
3. At least five of your organization’ strategic SMART goals that align with the overall organizational strategy
4. At least three different departments’ specific roles in helping to achieve those strategic SMART goals
5. This can be a PowerPoint presentation with a voice-over or it can be a video presentation.
Length: 8 – 10 slides, not including title and reference slide.
Notes Length: 200-250 words for each slide.
References: Include a minimum of five scholarly resources.
I will do the voice over. I do not need a separate document of speaker notes as long as the PowerPoint has the requested 200-250 words for each slide
.
8Network Security April 2020FEATUREAre your IT staf.docxpriestmanmable
8
Network Security April 2020
FEATURE
Are your IT staff ready
for the pandemic-driven
insider threat? Phil Chapman
Obviously the threat to human life is
the top concern for everyone at this
moment. But businesses are also starting
to suffer as productivity slips globally
and the workforce itself is squeezed.
The UK Government’s March budget
did announce some measures, especially
for small and medium-size enterprises
(SMEs), that will make this period
slightly less painful for organisations.
However, as is apparent from the tank-
ing stock market (the FTSE 100 has
hit levels not seen since June 2012) the
economy and pretty much all businesses
in the country (unless you produce hand
sanitiser) are going to suffer. There is no
time like now for the UK to embrace
its mantra of ‘keep calm and carry on’
because that is what we must do if we’re
going to keep business flowing.
For the IT department at large there is
lots of urgent work to do to ensure that
the business is prepared to keep running
smoothly even if people are having to
work remotely. The task at hand for cyber
security professionals is arguably even
larger as Covid-19 is seeing cyber criminals
capitalising on the fact that the insider
threat is worse than ever, with more people
working remotely from personal devices
than many IT and cyber security teams
have likely ever prepared for.
This article will argue that the cyber
security workforce, which is already suf-
fering a digital skills crisis, may also be
lacking the adequate soft skills required
to effectively tackle the insider threat
that has been exacerbated by the pan-
demic. It will first examine the insider
threat, and why this has become so
much more insidious because of Covid-
19. It will then look into the essential
soft skills required to tackle this threat,
before examining how organisations can
effectively implement an apprentice-
ship strategy that generates professionals
with both hard and soft skills, includ-
ing advice from the CISO of globally
respected law firm Pinsent Masons, who
will provide insight into how he is mak-
ing his strategy work. It will conclude
that many of these issues could be solved
if the industry didn’t rely so heavily on
recruiting graduates and rather looked
towards hiring apprentices.
The insider threat
In the best of times, every cyber-pro-
fessional knows that the biggest threat
to an organisation’s IT infrastructure
is people, both malicious actors and
– much more often – employees and
partners making mistakes. The problem
is that people lack cyber knowledge and
so commit careless actions – for exam-
ple, forwarding sensitive information to
the wrong recipient over email or plug-
ging rogue USBs into their device (yes,
that still happens). Cyber criminals
capitalise on this ignorance by utilising
social engineering tactics ranging from
the painfully simple, like fake emails
from Amazon, to the very sophisticated,
such as.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
1. 6
Websites, Books, Independent Studies: 6 Journal Articles
Summarized Here
APA Citation REQUIRED (Refer to APA Write
][.r’s Manual, 6th ed.)
Fill out both areas for 1 Article on each page (6 pages)
Sample Citation in APA 6th edition:
Arbelo, F. (2016). Pre-entry doctoral admission variables and
retention at a Hispanic Serving
Institution. International Journal of Doctoral Education, 11, 269
– 284.
http://www.informingscience.org/Publications/3545
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
George, K. (2016). Evaluating the effects of formal corrective
feedback on off-task/on-task behavior of mild intellectually
disabled students: an action research study (Thesis doctoral,
Capella University). https://search-proquest-
com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Source: Primary or Secondary
Primary
Information Classification:
(Self-contained study/ Research findings / Professional
Association/ Unanalyzed Data / Compiled Statistics, etc.)
2. Research findings
How and why is this information pertinent to your selected
topic?
The goal of the study looked to identify a potential strategy for
addressing the behavioral deficiencies commonly displayed by
students classified as mild intellectually disabled as well as any
other student determined to have behavioral issues within the
classroom setting. Specifically, the study determines if formal
corrective feedback influences on the off-task/on-task behavior
of mild intellectually disabled students. With this information,
we know about treatment choices (strategies) that we can use to
change the task refusal behaviors of a student with special
needs and increase his compliance with activities and demands.
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
George, K. (2016). Evaluating the effects of formal corrective
feedback on off-task/on-task behavior of mild intellectually
disabled students: an action research study (Thesis doctoral,
Capella University). https://search-proquest-
com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Issues / Topics Covered
Formal corrective feedback, off-task behaviors, on-task
behaviors, specific types of off-task behavior.
Author(s):
George, Kevin
Research Question(s) addressed:
RQ1: Is there a significant difference between the frequency of
off-task behaviors when formal corrective feedback is not
applied and the frequency of off-task behaviors when formal
corrective feedback is applied?
RQ2: Is there a significant difference between the frequency of
3. on-task behaviors when formal corrective feedback is not
applied and the frequency of on-task behaviors when formal
corrective feedback is applied?
RQ3: Does formal corrective feedback have a stronger or
weaker effect on specific types of off-task behavior?
Research Subjects: (pre-K, 9th graders, elementary school
students, etc.)
Fifteen tenth graders classified as Mild Intellectually Disabled
(MID).
Research setting:
(Public school, 3rd grade class, Charter school, adult learning
center, etc.)
Public school
Methodology:
Mixed research methodology
Findings:
The study’s results revealed that formal corrective feedback had
a significant effect on the off-task/on-task behavior of students
classified as being mild intellectually disabled.
In this study, the effect appears to translate into a significant
decrease in off-task behavior and a significant increase in on-
task behavior for all students. This study reduced students’ off-
task behavior and improved their on-task behavior through
improving their understanding of what they were doing wrong
behaviorally in the classroom.
Conclusions:
Formal corrective feedback effects students’ off-task behavior
as well as students’ on-task behavior. The behavioral frequency
recordings collected revealed a reduction in off-task behavior
and an increase in on-task behavior during the phase of the
study in which formal corrective feedback was provided to each
student.
Formal corrective feedback appeared to have a strong effect on
the off-task behaviors of daydreaming/work delay, preoccupied
with object or task, laughing out, talking out and sleeping.
4. Formal corrective feedback appeared to have a weak effect on
the off-task behavior of improperly seated/out of seat.
Special Circumstances/Limitations:
The number of participants available (fifteen students) limits
the amount of data available for collection and establishment of
more definitive results.
The exposure of the participants to other teachers and classroom
settings in addition to the setting of the study (social science
class) could have impacted the study significantly.
For consistency purposes, the classroom teacher made all
observations. Due to the fact that the one teacher conducted all
observations, accuracy may be an issue.
Future Implications:
The knowledge to be gained from the
action research conducted as a part of this study will extend the
current understanding of the effect of corrective feedback on the
off-task/on-task behavior of students categorized as MID. This
extended knowledge will benefit teachers of all students, and
specifically those working with students classified as MID. This
small-scale study that generated significant findings may lead to
the same study being conducted on a larger scale.
How and why is this information pertinent to your selected
topic?
The goal of the study looked to identify a potential strategy for
addressing the behavioral deficiencies commonly displayed by
students classified as mild intellectually disabled as well as any
other student determined to have behavioral issues within the
classroom setting. Specifically, the study determines if formal
corrective feedback influences on the off-task/on-task behavior
of mild intellectually disabled students. With this information,
we know about treatment choices (strategies) that we can use to
change the task refusal behaviors of a student with special
needs and increase his compliance with activities and demands.
2nd Article
5. Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Stahr, B., Cushing, D.,Lane, K., & Fox, J. (2006). Efficacy of a
Function-Based Intervention in Decreasing Off-Task Behavior
Exhibited by a Student With ADHD. Journal of Positive
Behavior Interventions, 8 (4), 201-211. https://search-proquest-
com.ucamia.cobimet4.org/docview/218800369/B5ECD86EF1E1
42C2PQ/1?accountid=44128
Selection
Explanation
Source: Primary or Secondary
Primary
Information Classification:
(Self-contained study/ Research findings / Professional
Association/ Unanalyzed Data / Compiled Statistics, etc.)
Research findings
How and why is this information pertinent to your selected
topic?
The study examined the effects of a function-
based intervention implemented with a student, Shawn, who had
attention-deficit/hyperactivity disorder, internalizing behavioral
problems, and a speech and language impairment. The
function-based intervention included a communication
system, a self-monitoring component, and extinction. Through
this study, we know about interventions that are effective in
reduce off-task behaviors of a child with special needs.
Therefore, we can use those interventions in our research.
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here:
Selection
6. Explanation
Issues / Topics Covered
function-based intervention, off-task behavior
Author(s):
Stahr, Brenna
Cushing, Danielle
Lane, Kathleen
Fox, James
Research Question(s) addressed:
The research questions were not found in the article.
Research Subjects: (pre-K, 9th graders, elementary school
students, etc.)
a 9-year-old African American that received special education
services under the category of other health impaired in a fourth-
grade classroom fourth-grade classroom.
Research setting:
(Public school, 3rd grade class, Charter school, adult learning
center, etc.)
A self-contained school serving students with emotional and
behavioral problems.
Methodology:
Mixed research methodology
Findings:
Functional assessment data indicated that Shawn's off-
task behavior was maintained by attention (positive
reinforcement) and escape from tasks (negative
reinforcement). A function-
based intervention including a communication system, a self-
monitoring component, and extinction
resulted in improvements in Shawn's behavior. The classroom
teachers and Shawn rated the intervention favorably.
Conclusions:
Results of descriptive functional assessment procedures
indicated that Shawn's off-task behavior was maintained by both
attention (positive reinforcement) and escape (negative
7. reinforcement). An intervention package
including a communication system, a self-monitoring
component, and extinction was designed to meet both
these functions, in addition to addressing his anxiety and speech
and language problems. A multiple-baseline design
with a withdrawal component indicated that
the intervention was effective in increasing on-
task behavior in language arts and math. When
the intervention was introduced in both settings, on-
task behavior increased to twice that of baseline in language
and five times that of baseline in math.
Despite the limited data on implementation and the variable
implementation, student outcome data suggest that
the intervention met the intended objective of increasing
Shawn's on-task behavior. Social validity data also indicate that
the intervention was generally acceptable to the therapist, lead
teacher, paraeducator, and Shawn.
Special Circumstances/Limitations:
Only a comparatively small amount of the treatment integrity
data was collected, thereby preventing a more precise
estimate of the extent to which all
components of the intervention were implemented as designed.
Data were collected using partial-interval recording, which may
have overestimated the level of engagement. A more
conservative approach would have been to assess engagement
using a whole interval recording procedure.
Although on-task behavior improved in math, the
level of academic engagement was still below 80%, the average
academic engagement level of typically developing students.
Therefore, although levels of engagement improved and the
participants viewed the intervention as socially valid, there was
still room for improvement in math.
Although results suggest that the intervention was associated
with higher levels of task engagement, this study did not assess
8. student achievement.
Future Implications:
This study contributes to the literature indicating the
effectiveness of a specific intervention package based on the
assessed function of a student's challenging behavior. In that
sense it lends further validation to the effectiveness of
interventions based on careful, systematic functional behavior
assessments. Also, this study further contributes to the
empirical base of techniques effective with ADHD students
implemented by natural environment agents under naturalistic
classroom conditions, specifically addressing this issue in a
student with multiple disabilities (ADHD, anxiety, and speech
and language delay). As in this study, future behavioral
intervention research can be substantially enhanced by
evaluating interventions within both traditionally defined
subject parameters (i.e., DSM diagnoses of behavior disorders)
and more function-based assessment schemata (i.e., subjects
whose behavior function is determined through systematic
behavioral assessment) that are then matched to intervention
components.
How and why is this information pertinent to your selected
topic?
The study examined the effects of a function-
based intervention implemented with a student, Shawn, who had
attention-deficit/hyperactivity disorder, internalizing behavioral
problems, and a speech and language impairment. The
function-based intervention included a communication
system, a self-monitoring component, and extinction. Through
this study, we know about interventions that are effective in
reduce off-task behaviors of a child with special needs.
Therefore, we can use those interventions in our research.
9. Data Visualisation
2
3
Data Visualisation
A Handbook for Data Driven Design
Andy Kirk
4
SAGE Publications Ltd
1 Oliver’s Yard
55 City Road
London EC1Y 1SP
SAGE Publications Inc.
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications India Pvt Ltd
11. A catalogue record for this book is available from the British
Library
ISBN 978-1-4739-1213-7
ISBN 978-1-4739-1214-4 (pbk)
Editor: Mila Steele
Editorial assistant: Alysha Owen
Production editor: Ian Antcliff
Marketing manager: Sally Ransom
Cover design: Shaun Mercier
Typeset by: C&M Digitals (P) Ltd, Chennai, India
Printed and bound in Great Britain by Bell and Bain Ltd,
Glasgow
6
Contents
List of Figures with Source Notes
Acknowledgements
About the Author
INTRODUCTION
P A R T A F O U N D A T IO N S
1 Defining Data Visualisation
2 Visualisation Workflow
12. P A R T B T H E H ID D E N T H IN K IN G
3 Formulating Your Brief
4 Working With Data
5 Establishing Your Editorial Thinking
P A R T C D E V E L O P IN G YO U R D E S IG N S O L
U T IO N
6 Data Representation
7 Interactivity
8 Annotation
9 Colour
10 Composition
P A R T D D E V E L O P IN G YO U R C A P A B IL IT IE
S
11 Visualisation Literacy
References
Index
7
List of Figures with Source Notes
1 .1 A Definition for Data Visualisation 19
1 .2 Per Capita Cheese Consumption in the U.S., by Sarah
Slobin (Fortune magazine) 20
1 .3 The Three Stages of Understanding 22
1 .4 – 6 Demonstrating the Process of Understanding 24–27
1 .7 The Three Principles of Good Visualisation Design 30
1 .8 Housing and Home Ownership in the UK, by ONS Digital
Content Team 33
1 .9 Falling Number of Young Homeowners, by the Daily Mail
33
13. 1 .1 0 Gun Deaths in Florida (Reuters Graphics) 34
1 .1 1 Iraq’s Bloody Toll, by Simon Scarr (South China
Morning Post) 34
1 .1 2 Gun Deaths in Florida Redesign, by Peter A. Fedewa
(@pfedewa) 35
1 .1 3 If Vienna would be an Apartment, by NZZ (Neue Zürcher
Zeitung) [Translated] 45
1 .1 4 Asia Loses Its Sweet Tooth for Chocolate, by Graphics
Department (Wall Street Journal) 45
2 .1 The Four Stages of the Visualisation Workflow 54
3 .1 The ‘Purpose Map’ 76
3 .2 Mizzou’s Racial Gap Is Typical On College Campuses, by
FiveThirtyEight 77
3 .3 Image taken from ‘Wealth Inequality in America’, by
YouTube user ‘Politizane’
(www.youtube.com/watch?v=QPKKQnijnsM) 78
3 .4 Dimensional Changes in Wood, by Luis Carli
(luiscarli.com) 79
3 .5 How Y’all, Youse and You Guys Talk, by Josh Katz (The
New York Times) 80
3 .6 Spotlight on Profitability, by Krisztina Szücs 81
3 .7 Countries with the Most Land Neighbours 83
3 .8 Buying Power: The Families Funding the 2016 Presidential
Election, by Wilson Andrews, Amanda
Cox, Alicia DeSantis, Evan Grothjan, Yuliya Parshina-Kottas,
Graham Roberts, Derek Watkins and
Karen Yourish (The New York Times) 84
3 .9 Image taken from ‘Texas Department of Criminal Justice’
Website
(www.tdcj.state.tx.us/death_row/dr_executed_offenders.html)
86
3 .1 0 OECD Better Life Index, by Moritz Stefaner, Dominikus
Baur, Raureif GmbH 89
3 .1 1 Losing Ground, by Bob Marshall, The Lens, Brian Jacobs
and Al Shaw (ProPublica) 89
3 .1 2 Grape Expectations, by S. Scarr, C. Chan, and F. Foo
14. (Reuters Graphics) 91
3 .1 3 Keywords and Colour Swatch Ideas from Project about
Psychotherapy Treatment in the Arctic
92
3 .1 4 An Example of a Concept Sketch, by Giorgia Lupi of
Accurat 92
4 .1 Example of a Normalised Dataset 99
4 .2 Example of a Cross-tabulated Dataset 100
4 .3 Graphic Language: The Curse of the CEO, by David Ingold
and Keith Collins (Bloomberg Visual
Data), Jeff Green (Bloomberg News) 101
4 .4 US Presidents by Ethnicity (1789 to 2015) 114
4 .5 OECD Better Life Index, by Moritz Stefaner, Dominikus
Baur, Raureif GmbH 116
4 .6 Spotlight on Profitability, by Krisztina Szücs 117
4 .7 Example of ‘Transforming to Convert’ Data 119
4 .8 Making Sense of the Known Knowns 123
4 .9 What Good Marathons and Bad Investments Have in
Common, by Justin Wolfers (The New
8
York Times) 124
5 .1 The Fall and Rise of U.S. Inequality, in Two Graphs
Source: World Top Incomes Database;
Design credit: Quoctrung Bui (NPR) 136
5 .2 – 4 Why Peyton Manning’s Record Will Be Hard to Beat,
by Gregor Aisch and Kevin Quealy (The
New York Times) 138–140
C .1 Mockup Designs for ‘Poppy Field’, by Valentina
D’Efilippo (design); Nicolas Pigelet (code); Data
source: The Polynational War Memorial, 2014 (poppyfield.org)
146
6 .1 Mapping Records and Variables on to Marks and Attributes
15. 152
6 .2 List of Mark Encodings 153
6 .3 List of Attribute Encodings 153
6 .4 Bloomberg Billionaires, by Bloomberg Visual Data
(Design and development), Lina Chen and
Anita Rundles (Illustration) 155
6 .5 Lionel Messi: Games and Goals for FC Barcelona 156
6 .6 Image from the Home page of visualisingdata.com 156
6 .7 How the Insane Amount of Rain in Texas Could Turn
Rhode Island Into a Lake, by Christopher
Ingraham (The Washington Post) 156
6 .8 The 10 Actors with the Most Oscar Nominations but No
Wins 161
6 .9 The 10 Actors who have Received the Most Oscar
Nominations 162
6 .1 0 How Nations Fare in PhDs by Sex Interactive, by
Periscopic; Research by Amanda Hobbs;
Published in Scientific American 163
6 .1 1 Gender Pay Gap US, by David McCandless, Miriam
Quick (Research) and Philippa Thomas
(Design) 164
6 .1 2 Who Wins the Stanley Cup of Playoff Beards? by
Graphics Department (Wall Street Journal)
165
6 .1 3 For These 55 Marijuana Companies, Every Day is 4/20,
by Alex Tribou and Adam Pearce
(Bloomberg Visual Data) 166
6 .1 4 UK Public Sector Capital Expenditure, 2014/15 167
6 .1 5 Global Competitiveness Report 2014–2015, by Bocoup
and the World Economic Forum 168
6 .1 6 Excerpt from a Rugby Union Player Dashboard 169
6 .1 7 Range of Temperatures (°F) Recorded in the Top 10
Most Populated Cities During 2015 170
6 .1 8 This Chart Shows How Much More Ivy League Grads
Make Than You, by Christopher
Ingraham (The Washington Post) 171
16. 6 .1 9 Comparing Critics Scores (Rotten Tomatoes) for Major
Movie Franchises 172
6 .2 0 A Career in Numbers: Movies Starring Michael Caine
173
6 .2 1 Comparing the Frequency of Words Used in Chapter 1 of
this Book 174
6 .2 2 Summary of Eligible Votes in the UK General Election
2015 175
6 .2 3 The Changing Fortunes of Internet Explorer and Google
Chrome 176
6 .2 4 Literarcy Proficiency: Adult Levels by Country 177
6 .2 5 Political Polarization in the American Public’, Pew
Research Center, Washington, DC (February,
2015) (http://www.people-press.org/2014/06/12/political-
polarization-in-the-american-public/) 178
6 .2 6 Finviz (www.finviz.com) 179
6 .2 7 This Venn Diagram Shows Where You Can Both Smoke
Weed and Get a Same-Sex Marriage,
by Phillip Bump (The Washington Post) 180
6 .2 8 The 200+ Beer Brands of SAB InBev, by Maarten
Lambrechts for Mediafin:
www.tijd.be/sabinbev (Dutch), www.lecho.be/service/sabinbev
(French) 181
6 .2 9 Which Fossil Fuel Companies are Most Responsible for
Climate Change? by Duncan Clark and
9
Robin Houston (Kiln), published in the Guardian, drawing on
work by Mike Bostock and Jason
Davies 182
6 .3 0 How Long Will We Live – And How Well? by Bonnie
Berkowitz, Emily Chow and Todd
Lindeman (The Washington Post) 183
17. 6 .3 1 Crime Rates by State, by Nathan Yau 184
6 .3 2 Nutrient Contents – Parallel Coordinates, by Kai Chang
(@syntagmatic) 185
6 .3 3 How the ‘Avengers’ Line-up Has Changed Over the
Years, by Jon Keegan (Wall Street Journal)
186
6 .3 4 Interactive Fixture Molecules, by @experimental361 and
@bootifulgame 187
6 .3 5 The Rise of Partisanship and Super-cooperators in the
U.S. House of Representatives.
Visualisation by Mauro Martino, authored by Clio Andris,
David Lee, Marcus J. Hamilton, Mauro
Martino, Christian E. Gunning, and John Armistead Selde 188
6 .3 6 The Global Flow of People, by Nikola Sander, Guy J.
Abel and Ramon Bauer 189
6 .3 7 UK Election Results by Political Party, 2010 vs 2015 190
6 .3 8 The Fall and Rise of U.S. Inequality, in Two Graphs.
Source: World Top Incomes Database;
Design credit: Quoctrung Bui (NPR) 191
6 .3 9 Census Bump: Rank of the Most Populous Cities at Each
Census, 1790–1890, by Jim
Vallandingham 192
6 .4 0 Coal, Gas, Nuclear, Hydro? How Your State Generates
Power. Source: U.S. Energy Information
Administration, Credit: Christopher Groskopf, Alyson Hurt and
Avie Schneider (NPR) 193
6 .4 1 Holdouts Find Cheapest Super Bowl Tickets Late in the
Game, by Alex Tribou, David Ingold
and Jeremy Diamond (Bloomberg Visual Data) 194
6 .4 2 Crude Oil Prices (West Texas Intermediate), 1985–2015
195
6 .4 3 Percentage Change in Price for Select Food Items, Since
1990, by Nathan Yau 196
6 .4 4 The Ebb and Flow of Movies: Box Office Receipts 1986–
2008, by Mathew Bloch, Lee Byron,
Shan Carter and Amanda Cox (The New York Times) 197
19. McKinlay, J. D. (1986). ACM Transactions on Graphics, 5(2),
110–141. 213
6 .5 8 Comparison of Judging Line Size vs Area Size 213
6 .5 9 Comparison of Judging Related Items Using Variation in
Colour (Hue) vs Variation in Shape
214
6 .6 0 Illustrating the Correct and Incorrect Circle Size
Encoding 216
6 .6 1 Illustrating the Distortions Created by 3D Decoration
217
6 .6 2 Example of a Bullet Chart using Banding Overlays 218
6 .6 3 Excerpt from What’s Really Warming the World? by Eric
Roston and Blacki Migliozzi
(Bloomberg Visual Data) 218
6 .6 4 Example of Using Markers Overlays 219
6 .6 5 Why Is Her Paycheck Smaller? by Hannah Fairfield and
Graham Roberts (The New York
Times) 219
6 .6 6 Inside the Powerful Lobby Fighting for Your Right to
Eat Pizza, by Andrew Martin and
Bloomberg Visual Data 220
6 .6 7 Excerpt from ‘Razor Sales Move Online, Away From
Gillette’, by Graphics Department (Wall
Street Journal) 220
7 .1 US Gun Deaths, by Periscopic 225
7 .2 Finviz (www.finviz.com) 226
7 .3 The Racial Dot Map: Image Copyright, 2013, Weldon
Cooper Center for Public Service, Rector
and Visitors of the University of Virginia (Dustin A. Cable,
creator) 227
7 .4 Obesity Around the World, by Jeff Clark 228
7 .5 Excerpt from ‘Social Progress Index 2015’, by Social
Progress Imperative, 2015 228
7 .6 NFL Players: Height & Weight Over Time, by Noah
20. Veltman (noahveltman.com) 229
7 .7 Excerpt from ‘How Americans Die’, by Matthew C. Klein
and Bloomberg Visual Data 230
7 .8 Model Projections of Maximum Air Temperatures Near the
Ocean and Land Surface on the June
Solstice in 2014 and 2099: NASA Earth Observatory maps, by
Joshua Stevens 231
7 .9 Excerpt from ‘A Swing of Beauty’, by Sohail Al-Jamea,
Wilson Andrews, Bonnie Berkowitz and
Todd Lindeman (The Washington Post) 231
7 .1 0 How Well Do You Know Your Area? by ONS Digital
Content team 232
7 .1 1 Excerpt from ‘Who Old Are You?’, by David
McCandless and Tom Evans 233
7 .1 2 512 Paths to the White House, by Mike Bostock and
Shan Carter (The New York Times) 233
7 .1 3 OECD Better Life Index, by Moritz Stefaner, Dominikus
Baur, Raureif GmbH 233
7 .1 4 Nobel Laureates, by Matthew Weber (Reuters Graphics)
234
7 .1 5 Geography of a Recession, by Graphics Department (The
New York Times) 234
7 .1 6 How Big Will the UK Population be in 25 Years Time?
by ONS Digital Content team 234
7 .1 7 Excerpt from ‘Workers’ Compensation Reforms by
State’, by Yue Qiu and Michael Grabell
(ProPublica) 235
7 .1 8 Excerpt from ‘ECB Bank Test Results’, by Monica
Ulmanu, Laura Noonan and Vincent Flasseur
(Reuters Graphics) 236
7 .1 9 History Through the President’s Words, by Kennedy
Elliott, Ted Mellnik and Richard Johnson
(The Washington Post) 237
7 .2 0 Excerpt from ‘How Americans Die’, by Matthew C.
Klein and Bloomberg Visual Data 237
7 .2 1 Twitter NYC: A Multilingual Social City, by James
22. 8 .6 Excerpt from ‘Gender Pay Gap US?’, by David
McCandless, Miriam Quick (Research) and
Philippa Thomas (Design) 251
8 .7 Excerpt from ‘Holdouts Find Cheapest Super Bowl Tickets
Late in the Game’, by Alex Tribou,
David Ingold and Jeremy Diamond (Bloomberg Visual Data)
252
8 .8 Excerpt from ‘The Life Cycle of Ideas’, by Accurat 252
8 .9 Mizzou’s Racial Gap Is Typical On College Campuses, by
FiveThirtyEight 253
8 .1 0 Excerpt from ‘The Infographic History of the World’,
Harper Collins (2013); by Valentina
D’Efilippo (co-author and designer); James Ball (co-author and
writer); Data source: The Polynational
War Memorial, 2012 254
8 .1 1 Twitter NYC: A Multilingual Social City, by James
Cheshire, Ed Manley, John Barratt, and
Oliver O’Brien 255
8 .1 2 Excerpt from ‘US Gun Deaths’, by Periscopic 255
8 .1 3 Image taken from Wealth Inequality in America, by
YouTube user ‘Politizane’
(www.youtube.com/watch?v=QPKKQnijnsM) 256
9 .1 HSL Colour Cylinder: Image from Wikimedia Commons
published under the Creative
Commons Attribution-Share Alike 3.0 Unported license 265
9 .2 Colour Hue Spectrum 265
9 .3 Colour Saturation Spectrum 266
9 .4 Colour Lightness Spectrum 266
9 .5 Excerpt from ‘Executive Pay by the Numbers’, by Karl
Russell (The New York Times) 267
9 .6 How Nations Fare in PhDs by Sex Interactive, by
Periscopic; Research by Amanda Hobbs;
Published in Scientific American 268
9 .7 How Long Will We Live – And How Well? by Bonnie
Berkowitz, Emily Chow and Todd
Lindeman (The Washington Post) 268
23. 9 .8 Charting the Beatles: Song Structure, by Michael Deal 269
9 .9 Photograph of MyCuppa mug, by Suck UK
(www.suck.uk.com/products/mycuppamugs/) 269
9 .1 0 Example of a Stacked Bar Chart Based on Ordinal Data
270
9 .1 1 Rim Fire – The Extent of Fire in the Sierra Nevada
Range and Yosemite National Park, 2013:
NASA Earth Observatory images, by Robert Simmon 270
9 .1 2 What are the Current Electricity Prices in Switzerland
[Translated], by Interactive things for NZZ
(the Neue Zürcher Zeitung) 271
12
9 .1 3 Excerpt from ‘Obama’s Health Law: Who Was Helped
Most’, by Kevin Quealy and Margot
Sanger-Katz (The New York Times) 272
9 .1 4 Daily Indego Bike Share Station Usage, by Randy Olson
(@randal_olson)
(http://www.randalolson.com/2015/09/05/visualizing-indego-
bike-share-usage-patterns-in-philadelphia-
part-2/) 272
9 .1 5 Battling Infectious Diseases in the 20th Century: The
Impact of Vaccines, by Graphics
Department (Wall Street Journal) 273
9 .1 6 Highest Max Temperatures in Australia (1st to 14th
January 2013), Produced by the Australian
Government Bureau of Meteorology 274
9 .1 7 State of the Polar Bear, by Periscopic 275
9 .1 8 Excerpt from Geography of a Recession by Graphics
Department (The New York Times) 275
9 .1 9 Fewer Women Run Big Companies Than Men Named
John, by Justin Wolfers (The New York
Times) 276
25. 1 0 .6 Stalemate, by Graphics Department (Wall Street Journal)
297
1 0 .7 Nobels No Degrees, by Accurat 298
1 0 .8 Kasich Could Be The GOP’s Moderate Backstop, by
FiveThirtyEight 298
1 0 .9 On Broadway, by Daniel Goddemeyer, Moritz Stefaner,
Dominikus Baur, and Lev Manovich
299
1 0 .1 0 ER Wait Watcher: Which Emergency Room Will See
You the Fastest? by Lena Groeger, Mike
Tigas and Sisi Wei (ProPublica) 300
1 0 .1 1 Rain Patterns, by Jane Pong (South China Morning
Post) 300
1 0 .1 2 Excerpt from ‘Pyschotherapy in The Arctic’, by Andy
Kirk 301
1 0 .1 3 Gender Pay Gap US, by David McCandless, Miriam
Quick (Research) and Philippa Thomas
(Design) 301
13
1 0 .1 4 The Worst Board Games Ever Invented, by
FiveThirtyEight 303
1 0 .1 5 From Millions, Billions, Trillions: Letters from
Zimbabwe, 2005−2009, a book written
and published by Catherine Buckle (2014), table design by
Graham van de Ruit (pg. 193) 303
1 0 .1 6 List of Chart Structures 304
1 0 .1 7 Illustrating the Effect of Truncated Bar Axis Scales
305
1 0 .1 8 Excerpt from ‘Doping under the Microscope’, by S.
Scarr and W. Foo (Reuters Graphics) 306
1 0 .1 9 Record-high 60% of Americans Support Same-sex
Marriage, by Gallup 306
26. 1 0 .2 0 Images from Wikimedia Commons, published under the
Creative Commons Attribution-Share
Alike 3.0 Unported license 308
1 1 .1 – 7 The Pursuit of Faster’ by Andy Kirk and Andrew
Witherley 318–324
14
Acknowledgements
This book has been made possible thanks to the unwavering
support of my incredible wife, Ellie, and the
endless encouragement from my Mum and Dad, the rest of my
brilliant family and my super group of friends.
From a professional standpoint I also need to acknowledge the
fundamental role played by the hundreds of
visualisation practitioners (no matter under what title you ply
your trade) who have created such a wealth of
brilliant work from which I have developed so many of my
convictions and formed the basis of so much of
the content in this book. The people and organisations who have
provided me with permission to use their
work are heroes and I hope this book does their rich talent
justice.
15
About the Author
Andy Kirk
is a freelance data visualisation specialist based in Yorkshire,
27. UK. He is a visualisation design consultant,
training provider, teacher, researcher, author, speaker and editor
of the award-winning website
visualisingdata.com
After graduating from Lancaster University in 1999 with a BSc
(hons) in Operational Research, Andy
held a variety of business analysis and information management
positions at organisations including
West Yorkshire Police and the University of Leeds.
He discovered data visualisation in early 2007 just at the time
when he was shaping up his proposal for a
Master’s (MA) Research Programme designed for members of
staff at the University of Leeds.
On completing this programme with distinction, Andy’s passion
for the subject was unleashed.
Following his graduation in December 2009, to continue the
process of discovering and learning the
subject he launched visualisingdata.com, a blogging platform
that would chart the ongoing development
of the data visualisation field. Over time, as the field has
continued to grow, the site too has reflected
this, becoming one of the most popular in the field. It features a
wide range of fresh content profiling
the latest projects and contemporary techniques, discourse about
practical and theoretical matters,
commentary about key issues, and collections of valuable
references and resources.
In 2011 Andy became a freelance professional focusing on data
visualisation consultancy and training
workshops. Some of his clients include CERN, Arsenal FC,
PepsiCo, Intel, Hershey, the WHO and
McKinsey. At the time of writing he has delivered over 160
public and private training events across the
UK, Europe, North America, Asia, South Africa and Australia,
reaching well over 3000 delegates.
In addition to training workshops Andy also has two academic
28. teaching positions. He joined the highly
respected Maryland Institute College of Art (MICA) as a
visiting lecturer in 2013 and has been teaching
a module on the Information Visualisation Master’s Programme
since its inception. In January 2016, he
began teaching a data visualisation module as part of the MSc in
Business Analytics at the Imperial
College Business School in London.
Between 2014 and 2015 Andy was an external consultant on a
research project called ‘Seeing Data’,
funded by the Arts & Humanities Research Council and hosted
by the University of Sheffield. This
study explored the issues of data visualisation literacy among
the general public and, among many
things, helped to shape an understanding of the human factors
that affect visualisation literacy and the
effectiveness of design.
16
Introduction
I.1 The Quest Begins
In his book The Seven Basic Plots, author Christopher Booker
investigated the history of telling stories. He
examined the structures used in biblical teachings and historical
myths through to contemporary storytelling
devices used in movies and TV. From this study he found seven
common themes that, he argues, can be
identifiable in any form of story.
One of these themes was ‘The Quest’. Booker describes this as
revolving around a main protagonist who
embarks on a journey to acquire a treasured object or reach an
29. important destination, but faces many obstacles
and temptations along the way. It is a theme that I feel shares
many characteristics with the structure of this
book and the nature of data visualisation.
You are the central protagonist in this story in the role of the
data visualiser. The journey you are embarking
on involves a route along a design workflow where you will be
faced with a wide range of different conceptual,
practical and technical challenges. The start of this journey will
be triggered by curiosity, which you will need
to define in order to accomplish your goals. From this origin
you will move forward to initiating and planning
your work, defining the dimensions of your challenge. Next,
you will begin the heavy lifting of working with
data, determining what qualities it contains and how you might
share these with others. Only then will you be
ready to take on the design stage. Here you will be faced with
the prospect of handling a spectrum of different
design options that will require creative and rational thinking to
resolve most effectively.
The multidisciplinary nature of this field offers a unique
opportunity and challenge. Data visualisation is not
an especially difficult capability to acquire, it is largely a game
of decisions. Making better decisions will be
your goal but sometimes clear decisions will feel elusive. There
will be occasions when the best choice is not at
all visible and others when there will be many seemingly equal
viable choices. Which one to go with? This
book aims to be your guide, helping you navigate efficiently
through these difficult stages of your journey.
You will need to learn to be flexible and adaptable, capable of
shifting your approach to suit the circumstances.
This is important because there are plenty of potential villains
30. lying in wait looking to derail progress. These
are the forces that manifest through the imposition of restrictive
creative constraints and the pressure created by
the relentless ticking clock of timescales. Stakeholders and
audiences will present complex human factors
through the diversity of their needs and personal traits. These
will need to be astutely accommodated. Data,
the critical raw material of this process, will dominate your
attention. It will frustrate and even disappoint at
times, as promises of its treasures fail to materialise
irrespective of the hard work, love and attention lavished
upon it.
Your own characteristics will also contribute to a certain
amount of the villainy. At times, you will find
yourself wrestling with internal creative and analytical voices
pulling against each other in opposite directions.
Your excitably formed initial ideas will be embraced but will
need taming. Your inherent tastes, experiences
and comforts will divert you away from the ideal path, so you
will need to maintain clarity and focus.
The central conflict you will have to deal with is the notion that
there is no perfect in data visualisation. It is a
field with very few ‘always’ and ‘nevers’. Singular solutions
rarely exist. The comfort offered by the rules that
17
instruct what is right and wrong, good and evil, has its limits.
You can find small but legitimate breaking
points with many of them. While you can rightly aspire to reach
as close to perfect as possible, the attitude of
aiming for good enough will often indeed be good enough and
31. fundamentally necessary.
In accomplishing the quest you will be rewarded with
competency in data visualisation, developing confidence
in being able to judge the most effective analytical and design
solutions in the most efficient way. It will take
time and it will need more than just reading this book. It will
also require your ongoing effort to learn, apply,
reflect and develop. Each new data visualisation opportunity
poses a new, unique challenge. However, if you
keep persevering with this journey the possibility of a happy
ending will increase all the time.
I.2 W ho is this Book Aimed at?
The primary challenge one faces when writing a book about data
visualisation is to determine what to leave in
and what to leave out. Data visualisation is big. It is too big a
subject even to attempt to cover it all, in detail,
in one book. There is no single book to rule them all because
there is no one book that can cover it all. Each
and every one of the topics covered by the chapters in this book
could (and, in several cases, do) exist as whole
books in their own right.
The secondary challenge when writing a book about data
visualisation is to decide how to weave all the
content together. Data visualisation is not rocket science; it is
not an especially complicated discipline. Lots of
it, as you will see, is rooted in common sense. It is, however,
certainly a complex subject, a semantic
distinction that will be revisited later. There are lots of things
to think about and decide on, as well as many
things to do and make. Creative and analytical sensibilities
blend with artistic and scientific judgments. In one
moment you might be checking the statistical rigour of your
calculations, in the next deciding which tone of
32. orange most elegantly contrasts with an 80% black. The
complexity of data visualisation manifests itself
through how these different ingredients, and many more,
interact, influence and intersect to form the whole.
The decisions I have made in formulating this book‘s content
have been shaped by my own process of learning
about, writing about and practising data visualisation for, at the
time of writing, nearly a decade. Significantly
– from the perspective of my own development – I have been
fortunate to have had extensive experience
designing and delivering training workshops and postgraduate
teaching. I believe you only truly learn about
your own knowledge of a subject when you have to explain it
and teach it to others.
I have arrived at what I believe to be an effective and proven
pedagogy that successfully translates the
complexities of this subject into accessible, practical and
valuable form. I feel well qualified to bridge the gap
between the large population of everyday practitioners, who
might identify themselves as beginners, and the
superstar technical, creative and academic minds that are
constantly pushing forward our understanding of the
potential of data visualisation. I am not going to claim to belong
to that latter cohort, but I have certainly been
the former – a beginner – and most of my working hours are
spent helping other beginners start their journey.
I know the things that I would have valued when I was starting
out and I know how I would have wished
them to be articulated and presented for me to develop my skills
most efficiently.
There is a large and growing library of fantastic books offering
many different theoretical and practical
viewpoints on the subject of data visualisation. My aim is to
33. bring value to this existing collection of work by
taking on a particular perspective that is perhaps under-
represented in other texts – exploring the notion and
practice of a visualisation design process. As I have alluded to
in the opening, the central premise of this book is
that the path to mastering data visualisation is achieved by
making better decisions: effective choices, efficiently
18
made. The book’s central goal is to help develop your capability
and confidence in facing these decisions.
Just as a single book cannot cover the whole of this subject, it
stands that a single book cannot aim to address
directly the needs of all people doing data visualisation. In this
section I am going to run through some of the
characteristics that shape the readers to whom this book is
primarily targeted. I will also put into context the
content the book will and will not cover, and why. This will
help manage your expectations as the reader and
establish its value proposition compared with other titles.
Domain and Duties
The core audiences for whom this book has been primarily
written are undergraduate and postgraduate-level
students and early career researchers from social science
subjects. This reflects a growing number of people in
higher education who are interested in and need to learn about
data visualisation.
Although aimed at social sciences, the content will also be
relevant across the spectrum of academic disciplines,
34. from the arts and humanities right through to the formal and
natural sciences: any academic duty where there
is an emphasis on the use of quantitative and qualitative
methods in studies will require an appreciation of
good data visualisation practices. Where statistical capabilities
are relevant so too is data visualisation.
Beyond academia, data visualisation is a discipline that has
reached mainstream consciousness with an
increasing number of professionals and organisations, across all
industry types and sizes, recognising the
importance of doing it well for both internal and external
benefit. You might be a market researcher, a librarian
or a data analyst looking to enhance your data capabilities.
Perhaps you are a skilled graphic designer or web
developer looking to take your portfolio of work into a more
data-driven direction. Maybe you are in a
managerial position and not directly involved in the creation of
visualisation work, but you need to coordinate
or commission others who will be. You require awareness of the
most efficient approaches, the range of
options and the different key decision points. You might be
seeking generally to improve the sophistication of
the language you use around commissioning visualisation work
and to have a better way of expressing and
evaluating work created for you.
Basically, anyone who is involved in whatever capacity with the
analysis and visual communication of data as
part of their professional duties will need to grasp the demands
of data visualisation and this book will go
some way to supporting these needs.
Subject Neutrality
One of the important aspects of the book will be to emphasise
35. that data visualisation is a portable practice.
You will see a broad array of examples of work from different
industries, covering very different topics. What
will become apparent is that visualisation techniques are largely
subject-matter neutral: a line chart that displays
the ebb and flow of favourable opinion towards a politician
involves the same techniques as using a line chart
to show how a stock has changed in value over time or how
peak temperatures have changed across a season in
a given location. A line chart is a line chart, regardless of the
subject matter. The context of the viewers (such as
their needs and their knowledge) and the specific meaning that
can be drawn will inevitably be unique to each
setting, but the role of visualisation itself is adaptable and
portable across all subject areas.
Data visualisation is an entirely global concern, not focused on
any defined geographic region. Although the
English language dominates the written discourse (books,
websites) about this subject, the interest in it and
19
visible output from across the globe are increasing at a pace.
There are cultural matters that influence certain
decisions throughout the design process, especially around the
choices made for colour usage, but otherwise it
is a discipline common to all.
Level and Prerequisites
The coverage of this book is intended to serve the needs of
beginners and those with intermediate capability.
For most people, this is likely to be as far as they might ever
36. need to go. It will offer an accessible route for
novices to start their learning journey and, for those already
familiar with the basics, there will be content that
will hopefully contribute to fine-tuning their approaches.
For context, I believe the only distinction between beginner and
intermediate is one of breadth and depth of
critical thinking rather than any degree of difficulty. The more
advanced techniques in visualisation tend to be
associated with the use of specific technologies for handling
larger, complex datasets and/or producing more
bespoke and feature-rich outputs.
This book is therefore not aimed at experienced or established
visualisation practitioners. There may be some
new perspectives to enrich their thinking, some content that will
confirm and other content that might
constructively challenge their convictions. Otherwise, the
coverage in this book should really echo the practices
they are likely to be already observing.
As I have already touched on, data visualisation is a genuinely
multidisciplinary field. The people who are
active in this field or profession come from all backgrounds –
everyone has a different entry point and nobody
arrives with all constituent capabilities. It is therefore quite
difficult to define just what are the right type and
level of pre-existing knowledge, skills or experiences for those
learning about data visualisation. As each year
passes, the savvy-ness of the type of audience this book targets
will increase, especially as the subject penetrates
more into the mainstream. What were seen as bewilderingly new
techniques several years ago are now
commonplace to more people.
That said, I think the following would be a fair outline of the
37. type and shape of some of the most important
prerequisite attributes for getting the most out of this book:
Strong numeracy is necessary as well as a familiarity with basic
statistics.
While it is reasonable to assume limited prior knowledge of
data visualisation, there should be a strong
desire to want to learn it. The demands of learning a craft like
data visualisation take time and effort; the
capabilities will need nurturing through ongoing learning and
practice. They are not going to be
achieved overnight or acquired alone from reading this book.
Any book that claims to be able magically
to inject mastery through just reading it cover to cover is over-
promising and likely to under-deliver.
The best data visualisers possess inherent curiosity. You should
be the type of person who is naturally
disposed to question the world around them or can imagine what
questions others have. Your instinct
for discovering and sharing answers will be at the heart of this
activity.
There are no expectations of your having any prior familiarity
with design principles, but a desire to
embrace some of the creative aspects presented in this book will
heighten the impact of your work.
Unlock your artistry!
If you are somebody with a strong creative flair you are very
fortunate. This book will guide you
through when and crucially when not to tap into this sensibility.
You should be willing to increase the
rigour of your analytical decision making and be prepared to
have your creative thinking informed more
20
38. fundamentally by data rather than just instinct.
A range of technical skills covering different software
applications, tools and programming languages is
not expected for this book, as I will explain next, but you will
ideally have some knowledge of basic
Excel and some experience of working with data.
I.3 Getting the Balance
Handbook vs Tutorial Book
The description of this book as being a ‘handbook’ positions it
as being of practical help and presented in
accessible form. It offers direction with comprehensive
reference – more of a city guidebook for a tourist than
an instruction manual to fix a washing machine. It will help you
to know what things to think about, when to
think about them, what options exist and how best to resolve all
the choices involved in any data-driven
design.
Technology is the key enabler for working with data and
creating visualisation design outputs. Indeed, apart
from a small proportion of artisan visualisation work that is
drawn by hand, the reliance on technology to
create visualisation work is an inseparable necessity. For many
there is a understandable appetite for step-by-
step tutorials that help them immediately to implement data
visualisation techniques via existing and new
tools.
However, writing about data visualisation through the lens of
selected tools is a bit of a minefield, given the
diversity of technical options out there and the mixed range of
skills, access and needs. I greatly admire those
39. people who have authored tutorial-based texts because they
require astute judgement about what is the right
level, structure and scope.
The technology space around visualisation is characterised by
flux. There are the ongoing changes with the
enhancement of established tools as well as a relatively high
frequency of new entrants offset by the decline of
others. Some tools are proprietary, others are open source; some
are easier to learn, others require a great deal of
understanding before you can even consider embarking on your
first chart. There are many recent cases of
applications or services that have enjoyed fleeting exposure
before reaching a plateau: development and support
decline, the community of users disperses and there is a certain
expiry of value. Deprecation of syntax and
functions in programming languages requires the perennial
updating of skills.
All of this perhaps paints a rather more chaotic picture than is
necessarily the case but it justifies the reasons
why this book does not offer teaching in the use of any tools.
While tutorials may be invaluable to some, they
may also only be mildly interesting to others and possibly of no
value to most. Tools come and go but the
craft remains. I believe that creating a practical, rather than
necessarily a technical, text that focuses on the
underlying craft of data visualisation with a tool-agnostic
approach offers an effective way to begin learning
about the subject in appropriate depth. The content should be
appealing to readers irrespective of the extent of
their technical knowledge (novice to advanced technicians) and
specific tool experiences (e.g. knowledge of
Excel, Tableau, Adobe Illustrator).
There is a role for all book types. Different people want
40. different sources of insight at different stages in their
development. If you are seeking a text that provides in-depth
tutorials on a range of tools or pages of
programmatic instruction, this one will not be the best choice.
However, if you consult only tutorial-related
21
books, the chances are you will likely fall short on the
fundamental critical thinking that will be needed in the
longer term to get the most out of the tools with which you
develop strong skills.
To substantiate the book’s value, the digital companion
resources to this book will offer a curated, up-to-date
collection of visualisation technology resources that will guide
you through the most common and valuable
tools, helping you to gain a sense of what their roles are and
where these fit into the design workflow.
Additionally, there will be recommended exercises and many
further related digital materials available for
exploring.
Useful vs Beautiful
Another important distinction to make is that this book is not
intended to be seen as a beauty pageant. I love
flicking through those glossy ‘coffee table’ books as much as
the next person; such books offer great inspiration
and demonstrate some of the finest work in the field. This book
serves a very different purpose. I believe that,
as a beginner or relative beginner on this learning journey, the
inspiration you need comes more from
understanding what is behind the thinking that makes these
41. amazing works succeed and others not.
My desire is to make this the most useful text available, a
reference that will spend more time on your desk
than on your bookshelf. To be useful is to be used. I want the
pages to be dog-eared. I want to see scribbles
and annotated notes made across its pages and key passages
underlined. I want to see sticky labels peering out
above identified pages of note. I want to see creases where
pages have been folded back or a double-page spread
that has been weighed down to keep it open. In time I even want
its cover reinforced with wallpaper or
wrapping paper to ensure its contents remain bound together.
There is every intention of making this an
elegantly presented and packaged book but it should not be
something that invites you to ‘look, but don’t
touch’.
Pragmatic vs Theoretical
The content of this book has been formed through many years of
absorbing knowledge from all manner of
books, generations of academic papers, thousands of web
articles, hundreds of conference talks, endless online
and personal discussions, and lots of personal practice. What I
present here is a pragmatic translation and
distillation of what I have learned down the years.
It is not a deeply academic or theoretical book. Where
theoretical context and reference is relevant it will be
signposted as I do want to ground this book in as much
evidenced-based content as possible; it is about
judging what is going to add most value. Experienced
practitioners will likely have an appetite for delving
deeper into theoretical discourse and the underlying sciences
that intersect in this field but that is beyond the
42. scope of this particular text.
Take the science of visual perception, for example. There is no
value in attempting to emulate what has already
been covered by other books in greater depth and quality than I
could achieve. Once you start peeling back the
many different layers of topics like visual and cognitive science
the boundaries of your interest and their
relevance to data visualisation never seem to arrive. You get
swallowed up by the depth of these subjects. You
realise that you have found yourself learning about what the
very concept of light and sight is and at that point
your brain begins to ache (well, mine does at least), especially
when all you set out to discover was if a bar chart
would be better than a pie chart.
22
An important reason for giving greater weight to pragmatism is
because of people: people are the makers, the
stakeholders, the audiences and the critics in data visualisation.
Although there are a great deal of valuable
research-driven concepts concerning data visualisation, their
practical application can be occasionally at odds
with the somewhat sanitised and artificial context of the
research methods employed. To translate them into
real-world circumstances can sometimes be easier said than
done as the influence of human factors can easily
distort the significance of otherwise robust ideas.
I want to remove the burden from you as a reader having to
translate relevant theoretical discourse into
applicable practice. Critical thinking will therefore be the
watchword, equipping you with the independence of
43. thought to decide rationally for yourself what the solutions are
that best fit your context, your data, your
message and your audience. To do this you will need an
appreciation of all the options available to you (the
different things you could do) and a reliable approach for
critically determining what choices you should make
(the things you will do and why).
Contemporary vs Historical
This book is not going to look too far back into the past. We all
respect the ancestors of this field, the great
names who, despite primitive means, pioneered new concepts in
the visual display of statistics to shape the
foundations of the field being practised today. The field’s
lineage is decorated by the influence of William
Playfair’s first ever bar chart, Charles Joseph Minard’s famous
graphic about Napoleon’s Russian campaign,
Florence Nightingale’s Coxcomb plot and John Snow’s cholera
map. These are some of the totemic names
and classic examples that will always be held up as the ‘firsts’.
Of course, to many beginners in the field, this
historical context is of huge interest. However, again, this kind
of content has already been superbly covered by
other texts on more than enough occasions. Time to move on.
I am not going to spend time attempting to enlighten you about
how we live in the age of ‘Big Data’ and how
occupations related to data are or will be the ‘sexiest jobs’ of
our time. The former is no longer news, the latter
claim emerged from a single source. I do not want to bloat this
book with the unnecessary reprising of topics
that have been covered at length elsewhere. There is more
valuable and useful content I want you to focus your
time on.
44. The subject matter, the ideas and the practices presented here
will hopefully not date a great deal. Of course,
many of the graphic examples included in the book will be
surpassed by newer work demonstrating similar
concepts as the field continues to develop. However, their worth
as exhibits of a particular perspective covered
in the text should prove timeless. As more research is conducted
in the subject, without question there will be
new techniques, new concepts, new empirically evidenced
principles that emerge. Maybe even new rules. There
will be new thought-leaders, new sources of reference, new
visualisers to draw insight from. New tools will be
created, existing tools will expire. Some things that are done
and can only be done by hand as of today may
become seamlessly automated in the near future. That is simply
the nature of a fast-growing field. This book
can only be a line in the sand.
Analysis vs Communication
A further important distinction to make concerns the subtle but
significant difference between visualisations
which are used for analysis and visualisations used for
communication.
23
Before a visualiser can confidently decide what to communicate
to others, he or she needs to have developed an
intimate understanding of the qualities and potential of the data.
This is largely achieved through exploratory
data analysis. Here, the visualiser and the viewer are the same
person. Through visual exploration, different
interrogations can be pursued ‘on the fly’ to unearth
45. confirmatory or enlightening discoveries about what
insights exist.
Visualisation techniques used for analysis will be a key
component of the journey towards creating visualisation
for communication but the practices involved differ. Unlike
visualisation for communication, the techniques
used for visual analysis do not have to be visually polished or
necessarily appealing. They are only serving the
purpose of helping you to truly learn about your data. When a
data visualisation is being created to
communicate to others, many careful considerations come into
play about the requirements and interests of
the intended or expected audience. This has a significant
influence on many of the design decisions you make
that do not exist alone with visual analysis.
Exploratory data analysis is a huge and specialist subject in and
of itself. In its most advanced form, working
efficiently and effectively with large complex data, topics like
‘machine learning’, using self-learning algorithms
to help automate and assist in the discovery of patterns in data,
become increasingly relevant. For the scope of
this book the content is weighted more towards methods and
concerns about communicating data visually to
others. If your role is in pure data science or statistical analysis
you will likely require a deeper treatment of the
exploratory data analysis topic than this book can reasonably
offer. However, Chapter 4 will cover the essential
elements in sufficient depth for the practical needs of most
people working with data.
Print vs Digital
The opportunity to supplement the print version of this book
with an e-book and further digital companion
46. resources helps to cushion the agonising decisions about what to
leave out. This text is therefore enhanced by
access to further digital resources, some of which are newly
created, while others are curated references from the
endless well of visualisation content on the Web. Included
online (book.visualisingdata.com) will be:
a completed case-study project that demonstrates the workflow
activities covered in this book, including
full write-ups and all related digital materials;
an extensive and up-to-date catalogue of over 300 data
visualisation tools;
a curated collection of tutorials and resources to help develop
your confidence with some of the most
common and valuable tools;
practical exercises designed to embed the learning from each
chapter;
further reading resources to continue learning about the subjects
covered in each chapter.
I.4 Objectives
Before moving on to an outline of the book’s contents, I want to
share four key objectives that I hope to
accomplish for you by the final chapter. These are themes that
will run through the entire text: challenge,
enlighten, equip and inspire.
To challeng e you I will be encouraging you to recognise that
your current thinking about visualisation may
need to be reconsidered, both as a creator and as a consumer.
We all arrive in visualisation from different
subject and domain origins and with that comes certain baggage
and prior sensibilities that can distort our
24
47. perspectives. I will not be looking to eliminate these, rather to
help you harness and align them with other
traits and viewpoints.
I will ask you to relentlessly consider the diverse decisions
involved in this process. I will challenge your
convictions about what you perceive to be good or bad,
effective or ineffective visualisation choices: arbitrary
choices will be eliminated from your thinking. Even if you are
not necessarily a beginner, I believe the content
you read in this book will make you question some of your own
perspectives and assumptions. I will
encourage you to reflect on your previous work, asking you to
consider how and why you have designed
visualisations in the way that you have: where do you need to
improve? What can you do better?
It is not just about creating visualisations, I will also challenge
your approach to reading visualisations. This is
not something you might usually think much about, but there is
an important role for more tactical
approaches to consuming visualisations with greater efficiency
and effectiveness.
To enlig hten you will be to increase your awareness of the
possibilities in data visualisation. As you begin
your discovery of data visualisation you might not be aware of
the whole: you do not entirely know what
options exist, how they are connected and how to make good
choices. Until you know, you don’t know –
that is what the objective of enlightening is all about.
As you will discover, there is a lot on your plate, much to work
through. It is not just about the visible end-
48. product design decisions. Hidden beneath the surface are many
contextual circumstances to weigh up, decisions
about how best to prepare your data, choices around the
multitude of viable ways of slicing those data up into
different angles of analysis. That is all before you even reach
the design stage, where you will begin to consider
the repertoire of techniques for visually portraying your data –
the charts, the interactive features, the colours
and much more besides.
This book will broaden your visual vocabulary to give you more
ways of expressing your data visually. It will
enhance the sophistication of your decision making and of
visual language for any of the challenges you may
face.
To eq u ip is to ensure you have robust tactics for managing
your way through the myriad options that exist in
data visualisation. The variety it offers makes for a wonderful
prospect but, equally, introduces the burden of
choice. This book aims to make the challenge of undertaking
data visualisation far less overwhelming, breaking
down the overall prospect into smaller, more manageable task
chunks.
The structure of this book will offer a reliable and flexible
framework for thinking, rather than rules for
learning. It will lead to better decisions. With an emphasis on
critical thinking you will move away from an
over-reliance on gut feeling and taste. To echo what I
mentioned earlier, its role as a handbook will help you
know what things to think about, when to think about them and
how best to resolve all the thinking involved
in any data-driven design challenge you meet.
To ins p ir e is to give you more than just a book to read. It is
49. the opening of a door into a subject to inspire
you to step further inside. It is about helping you to want to
continue to learn about it and expose yourself to
as much positive influence as possible. It should elevate your
ambition and broaden your capability.
It is a book underpinned by theory but dominated by practical
and accessible advice, including input from
some of the best visualisers in the field today. The range of
print and digital resources will offer lots of
supplementary material including tutorials, further reading
materials and suggested exercises. Collectively this
25
will hopefully make it one of the most comprehensive, valuable
and inspiring titles out there.
I.5 Chapter Contents
The book is organised into four main parts (A, B, C and D)
comprising eleven chapters and preceded by the
‘Introduction’ sections you are reading now.
Each chapter opens with an introductory outline that previews
the content to be covered and provides a bridge
between consecutive chapters. In the closing sections of each
chapter the most salient learning points will be
summarised and some important, practical tips and tactics
shared. As mentioned, online there will be
collections of practical exercises and further reading resources
recommended to substantiate the learning from
the chapter.
Throughout the book you will see sidebar captions that will
50. offer relevant references, aphorisms, good habits
and practical tips from some of the most influential people in
the field today.
Introduction
This introduction explains how I have attempted to make sense
of the complexity of the subject, outlining the
nature of the audience I am trying to reach, the key objectives,
what topics the book will be covering and not
covering, and how the content has been organised.
Part A: Foundations
Part A establishes the foundation knowledge and sets up a key
reference of understanding that aids your
thinking across the rest of the book. Chapter 1 will be the
logical starting point for many of you who are new
to the field to help you understand more about the definitions
and attributes of data visualisation. Even if you
are not a complete beginner, the content of the chapter forms
the terms of reference that much of the
remaining content is based on. Chapter 2 prepares you for the
journey through the rest of the book by
introducing the key design workflow that you will be following.
C hapter 1: D efining D ata Visualisation
D efining d ata v is u alis atio n: outlining the components of
thinking that make up the proposed
definition for data visualisation.
T he im p o r tance o f co nv ictio n: presenting three guiding
principles of good visualisation design:
trustworthy, accessible and elegant.
D is tinctio ns and g lo s s ar y : explaining the distinctions
and overlaps with other related disciplines
51. and providing a glossary of terms used in this book to establish
consistency of language.
C hapter 2: Visualisation W orkflow
T he im p o r tance o f p r o ces s : describing the data
visualisation design workflow, what it involves
and why a process approach is required.
T he p r o ces s in p r actice: providing some useful tips, tactics
and habits that transcend any particular
stage of the process but will best prepare you for success with
this activity.
26
Part B: The Hidden Thinking
Part B discusses the first three preparatory stages of the data
visualisation design workflow. ‘The hidden
thinking’ title refers to how these vital activities, that have a
huge influence over the eventual design solution,
are somewhat out of sight in the final output; they are hidden
beneath the surface but completely shape what is
visible. These stages represent the often neglected contextual
definitions, data wrangling and editorial challenges
that are so critical to the success or otherwise of any
visualisation work – they require a great deal of care and
attention before you switch your attention to the design stage.
C hapter 3: Form ulating Your B rief
W hat is a b r ief? : describing the value of compiling a brief to
help initiate, define and plan the
requirements of your work.
52. E s tab lis hing y o u r p r o ject’s co ntex t: defining the
origin curiosity or motivation, identifying all
the key factors and circumstances that surround your work, and
defining the core purpose of your
visualisation.
E s tab lis hing y o u r p r o ject’s v is io n: early
considerations about the type of visualisation solution
needed to achieve your aims and harnessing initial ideas about
what this solution might look like.
C hapter 4: W orking W ith D ata
D ata liter acy : establishing a basic understanding with this
critical literacy, providing some foundation
understanding about datasets and data types and some
observations about statistical literacy.
D ata acq u is itio n: outlining the different origins of and
methods for accessing your data.
D ata ex am inatio n: approaches for acquainting yourself with
the physical characteristics and meaning
of your data.
D ata tr ans fo r m atio n: optimising the condition, content and
form of your data fully to prepare it
for its analytical purpose.
D ata ex p lo r atio n: developing deeper intimacy with the
potential qualities and insights contained,
and potentially hidden, within your data.
C hapter 5: Establishing Your Editorial Thinking
W hat is ed ito r ial think ing ? : defining the role of editorial
thinking in data visualisation.
T he influ ence o f ed ito r ial think ing : explaining how the
different dimensions of editorial
thinking influence design choices.
53. Part C: Developing Your Design
Solution
Part C is the main part of the book and covers progression
through the data visualisation design and
production stage. This is where your concerns switch from
hidden thinking to visible thinking. The
individual chapters in this part of the book cover each of the
five layers of the data visualisation anatomy. They
are treated as separate affairs to aid the clarity and organisation
of your thinking, but they are entirely
interrelated matters and the chapter sequences support this.
Within each chapter there is a consistent structure
beginning with an introduction to each design layer, an
overview of the many different possible design options,
followed by detailed guidance on the factors that influence your
choices.
27
54. T he p r o d u ctio n cy cle: describing the cycle of development
activities that take place during this
stage, giving a context for how to work through the subsequent
chapters in this part.
C hapter 6: D ata Representation
Intr o d u cing v is u al enco d ing : an overview of the
essentials of data representation looking at the
differences and relationships between visual encoding and chart
types.
C har t ty p es : a detailed repertoire of 49 different chart types,
profiled in depth and organised by a
taxonomy of chart families: categorical, hierarchical, relational,
temporal, and spatial.
Influ encing facto r s and co ns id er atio ns : presenting the
factors that will influence the suitability
of your data representation choices.
C hapter 7: Interactivity
T he featu r es o f inter activ ity :
Data adjustments: a profile of the options for interactively
55. interrogating and manipulating data.
View adjustments: a profile of the options for interactively
configuring the presentation of data.
Influ encing facto r s and co ns id er atio ns : presenting the
factors that will influence the suitability of
your interactivity choices.
C hapter 8: Annotation
T he featu r es o f anno tatio n:
Project annotation: a profile of the options for helping to
provide viewers with general explanations
about your project.
Chart annotation: a profile of the annotated options for helping
to optimise viewers’ understanding
your charts.
Influ encing facto r s and co ns id er atio ns : presenting the
factors that will influence the suitability of
your annotation choices.
C hapter 9: C olour
56. T he featu r es o f co lo u r :
Data legibility: a profile of the options for using colour to
represent data.
Editorial salience: a profile of the options for using colour to
direct the eye towards the most relevant
features of your data.
Functional harmony: a profile of the options for using colour
most effectively across the entire
visualisation design.
Influ encing facto r s and co ns id er atio ns : presenting the
factors that will influence the suitability of
your colour choices.
28
C hapter 10: C om position
T he featu r es o f co m p o s itio n:
Project composition: a profile of the options for the overall
layout and hierarchy of your visualisation
57. design.
Chart composition: a profile of the options for the layout and
hierarchy of the components of your
charts.
Influ encing facto r s and co ns id er atio ns : presenting the
factors that will influence the suitability of
your composition choices.
Part D: Developing Your Capabilities
Part D wraps up the book’s content by reflecting on the range of
capabilities required to develop confidence
and competence with data visualisation. Following completion
of the design process, the multidisciplinary
nature of this subject will now be clearly established. This final
part assesses the two sides of visualisation
literacy – your role as a creator and your role as a viewer – and
what you need to enhance your skills with both.
C hapter 11: Visualisation Literacy
V iew ing : L ear ning to s ee: learning about the most
effective strategy for understanding
visualisations in your role as a viewer rather than a creator.
58. C r eating : T he cap ab ilities o f the v is u alis er : profiling
the skill sets, mindsets and general
attributes needed to master data visualisation design as a
creator.
29
Part A Foundations
30
1 Defining Data Visualisation
This opening chapter will introduce you to the subject of data
visualisation, defining what data visualisation is
and is not. It will outline the different ingredients that make it
such an interesting recipe and establish a
foundation of understanding that will form a key reference for
all of the decision making you are faced with.
Three core principles of good visualisation design will be
59. presented that offer guiding ideals to help mould
your convictions about distinguishing between effective and
ineffective in data visualisation.
You will also see how data visualisation sits alongside or
overlaps with other related disciplines, and some
definitions about the use of language in this book will be
established to ensure consistency in meaning across
all chapters.
1.1 The Components of Understanding
To set the scene for what is about to follow, I think it is
important to start this book with a proposed
definition for data visualisation (Figure 1.1). This definition
offers a critical term of reference because its
components and their meaning will touch on every element of
content that follows in this book. Furthermore,
as a subject that has many different proposed definitions, I
believe it is worth clarifying my own view before
going further:
F ig u r e 1 .1 A Definition for Data Visualisation
At first glance this might appear to be a surprisingly short
definition: isn’t there more to data visualisation than
60. that, you might ask? Can nine words sufficiently articulate what
has already been introduced as an eminently
complex and diverse discipline?
I have arrived at this after many years of iterations attempting
to improve the elegance of my definition. In the
past I have tried to force too many words and too many clauses
into one statement, making it cumbersome
and rather undermining its value. Over time, as I have
developed greater clarity in my own convictions, I have
in turn managed to establish greater clarity about what I feel is
the real essence of this subject. The definition
above is, I believe, a succinct and practically useful description
of what the pursuit of visualisation is truly
31
about. It is a definition that largely informs the contents of this
book. Each chapter will aim to enlighten you
about different aspects of the roles of and relationships between
each component expressed. Let me introduce
and briefly examine each of these one by one, explaining where
and how they will be discussed in the book.
61. Firstly, d ata, our critical raw material. It might appear a
formality to mention data in the definition for, after
all, we are talking about data visualisation as opposed to, let’s
say, cheese visualisation (though visualisation of
data using cheese has happened, see Figure 1.2), but it needs to
be made clear the core role that data has in the
design process. Without data there is no visualisation; indeed
there is no need for one. Data plays the
fundamental role in this work, so you will need to give it your
undivided attention and respect. You will
discover in Chapter 4 the importance of developing an intimacy
with your data to acquaint yourself with its
physical properties, its meaning and its potential qualities.
F ig u r e 1 .2 Per Capita Cheese Consumption in the US
Data is names, amounts, groups, statistical values, dates,
comments, locations. Data is textual and numeric in
format, typically held in datasets in table form, with rows of
records and columns of different variables.
This tabular form of data is what we will be considering as the
raw form of data. Through tables, we can look
at the values contained to precisely read them as individual data
62. points. We can look up values quite efficiently,
scanning across many variables for the different records held.
However, we cannot easily establish the
comparative size and relationship between multiple data points.
Our eyes and mind are not equipped to
translate easily the textual and numeric values into quantitative
and qualitative meaning. We can look at the
data but we cannot really see it without the context of
relationships that help us compare and contrast them
effectively with other values. To derive understanding from data
we need to see it represented in a different,
visual form. This is the act of d ata r ep r es entatio n.
This word representation is deliberately positioned near the
front of the definition because it is the
quintessential activity of data visualisation design.
Representation concerns the choices made about the form in
which your data will be visually portrayed: in lay terms, what
chart or charts you will use to exploit the brain’s
visual perception capabilities most effectively.
When data visualisers create a visualisation they are
representing the data they wish to show visually through
combinations of marks and attributes. Marks are points, lines
and areas. Attributes are the appearance
63. properties of these marks, such as the size, colour and position.
The recipe of these marks and their attributes,
32
along with other components of apparatus, such as axes and
gridlines, form the anatomy of a chart.
In Chapter 6 you will gain a deeper and more sophisticated
appreciation of the range of different charts that are
in common usage today, broadening your visual vocabulary.
These charts will vary in complexity and
composition, with each capable of accommodating different
types of data and portraying different angles of
analysis. You will learn about the key ingredients that shape
your data representation decisions, explaining the
factors that distinguish the effective from the ineffective
choices.
Beyond representation choices, the p r es entatio n of data
concerns all the other visible design decisions that
make up the overall visualisation anatomy. This includes
choices about the possible applications of
64. interactivity, features of annotation, colour usage and the
composition of your work. During the early stages of
learning this subject it is sensible to partition your thinking
about these matters, treating them as isolated
design layers. This will aid your initial critical thinking.
Chapters 7–10 will explore each of these layers in
depth, profiling the options available and the factors that
influence your decisions.
However, as you gain in experience, the interrelated nature of
visualisation will become much more apparent
and you will see how the overall design anatomy is entirely
connected. For instance, the selection of a chart
type intrinsically leads to decisions about the space and place it
will occupy; an interactive control may be
included to reveal an annotated caption; for any design property
to be even visible to the eye it must possess a
colour that is different from that of its background.
The goal expressed in this definition states that data
visualisation is about facilitating u nd er s tand ing .
This is very important and some extra time is required to
emphasise why it is such an influential component in
our thinking. You might think you know what understanding
means, but when you peel back the surface
65. you realise there are many subtleties that need to be
acknowledged about this term and their impact on your
data visualisation choices. Understanding ‘understanding’ (still
with me?) in the context of data visualisation is
of elementary significance.
When consuming a visualisation, the viewer will go through a
process of understanding involving three stages:
perceiving, interpreting and comprehending (Figure 1.3). Each
stage is dependent on the previous one and
in your role as a data visualiser you will have influence but not
full control over these. You are largely at the
mercy of the viewer – what they know and do not know, what
they are interested in knowing and what might
be meaningful to them – and this introduces many variables
outside of your control: where your control
diminishes the influence and reliance on the viewer increases.
Achieving an outcome of understanding is
therefore a collective responsibility between visualiser and
viewer.
These are not just synonyms for the same word, rather they
carry important distinctions that need
appreciating. As you will see throughout this book, the
subtleties and semantics of language in data
66. visualisation will be a recurring concern.
F ig u r e 1 .3 The Three Stages of Understanding
33
Let’s look at the characteristics of the different stages that form
the process of understanding to help explain
their respective differences and mutual dependencies.
Firstly, perceiving. This concerns the act of simply being able
to read a chart. What is the chart showing you?
How easily can you get a sense of the values of the data being
portrayed?
Where are the largest, middle-sized and smallest values?
What proportion of the total does that value hold?
How do these values compare in ranking terms?
To which other values does this have a connected relationship?
The notion of understanding here concerns our attempts as
viewers to efficiently decode the representations of
the data (the shapes, the sizes and the colours) as displayed
67. through a chart, and then convert them into
perceived values: estimates of quantities and their relationships
to other values.
Interpreting is the next stage of understanding following on
from perceiving. Having read the charts the
viewer now seeks to convert these perceived values into some
form of meaning:
Is it good to be big or better to be small?
What does it mean to go up or go down?
Is that relationship meaningful or insignificant?
Is the decline of that category especially surprising?
The viewer’s ability to form such interpretations is influenced
by their pre-existing knowledge about the
portrayed subject and their capacity to utilise that knowledge to
frame the implications of what has been read.
Where a viewer does not possess that knowledge it may be that
the visualiser has to address this deficit. They
will need to make suitable design choices that help to make
clear what meaning can or should be drawn from
the display of data. Captions, headlines, colours and other
annotated devices, in particular, can all be used to
achieve this.
68. Comprehending involves reasoning the consequence of the
perceiving and interpreting stages to arrive at a
personal reflection of what all this means to them, the viewer.
How does this information make a difference
to what was known about the subject previously?
Why is this relevant? What wants or needs does it serve?
34
Has it confirmed what I knew or possibly suspected beforehand
or enlightened me with new
knowledge?
Has this experience impacted me in an emotional way or left me
feeling somewhat indifferent as a
consequence?
Does the context of what understanding I have acquired lead me
to take action – such as make a
decision or fundamentally change my behaviour – or do I simply
have an extra grain of knowledge the
consequence of which may not materialise until much later?
69. Over the page is a simple demonstration to further illustrate this
process of understanding. In this example I
play the role of a viewer working with a sample isolated chart
(Figure 1.4). As you will learn throughout the
design chapters, a chart would not normally just exist floating
in isolation like this one does, but it will serve a
purpose for this demonstration.
Figure 1.4 shows a clustered bar chart that presents a
breakdown of the career statistics for the footballer Lionel
Messi during his career with FC Barcelona.
The process commences with perceiving the chart. I begin by
establishing what chart type is being used. I am
familiar with this clustered bar chart approach and so I quickly
feel at ease with the prospect of reading its
display: there is no learning for me to have to go through on
this occasion, which is not always the case as we
will see.
I can quickly assimilate what the axes are showing by
examining the labels along the x- and y-axes and by
taking the assistance provided by colour legend at the top. I
move on to scanning, detecting and observing the
general physical properties of the data being represented. The
70. eyes and brain are working in harmony,
conducting this activity quite instinctively without awareness or
delay, noting the most prominent features of
variation in the attributes of size, shape, colour and position.
F ig u r e 1 .4 Demonstrating the Process of Understanding
35
I look across the entire chart, identifying the big, small and
medium values (these are known as stepped
magnitude judgements), and form an overall sense of the
general value rankings (global comparison
judgements). I am instinctively drawn to the dominant bars
towards the middle/right of the chart, especially as
I know this side of the chart concerns the most recent career
performances. I can determine that the purple bar
– showing goals – has been rising pretty much year-on-year
towards a peak in 2011/12 and then there is a dip
before recovery in his most recent season.
My visual system is now working hard to decode these
properties into estimations of quantities (amounts of
71. things) and relationships (how different things compare with
each other). I focus on judging the absolute
magnitudes of individual bars (one bar at a time). The
assistance offered by the chart apparatus, such as the
vertical axis (or y- axis) values and the inclusion of gridlines, is
helping me more quickly estimate the quantities
with greater assurance of accuracy, such as discovering that the
highest number of goals scored was around 73.
I then look to conduct some relative higher/lower comparisons.
In comparing the games and goals pairings I
can see that three out of the last four years have seen the purple
bar higher than the blue bar, in contrast to all
the rest. Finally I look to establish proportional relationships
between neighbouring bars, i.e. by how much
larger one is compared with the next. In 2006/07 I can see the
blue bar is more than twice as tall as the purple
one, whereas in 2011/12 the purple bar is about 15% taller.
By reading this chart I now have a good appreciation of the
quantities displayed and some sense of the
relationship between the two measures, games and goals.
The second part of the understanding process is interpreting. In
reality, it is not so consciously consecutive or
72. delayed in relationship to the perceiving stage but you cannot
get here without having already done the
perceiving. Interpreting, as you will recall, is about converting
perceived ‘reading’ into meaning. Interpreting is
essentially about orientating your assessment of what you’ve
read against what you know about the subject.
36
As I mentioned earlier, often a data visualiser will choose to –
or have the opportunity to – share such insights
via captions, chart overlays or summary headlines. As you will
learn in Chapter 3, the visualisations that present
this type of interpretation assistance are commonly described as
offering an ‘explanatory’ experience. In this
particular demonstration it is an example of an ‘exhibitory’
experience, characterised by the absence of any
explanatory features. It relies on the viewer to handle the
demands of interpretation without any assistance.
As you will read about later, many factors influence how well
different viewers will be able to interpret a
visualisation. Some of the most critical include the level of
73. interest shown towards the subject matter, its
relevance and the general inclination, in that moment, of a
viewer to want to read about that subject through a
visualisation. It is also influenced by the knowledge held about
a subject or the capacity to derive meaning
from a subject even if a knowledge gap exists.
Returning to the sample chart, in order to translate the
quantities and relationships I extracted from the
perceiving stage into meaning, I am effectively converting the
reading of value sizes into notions of good or
bad and comparative relationships into worse than or better than
etc. To interpret the meaning of this data
about Lionel Messi I can tap into my passion for and knowledge
of football. I know that for a player to score
over 25 goals in a season is very good. To score over 35 is
exceptional. To score over 70 goals is frankly
preposterous, especially at the highest level of the game (you
might find plenty of players achieving these
statistics playing for the Dog and Duck pub team, but these
numbers have been achieved for Barcelona in La
Liga, the Champions League and other domestic cup
competitions). I know from watching the sport, and
poring over statistics like this for 30 years, that it is very rare
for a player to score remotely close to a ratio of
74. one goal per game played. Those purple bars that exceed the
height of the blue bars are therefore remarkable.
Beyond the information presented in the chart I bring
knowledge about the periods when different managers
were in charge of Barcelona, how they played the game, and
how some organised their teams entirely around
Messi’s talents. I know which other players were teammates
across different seasons and who might have
assisted or hindered his achievements. I also know his age and
can mentally compare his achievements with the
traditional football career arcs that will normally show a steady
rise, peak, plateau, and then decline.
Therefore, in this example, I am not just interested in the
subject but can bring a lot of knowledge to aid me
in interpreting this analysis. That helps me understand a lot
more about what this data means. For other
people they might be passingly interested in football and know
how to read what is being presented, but they
might not possess the domain knowledge to go deeper into the
interpretation. They also just might not care.
Now imagine this was analysis of, let’s say, an NHL ice hockey
player (Figure 1.5) – that would present an
entirely different challenge for me.
75. In this chart the numbers are irrelevant, just using the same
chart as before with different labels. Assuming this
was real analysis, as a sports fan in general I would have the
capacity to understand the notion of a
sportsperson’s career statistics in terms of games played and
goals scored: I can read the chart (perceiving) that
shows me this data and catch the gist of the angle of analysis it
is portraying. However, I do not have sufficient
domain knowledge of ice hockey to determine the real meaning
and significance of the big–small, higher–
lower value relationships. I cannot confidently convert ‘small’
into ‘unusual’ or ‘greater than’ into ‘remarkable’.
My capacity to interpret is therefore limited, and besides I have
no connection to the subject matter, so I am
insufficiently interested to put in the effort to spend much time
with any in-depth attempts at interpretation.
F ig u r e 1 .5 Demonstrating the Process of Understanding
37
Imagine this is now no longer analysis about sport but about the
sightings in the wild of Winglets and
76. Spungles (completely made up words). Once again I can still
read the chart shown in Figure 1.6 but now I
have absolutely no connection to the subject whatsoever. No
knowledge and no interest. I have no idea what
these things are, no understanding about the sense of scale that
should be expected for these sightings, I don’t
know what is good or bad. And I genuinely don’t care either. In
contrast, for those who do have a knowledge
of and interest in the subject, the meaning of this data will be
much more relevant. They will be able to read
the chart and make some sense of the meaning of the quantities
and relationships displayed.
To help with perceiving, viewers need the context of scale. To
help with interpreting, viewers need the
context of subject, whether that is provided by the visualiser or
the viewer themself. The challenge for you and
I as data visualisers is to determine what our audience will
know already and what they will need to know in
order to possibly assist them in interpreting the meaning. The
use of explanatory captions, perhaps positioned
in that big white space top left, could assist those lacking the
knowledge of the subject, possibly offering a
short narrative to make the interpretations – the meaning –
clearer and immediately accessible.