8
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 120 words or less. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that writing this section after the paper itself may be helpful. See section 2.04 APA for tips and more information on writing abstracts. This template was updated April 25, 2016.
Title of the Paper
This template’s margins, page numbers, and page breaks are set for you, and you do not need to change them. Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.
After considering these formatting issues, you will need to construct a thesis statement, which lets readers know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement provides readers with a lens for understanding the forthcoming research presented in the body of your essay (after all, each piece of literature should support and apply to this thesis statement).
Once you have established your thesis, begin constructing the introduction. An easy template for writing an introduction follows:
1.
Start with what has been said or done regarding the topic.
2.
Explain the problem with what has been said or done.
3.
Offer a solution in a concise thesis statement that can be supported by the literature.
4.
Explain how the thesis brings about social change.
Level 1 Heading
This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention; many shorter paragraphs are better than a few long ones. In short, think this: new idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Note that, when you add additional headings, you should use the APA levels available in the Styles area of your toolbar. If you enter them manually instead, you may need to delete the automatic indent that appears because Word thinks you are beginning a new paragraph. Again, the topic sentence of this ...
1. Essay) Discuss the drivers in the environment and the economy t.docxjackiewalcutt
1. Essay) Discuss the drivers in the environment and the economy that provide a driver for the sustainable. In your answer include a discussion as to how population affluence and Technology impact the biosphere. How do these come together in their impact? (i.e. discuss the synergies between these) and where does the sustainable business fit within these.
2. (Essay) Describe in detail why regulatory compliance is far below the standards of a responsible, sustainable business. Be sure to comprehensively develop the concept of Corporate Responsibility in your essay.
3. (Essay) Describe how the market reacts to correct overconsumption of a resource such as water or gasoline. Why doesn’t the market respond in similar ways to air quality of habitat destruction?
4.What are the three fundamental challenges to a sustainable economy?
5. (Essay) Discuss international finance as it relates to sustainability.
6. Where will changes in the traditional business paradigm have to occur in order to accommodate sustainability in the coming decades?
7. (Essay) Briefly describe the “Cradle –to-cradle model. Provide at least one example to support your answer.
1
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) survey of 120 major American corporations, “in today’s workplace writing is a threshold skill for hiring ...
2TYPE ABBREVIATED TITLE HERE Assignment 1 Topic.docxlorainedeserre
2
TYPE ABBREVIATED TITLE HERE
Assignment 1: Topic Outline and Objectives
Student Name Here
Date
EDU528
Dr. Sheri Burnett
Strayer University
Running head: TYPE ABBREVIATED TITLE HERE 1
Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 150-200 words. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that you cannot write this section until the paper is completed. REMOVE THIS SECTION UNLESS YOU ARE REQUIRED TO WRITE AN ABSTRACT.
The Topic Outline and Objectives
Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to “0”). Instead, just double space as usual, indent a full ½ inch (use the tab key), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction. If you use headings, follow the instructions below. NOTE THAT NOT ALL ASSIGNMENTS REQUIRE HEADINGS.
Description
Summarize the subject that you would teach and the value of the subject for yourself and others.
Text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention—many shorter paragraphs are better than a few long ones. In short, think: new idea, new paragraph.
Create a Topic Outline for the Subject of your Course
#1. Identify The Purpose Of The Paper.
#2. Identify Your Key Points.
#3. Add Supporting Details.
#4. Write Your Introduction.
#5. Write Your Conclusion.
Here is another Level 1 heading. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another:
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2004), largely due to the state’s recent financial cutbacks of fine arts programs (Pennsylvania Educational System, 2004).
2. Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Johnson & Hammer, 2003; Christianson, 2004).
Write at least one over-arching objective (terminal objective ...
Paper Assignment Topic Please use the following prompt to .docxbunyansaturnina
Paper Assignment Topic
Please use the following prompt to guide your paper. Papers must be a minimum of 4 pages and
about 2700 words in length. You should incorporate terms and concepts that are covered in the book.
The point of this assignment is to incorporate what you learned in the class with experiences you have
outside of class. This assignment is due by June 11th by 11:59pm on Blackboard. Please see the
syllabus for formatting requirements.
Writing Prompt: Travel to a place that has a culture that is unfamiliar to you. This may be a religious
place (church, mosque, temple, etc.), a cultural area (a cultural museum, park, gathering, festival, etc.),
or you may seek out a group of people that share a cultural background that is unfamiliar to you (a
student club on campus). Before you go, pick a topic from the reading that is interesting to you
(motivation, emotion, development, etc.). Meet and speak with people there and learn about them and
their culture so that you can learn firsthand about the differences between your own culture and theirs.
Your task is to write about what it would be like for you to become a part of this culture. What would be
easy? What would be difficult? Would you be accepted by this group or is your way of life too different?
What benefits would you have from joining this group? What would you lose? Make sure to incorporate
how the topic you picked from the reading related to your new experiences.
ALL CAPS SHORT TITLE 50 CHARACTERS OR LESS 7
APA Format Template: Title of Paper Goes Here Not Bold 12 pt. Font
Your Name
University of North Carolina School of Social Work
Running head: ALL CAPS SHORT TITLE 50 CHARACTERS OR LESS 1
Title of Paper Repeated Exactly As It Appears On Title Page
This template was developed by Paul Rose of Southern Illinois University Edwardsville. To make the template more practical for typical class papers, we have made minor alterations to Dr. Rose’s template (e.g., omitting Author Note, Abstract sections). If submitting a paper for publication, use Dr. Rose’s full template, which is available for free download at www.siue.edu/~prose/classes/APAFormatTemplate.doc
To use this template, begin the body of your paper (your introduction) as the first paragraph beneath the title. Note that APA does not use the Introduction header: just plunge in. Add your text and delete the placeholder text used in the template. The rest of the text in this template provides hints about properly generating all the parts of your APA-formatted paper.
APA style specifies that major components of the paper (abstract, body, references, etc.) each begin on a new page with the heading centered at the top of the page. The body of the text is typically divided into sections with headings such as Method, Results, and Discussion. For an example of a paper properly forma.
Write a 3-5 page paper in which you1. Candidly assess yourself .docxericbrooks84875
Write a 3-5 page paper in which you:
1. Candidly assess yourself on each of Jack Welch's 4 Es and 1P, including your strengths,
weaknesses, and what you can do to improve.
2. Provide examples of occasions during your career when you demonstrated your strengths and
when your weaknesses came into play.
Your assignment should adhere to these guidelines:
Write in a logical, well-organized, conventional business style. Use Times New Roman font size
12 or similar, double space, and leave ample white space per page.
All references must follow JWMI style guide and works must be cited appropriately. Check with
your professor for any additional instructions on citations.
On the first page or in a header, include the title of the assignment, the student’s name, the
professor’s name, the course title, and the date. Reference pages are not included in the
assignment page length.
Faculty have discretion to penalize for assignments over or under the assignment guidelines.
Check with your individual professor if you feel the assignment requires a much longer or shorter
treatment than recommended.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and
language and writing skills, using the following rubric.
1
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) su.
PAGE Running head TYPE ABBREVIATED TITLE HERE 1Final Lab.docxalfred4lewis58146
PAGE
Running head: TYPE ABBREVIATED TITLE HERE
1
Final Lab Report
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Date Here
Table of Contents
Title page………………………………………………………..…1
Table of Contents …………………………………………………2
Abstract
This is the abstract, which is typed in block format with no indentation. It is a brief summation of your paper and should be 150 words or less. It should be accurate and concise. Your abstract should also be written in a self-contained way so people reading only your abstract would fully understand the content and the implications of your report. It may be helpful to write this section last when you have collected all the information in your paper. See section 2.04 APA for helpful tips and for more information on writing abstracts.
Level-1 Heading—Part I
This introduction is a statement of why you conducted this lab research and what information it has the potential to contribute to the scientific world. Be sure to include any background information important for the reader to understand your study. Be sure to also clearly identify your hypothesis statement or statement(s).
This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention—it’s much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph.
Make sure that you do not include “Level 1 Heading” in your final paper. Each heading should be replaced with the title of the heading.
Level-2 Heading—Materials and Methods
For the Methods and Materials, please describe the set-up of the lab and how you conducted your experiment. It is acceptable to use the word “I” in this section. Use it sparingly, though, as it is not commonly accepted in scientific papers. Describe the process you went through to collect your data in detail, including minor elements that may be relevant, like time or day, or anything important for the reader to understand your data collection methods.
The Level 2 heading here implies that we are in a subsection of the previous section. Using headings are a great way to organize your paper and increase its readability, so be sure to review heading rules on APA 3.31 and 3.32 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase).
Level-2 Heading—Data
Please create a table.
1. Essay) Discuss the drivers in the environment and the economy t.docxjackiewalcutt
1. Essay) Discuss the drivers in the environment and the economy that provide a driver for the sustainable. In your answer include a discussion as to how population affluence and Technology impact the biosphere. How do these come together in their impact? (i.e. discuss the synergies between these) and where does the sustainable business fit within these.
2. (Essay) Describe in detail why regulatory compliance is far below the standards of a responsible, sustainable business. Be sure to comprehensively develop the concept of Corporate Responsibility in your essay.
3. (Essay) Describe how the market reacts to correct overconsumption of a resource such as water or gasoline. Why doesn’t the market respond in similar ways to air quality of habitat destruction?
4.What are the three fundamental challenges to a sustainable economy?
5. (Essay) Discuss international finance as it relates to sustainability.
6. Where will changes in the traditional business paradigm have to occur in order to accommodate sustainability in the coming decades?
7. (Essay) Briefly describe the “Cradle –to-cradle model. Provide at least one example to support your answer.
1
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) survey of 120 major American corporations, “in today’s workplace writing is a threshold skill for hiring ...
2TYPE ABBREVIATED TITLE HERE Assignment 1 Topic.docxlorainedeserre
2
TYPE ABBREVIATED TITLE HERE
Assignment 1: Topic Outline and Objectives
Student Name Here
Date
EDU528
Dr. Sheri Burnett
Strayer University
Running head: TYPE ABBREVIATED TITLE HERE 1
Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 150-200 words. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that you cannot write this section until the paper is completed. REMOVE THIS SECTION UNLESS YOU ARE REQUIRED TO WRITE AN ABSTRACT.
The Topic Outline and Objectives
Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to “0”). Instead, just double space as usual, indent a full ½ inch (use the tab key), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction. If you use headings, follow the instructions below. NOTE THAT NOT ALL ASSIGNMENTS REQUIRE HEADINGS.
Description
Summarize the subject that you would teach and the value of the subject for yourself and others.
Text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention—many shorter paragraphs are better than a few long ones. In short, think: new idea, new paragraph.
Create a Topic Outline for the Subject of your Course
#1. Identify The Purpose Of The Paper.
#2. Identify Your Key Points.
#3. Add Supporting Details.
#4. Write Your Introduction.
#5. Write Your Conclusion.
Here is another Level 1 heading. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another:
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2004), largely due to the state’s recent financial cutbacks of fine arts programs (Pennsylvania Educational System, 2004).
2. Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Johnson & Hammer, 2003; Christianson, 2004).
Write at least one over-arching objective (terminal objective ...
Paper Assignment Topic Please use the following prompt to .docxbunyansaturnina
Paper Assignment Topic
Please use the following prompt to guide your paper. Papers must be a minimum of 4 pages and
about 2700 words in length. You should incorporate terms and concepts that are covered in the book.
The point of this assignment is to incorporate what you learned in the class with experiences you have
outside of class. This assignment is due by June 11th by 11:59pm on Blackboard. Please see the
syllabus for formatting requirements.
Writing Prompt: Travel to a place that has a culture that is unfamiliar to you. This may be a religious
place (church, mosque, temple, etc.), a cultural area (a cultural museum, park, gathering, festival, etc.),
or you may seek out a group of people that share a cultural background that is unfamiliar to you (a
student club on campus). Before you go, pick a topic from the reading that is interesting to you
(motivation, emotion, development, etc.). Meet and speak with people there and learn about them and
their culture so that you can learn firsthand about the differences between your own culture and theirs.
Your task is to write about what it would be like for you to become a part of this culture. What would be
easy? What would be difficult? Would you be accepted by this group or is your way of life too different?
What benefits would you have from joining this group? What would you lose? Make sure to incorporate
how the topic you picked from the reading related to your new experiences.
ALL CAPS SHORT TITLE 50 CHARACTERS OR LESS 7
APA Format Template: Title of Paper Goes Here Not Bold 12 pt. Font
Your Name
University of North Carolina School of Social Work
Running head: ALL CAPS SHORT TITLE 50 CHARACTERS OR LESS 1
Title of Paper Repeated Exactly As It Appears On Title Page
This template was developed by Paul Rose of Southern Illinois University Edwardsville. To make the template more practical for typical class papers, we have made minor alterations to Dr. Rose’s template (e.g., omitting Author Note, Abstract sections). If submitting a paper for publication, use Dr. Rose’s full template, which is available for free download at www.siue.edu/~prose/classes/APAFormatTemplate.doc
To use this template, begin the body of your paper (your introduction) as the first paragraph beneath the title. Note that APA does not use the Introduction header: just plunge in. Add your text and delete the placeholder text used in the template. The rest of the text in this template provides hints about properly generating all the parts of your APA-formatted paper.
APA style specifies that major components of the paper (abstract, body, references, etc.) each begin on a new page with the heading centered at the top of the page. The body of the text is typically divided into sections with headings such as Method, Results, and Discussion. For an example of a paper properly forma.
Write a 3-5 page paper in which you1. Candidly assess yourself .docxericbrooks84875
Write a 3-5 page paper in which you:
1. Candidly assess yourself on each of Jack Welch's 4 Es and 1P, including your strengths,
weaknesses, and what you can do to improve.
2. Provide examples of occasions during your career when you demonstrated your strengths and
when your weaknesses came into play.
Your assignment should adhere to these guidelines:
Write in a logical, well-organized, conventional business style. Use Times New Roman font size
12 or similar, double space, and leave ample white space per page.
All references must follow JWMI style guide and works must be cited appropriately. Check with
your professor for any additional instructions on citations.
On the first page or in a header, include the title of the assignment, the student’s name, the
professor’s name, the course title, and the date. Reference pages are not included in the
assignment page length.
Faculty have discretion to penalize for assignments over or under the assignment guidelines.
Check with your individual professor if you feel the assignment requires a much longer or shorter
treatment than recommended.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and
language and writing skills, using the following rubric.
1
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) su.
PAGE Running head TYPE ABBREVIATED TITLE HERE 1Final Lab.docxalfred4lewis58146
PAGE
Running head: TYPE ABBREVIATED TITLE HERE
1
Final Lab Report
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Date Here
Table of Contents
Title page………………………………………………………..…1
Table of Contents …………………………………………………2
Abstract
This is the abstract, which is typed in block format with no indentation. It is a brief summation of your paper and should be 150 words or less. It should be accurate and concise. Your abstract should also be written in a self-contained way so people reading only your abstract would fully understand the content and the implications of your report. It may be helpful to write this section last when you have collected all the information in your paper. See section 2.04 APA for helpful tips and for more information on writing abstracts.
Level-1 Heading—Part I
This introduction is a statement of why you conducted this lab research and what information it has the potential to contribute to the scientific world. Be sure to include any background information important for the reader to understand your study. Be sure to also clearly identify your hypothesis statement or statement(s).
This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention—it’s much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph.
Make sure that you do not include “Level 1 Heading” in your final paper. Each heading should be replaced with the title of the heading.
Level-2 Heading—Materials and Methods
For the Methods and Materials, please describe the set-up of the lab and how you conducted your experiment. It is acceptable to use the word “I” in this section. Use it sparingly, though, as it is not commonly accepted in scientific papers. Describe the process you went through to collect your data in detail, including minor elements that may be relevant, like time or day, or anything important for the reader to understand your data collection methods.
The Level 2 heading here implies that we are in a subsection of the previous section. Using headings are a great way to organize your paper and increase its readability, so be sure to review heading rules on APA 3.31 and 3.32 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase).
Level-2 Heading—Data
Please create a table.
Communication in the Workplace
Communication Analysis Essay and Discussion Assignment
Reference: Chapters 1 - 6
Instructions:
SELECT a topic from the sample choices. Read and analyze. Using your textbook for support!
FORMAT with the following WRITING GUIDELINES:
1. Typed 12 point font, Times New Roman
1. Double spaced, page length will vary (approximately 3 pages)
1. Stapled upper left-hand corner
1. Information used from our textbook or outside sources should be noted in-text in APA or MLA format along with either a Reference or Works Cited page.
HINTS:
1. If you use a direct quote, place quotation marks and in-text cite.
1. If you summarize someone’s knowledge and use your own words, and in-text cite it.
1. If you are in doubt, cite it!!!!!
1. Remember the 80/20 rule: 80% of your essay response should always be your thoughts/words and 20% directly quoted. BUT REMEMBER, JUST BECAUSE YOU PUT IT IN YOUR OWN WORDS DOES NOT MEAN IT IS YOURS. YOU MUST GIVE CREDIT FOR THE IDEA! Cite, cite, cite, cite, cite!
1. OWL PURDUE WRITING LAB is a wonderful resource and reminder of these tips and more. Check it out!
1. Visit the ECU Writing Center for help with sources, organization and error check. If you are unsure about using sources correctly, seek help! Plagiarism is unacceptable.
ON DUE DATE:
1. Upload your Communication Essay to Safe Assign on Blackboard link provided before you attend class on the due date. Be prepared to discuss/present a brief 3-4 minute oral summary of your essay utilizing your essay as a reference before a small group of your classmates. You may bring your essay or notes to help you with this discussion/presentation.
EVALUATION:
Your grade on this assignment will be based on your written and discussion response. Each area is worth 25 points for a total of 100. Each of the 4 areas will be assessed as either Excellent, Competent, Needs Improvement.
Area 1: Adherence to WRITING GUIDELINES
Area 2: Style: grammar/punctuation/readability
Area 3: Organization/ Supporting examples and terminology utilized from the textbook for support
Area 4: Presentation individual summary-group discussion; Active participant/listener- group discussion
*****************************************************************************
CHOICES! (In each choice, make sure that you search for a RECENT article. This means within the past 6-12 months.)
*****************************************************************************
Email and text messages are not always the most appropriate channel for a particular message. Think of a specific instance in your life where you used IM or e-mail and the message sent was not the message received.
· First, describe the kinds of problems caused by selecting this channel of communication? Could these problems been prevented by using a different channel for sending the message? Make sure to use the .
Criterion 1
A - 4 - Mastery
Presentation provides comprehensive discussion of data warehouse and benefits to tourism board.
Criterion 2
A - 4 - Mastery
Presentation provides comprehensive explanation of a dashboard and usefulness to tourism board.Criterion 3
A - 4 - Mastery
Presentation provides comprehensive examples of how BI dashboards can supplement current strategies and benefits for executive reporting dashboards
Criterion 4
A - 4 - Mastery
Proper presentation format, APA citations, professional tone, fewer than 2 grammar/spelling errors.
Current and Future Special Educator
Grand Canyon University
SPD 580: Methods of Teaching Language Arts to Students with Mild/Moderate Disabilities
Professor Eugenia Scales
Date
Introduction. This paragraph does not have a title. The title page serves as the title. Scholarly writing includes three to seven sentences in a paragraph. However, three to five short distinct sentences will be sufficient. Paragraphs should not be one page or longer in length. Here is a model to help you. Use the acronym MEAL when writing paragraphs with APA 7th edition citations.
MEAL:
Main idea. Introduce the focus of the paragraph.
Evidence. Support the main idea with source information.
Analysis. Explain and analyze the source information.
Lead out. Conclude the topic, like a conclusion paragraph.
Remember that perfection is not the goal. There will be always room for improvement. Being detail oriented does not equal perfection; however, it enables you to move toward scholarship. Use LopesWrite to stress clear, concise, and research writing. Avoid Plagiarism and Direct Quotes.
1st paragraph is titled Comprehension Strategies (Level 1 heading)
This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading is a short descriptor of a section.
2nd paragraph is titled Graphic Organizers (cite a source)
3rd paragraph is titled Independent Practice (cite a source)
4th paragraph is titled Model-Lead Test (cite a source)
5th paragraph is titled Peer Tutoring (cite a source)
6th paragraph is titled Repeated Reading (cite a source)
7th paragraph is titled Instructional Goals
8th paragraph is titled Parent Involvement
9th paragraph is titled Student Concerns
10th paragraph is titled Conclusion
Beginning the conclusion with phrases like "in closing," "in summary" or "in conclusion" is redundant and unnecessary. Scholarly writing includes three to seven sentences in a paragraph. However, three to five short and distinct sentences will be sufficient. Your conclusion does not contain any new information.
References
The word “References”, is centered, in bold, at the top of the page. The reference list should appear at the end of the paper, on a separate page. Review h ...
1Note to students This is an example of a paper formatted to .docxhyacinthshackley2629
1
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) survey of 120 major American corporations, “in today’s workplace writing is a threshold skill for hiring and promotion among salaried (i.e., professional) employees” (p. 3). Thus, excellent writing is one of the most important objectives of a business education. To help students achieve this professional advantage, the Jack Welch Management Institute requires all students to develop a professional writing style. The following sections discuss and are examples of the basics of one commonly used manuscript style, APA. Note that this manuscript format does not include all details of APA.
General Manuscript Format
The body of the paper should have one inch margins and use a 12 pt. font that is easy to read, such as Times New Roman. To aid ease of reading, double space throughout the paper. Align the manuscript flush left, resulting in an uneven right margin. Indent paragraphs five to seven spaces. Page numbers are one inch from the top right edge of the paper. Page numbers are not required for short papers, yet useful for longer ones. Headings
Begin each major section of the paper with the topic heading in bold font, centered at the top of the page. The body of the text is typically divided into subsections as shown in this template.
5Note to students This is an example of a paper formatted to .docxblondellchancy
5
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) survey of 120 major American corporations, “in today’s workplace writing is a threshold skill for hiring and promotion among salaried (i.e., professional) employees” (p. 3). Thus, excellent writing is one of the most important objectives of a business education. To help students achieve this professional advantage, the Jack Welch Management Institute requires all students to develop a professional writing style. The following sections discuss and are examples of the basics of one commonly used manuscript style, APA. Note that this manuscript format does not include all details of APA.
General Manuscript Format
The body of the paper should have one inch margins and use a 12 pt. font that is easy to read, such as Times New Roman. To aid ease of reading, double space throughout the paper. Align the manuscript flush left, resulting in an uneven right margin. Indent paragraphs five to seven spaces. Page numbers are one inch from the top right edge of the paper. Page numbers are not required for short papers, yet useful for longer ones. Headings
Begin each major section of the paper with the topic heading in bold font, centered at the top of the page. The body of the text is typically divided into subsections as shown in this template ...
Running head ABBREVIATED VERSION OF TITLE IN ALL CAPS .docxhealdkathaleen
Running head: ABBREVIATED VERSION OF TITLE IN ALL CAPS 1
2
[School Name] School/Family/Community Partnership Evaluation Report
by
Student’s Name
EDLD 5339
Date of Submission
Your evaluation report should be:
· Double-spaced between all text lines
· Times New Roman typeface
· 12-pt font
· 1-inch margins on all sides
· The general rule is to use numerals to express numbers 10 and above and words to express numbers below 10.
· In-text citations: Follow the author-date method. This means that the author's last name and the year of publication for the source should appear in the text, for example, (Jones, 2014), and a complete reference should appear in the reference list at the end of the paper.
· Each source cited in text must appear in the reference list at the end of the paper and “each entry in the reference list must be cited in text” (APA, 2010, p. 174). A personal conversation is the only exception. You will cite a personal conversation within the text, however, you will not list it within the references.
· Review carefully the APA guidelines to ensure all references and citations are formatted correctly.
· Use direct quotes only if you have good reason. Most of your paper should be in your own words. You should summarize or paraphrase.
.
Title of Evaluation Report
Center and Bold the Title
(Lamar Requirement)
Section One
Because the introduction is clearly identified by its position in the paper, it does not have a heading. Your paper opens with an introduction that sets the stage for the reader to better understand the overall school/family/community partnership evaluation process. Your report’s first paragraph is an introduction to your evaluation process. In this section you explain the process by which your stakeholder committee, which includes administration, faculty, parents (families), community members, and business partners, work collaboratively to evaluate school level family and community communication and partnerships. The purpose of the report should be stated in the first or second paragraph. The first part is typically several paragraphs describing the overall scenario or context of your study, e.g. name of school, location, relevant history, campus demographics (ethnicity and socio-economic level of students, grade levels, urban or rural, etc.), stakeholder committee demographics as well as any other relevant information that will assist the reader in understanding the context of your report. Include any significant challenges or biases discovered that might impact the project. The reader should have a good idea what the paper is about before finishing the first page.
Background
Level 2 Heading
In the background section provide a description of how you have worked with your campus mentor to involve the principal or assistant principal, counselor(s), teachers from each grade level or department, parents (families), community members, and business repr ...
16Title of PaperYour NameMethodist CollEttaBenton28
1
6
Title of Paper
Your Name
Methodist College
Course Number and Title (e.g. ENG201: Disciplinary Composition)
Instructor (use the preference of the instructor, e.g. Professor Colleen Karn or Dr. Lori Wagner)
Date (e.g. 23 September 2020)
Full Title of Your Paper
An introductory paragraph prepares your audience to read the rest of your paper. What do you need to tell them? Give a brief description of your topic. Do not go into specific details, save those for body paragraphs. Also, your introduction needs to contain your thesis statement, which is the main idea or purpose of your paper stated in one sentence. Do not list all of your points or subtopics in your thesis statement—find a way to encompass all of your points in a succinct manner. Do not narrate your paper with thesis statements such as, “This paper will demonstrate the need for healthier school lunches.” Instead, simply state your position, “Public schools need to provide healthier lunches.” Notice the heading of this paragraph is the title of the paper and it is in bold. Do not use the word, “Introduction” as a heading for this paragraph.
First Main Section of the Paper
Use the instructor’s instructions and/or rubric to determine how you will organize the content of the paper. Use Level 1 headings (centered, bold, with all main words capitalized) for the main sections of the paper. For example, you are writing about personal health. In the instructions the three areas of personal health about which you are required to write are physical health, mental health, and social health. You would use those areas as the main sections of your paper. You could even use those exact terms as the Level 1 headings. Since the instructions listed physical health first, you should make that the first main section of your paper.
Subsection of the First Main Section
If a main section of your paper has more than one aspect or subsection about which you will write, then break the main section into subsection. For example, physical health has multiple aspects to it, such as nutrition, exercise, and sleep. Therefore, you would want to include subsections for those aspects. For our example, this subsection would be about nutrition.
Each subsection begins with a Level 2 heading which flush left, in bold, and has all of the main words capitalized. If you wish to use subsections, you must have at least two for that main section. In other words, if you want to use Level 2 headings, you must have at least two under the Level 1 heading you are subdividing. The same goes for Level 3 headings; there must be at least two Level 3 headings under the Level 2 heading you are subdividing.
Another Subsection of the First Main Section
This would be another subsection of the first main section. Going back to our example, this subsection would be about exercise. In addition to organizing your paper, you often need to include source material as support. There are three ways to include source material ...
5Typing Template for APA Papers- A Sample of Proper Formatting for APA.docxchristina345678
5
Typing Template for APA Papers: A Sample of Proper Formatting for APA Style
Student A. Sample
College Name, Grand Canyon University
Course Number: Course Title
Instructor’s Name
Running head: ASSIGNMENT TITLE HERE
1
Assignment Due Date
Typing Template for APA Papers: A Sample of Proper Formatting for APA Style
This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association . The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a first-line indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers.
The Section Heading
The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction†is not used as a heading.
Subsection Heading
The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized.
Subsection Heading
APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page.
The Title Page
When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for cours.
BA634 Current & Emerging TechnologyResearch PaperUnderstanding.docxwilcockiris
BA634 Current & Emerging Technology
Research Paper
Understanding Evolving Technologies
As we all know technology is evolving at a rate that, to some, seems overwhelming. These technologies often evolve to offer higher quality products and services at lower prices causing a disruption in markets that is sometimes perceived as unwelcome. These disruptive technologies are sometimes the results of innovative business models that are also part of the evolving processes of a competitive marketplace.
This is an individual research paper required from BA643 students.
As a Research Project, select one of the following research areas: Cloud Computing (Intranet, Extranet, and Internet), Machine Learning, Artificial Intelligence, Internet of Things (IoT), Robotics, or Medical Technology.
1) The research paper must only include materials from peer reviewed journals and peer reviewed conference proceedings. APA formatted citations are therefore required for the final submission. Newspapers, websites (URLs), magazines, technical journals, hearsay, personal opinions, and white papers are NOT acceptable citations.
2) Each submission will be checked for plagiarism. All plagiarized documents will results in a grade of zero for the exercise.
3) If there is extensive synonym use or not understandable, long sentences, the document will results in a grade of zero for the exercise.
4) The final research paper must include your through analysis and synthesis of the peer reviewed literature used in your research paper.
5) All images, tables, figures are to be included in the appendices and DO NOT count for page limit requirements.
6) Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted sentence is permitted per page.
7) Footnotes are NOT permitted.
Document DetailsChapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader understands the general context or setting. It is also helpful to include a summary of how the rest of this document is organized. Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the work should be undertaken – don’t say required for the class). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem. Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish). Aim to define a goal that is measurable.
Research Questions
Research questions are developed to help guide the authors through the literature for a given problem area. What were the open-ended questions asked and why did you find (or not find) them adequate. Relevance and Significance
Consider the following questions as you read through the article and state how the author.
1 7 Trends in the [Fill in relevant term(s) her.docxdurantheseldine
1
7
Trends in the [Fill in relevant term(s) here] Industry Comment by Kathleen Hogan: Note to students: This template is intended to help you organize the parts of your Trends project so that you build each section as directed.
You will submit a draft to your professor of the first part at the end of Week 2. This is important! Use the feedback from your professor to refine your trends section and correct any errors in your reference citations. Then work on the issue of interest, review and edit your work, and submit your completed paper at the end of Week 3. It you want to send a draft to the writing tutors, build in time to get that feedback and use it for your final.
Please delete all the instructions/notes within this template before submitting your final paper. In the web version, click the three dots in the upper right corner and select delete thread. In the desktop version, right click on the comment and select delete.
Good luck!!
[Fill in your first and last name]
Your school
[Fill in your course name]
[Fill in instructor’s name]
[Fill in due date]
[Insert a page break after your last line of text so your first page will always be on a new page no matter how much you edit your paper. In Word, go to “Insert” and choose “Page Break”.]
Trends in the [Fill in relevant term(s) here] Industry Comment by Kathleen Hogan: Put your title here as it’s written on your title page. It is a Level 1 heading (centered and bold). Read more about APA Level Headings (apa.org).
This first section (due at the end of Week 2 for a review) consists of the title page, introductory paragraph, Level 1 and Level 2 headings, discussion of three trends, and your references page. Within your introductory paragraph, introduce your industry and clearly identify the top three trends your research has uncovered. Remember to use in-text citations if you are using others’ ideas (Hogan, 2021). Your final sentence should be a transition that leads into the discussion of your first trend in the body of your paper. Comment by Kathleen Hogan: For a refresher, go here: In-Text Citations - APA 7th Edition Citation Examples - LibGuides at University of Maryland Global Campus (umgc.edu) ***This is an excellent website to bookmark for future use!
Discussion of Three Trends
[Name of Trend #1] Comment by Kathleen Hogan: This is a Level 2 heading (left-justified and bold). Continue this pattern for Trends 2 and 3.
In this section, introduce and discuss Trend #1 in 1-2 paragraphs. Explain how this trend is new to the industry and what it signals for the industry. Note that all paragraphs are indented a tab at 0.5”. Also, all lines are double spaced. The final sentence of this paragraph should lead into the first sentence of the next paragraph. You will have an opportunity to revise this section when you receive feedback from your professor on your draft.
[Name of Trend #2]
In this section, introduce and discuss Trend #1 in 1.
BA634 Current & Emerging Technology Research Paper 1 .docxjasoninnes20
BA634 Current & Emerging Technology
Research Paper
1
Understanding Evolving Technologies
As we all know technology is evolving at a rate that, to some, seems
overwhelming. These technologies often evolve to offer higher quality products and
services at lower prices causing a disruption in markets that is sometimes perceived as
unwelcome. These disruptive technologies are sometimes the results of innovative
business models that are also part of the evolving processes of a competitive
marketplace.
This is an individual research paper required from BA634 students.
As a Research Project, select one of the following research areas:
Cloud Computing (Intranet, Extranet, and Internet)
Machine Learning
Artificial Intelligence
Internet of Things (IoT)
Robotics
Medical Technology
1) Your research paper needs to be between 12-15 pages.
2) It needs be submitted as a WORD document.
3) The research paper must only include materials from peer reviewed
journals and peer reviewed conference proceedings. APA formatted
citations are therefore required for the final submission. Newspapers,
websites (URLs), magazines, technical journals, hearsay, personal
opinions, and white papers are NOT acceptable citations.
4) Each submission will be checked for plagiarism. All plagiarized
documents will results in a grade of zero for the exercise.
5) If there is extensive synonym use or not understandable, long
sentences, the document will results in a grade of zero for the
exercise.
6) The final research paper must include your through analysis and synthesis
of the peer reviewed literature used in your research paper.
7) There will be a limit of 3 images, tables, figures are to be included in the
BA634 Current & Emerging Technology
Research Paper
2
appendices and DO NOT count for page limit requirements.
8) Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted
sentence is permitted per page.
9) Footnotes are NOT permitted.
Document Details
Chapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader
understands the general context or setting. It is also helpful to include a summary of how the rest
of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the
work should be undertaken – don’t say required for the class). Follow the statement of the
problem with a well-supported discussion of its scope and nature. The discussion of the problem
should include: what the problem is, why it is a problem, how the problem evolved or developed,
and the issues and events leading to the problem.
Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish).
Aim to define a goal that is measurable.
Research Questions
Research que ...
Important Student NotesFollow the guidelines of the CU ResearMalikPinckney86
Important Student Notes:
Follow the guidelines of the CU Research guide for structure Following the specifications of APA for format
REMINDERS:
· Each student submission will be checked for plagiarism. Note: Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation. Additional Campbellsville University penalties may be applicable. Please see class syllabus for additional details.
· Only one submission attempt is permitted – BE SURE BEFORE DEPRESSING ENTER. Acceptable file formats for submissions include Microsoft Word (doc, docx). No otherformats are acceptable.
· A minimum of five (5) peer-reviewed journal articles are required.
· Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
· Extra white space use to enhance page count will negatively affect student grade.
· Graduate student are expected to be proficient in the use of the English language. Errorsin grammar, spelling, or syntax will affect student grade. The Professor, will not provide remedial help for writing problems. If the student is unable to write clearly and correctly, the student should be urged to contact the program office for sources of remedial help.
· IMPORTANT - please refer to the following url for additional help on writing skillsnecessary at the graduate level (https://owl.purdue.edu/site_map.html).
· APA formatted citations are required for the final submission. IMPORTANT - pleaserefer to the following url for help with APA: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html. Please reach out to our librarians for additional citation management and APA help.
· Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted short sentence (less than 14 words) is permitted per page.
· Footnotes are NOT permitted.
Document Details
This area provides additional details about the content of each of the needed Research Report Chapters (5). The final submission should include DETAILS of each of following:
Abstract with at least 5 key words
1) Chapter 1 – Introduction
2) Chapter 2 – Literature Review
3) Chapter 3 – Methodology Specifics (comparative analysis)
4) Chapter 4 – Findings, Analysis, and Summary of Results
5) Chapter 5 – Conclusion and Future Recommendations
6) References - APA
Chapter 1 Introduction
Introduction
In this section, present enough information about the proposed work such that the reader understands the general context or setting. It is also helpful to include a summary of how the rest of this doc ...
BA634 Current & Emerging Technology Research Paper 1 .docxwilcockiris
BA634 Current & Emerging Technology
Research Paper
1
Understanding Evolving Technologies
As we all know technology is evolving at a rate that, to some, seems
overwhelming. These technologies often evolve to offer higher quality products and
services at lower prices causing a disruption in markets that is sometimes perceived as
unwelcome. These disruptive technologies are sometimes the results of innovative
business models that are also part of the evolving processes of a competitive
marketplace.
This is an individual research paper required from BA634 students.
As a Research Project, select one of the following research areas:
Cloud Computing (Intranet, Extranet, and Internet)
Machine Learning
Artificial Intelligence
Internet of Things (IoT)
Robotics
Medical Technology
1) Your research paper needs to be between 12-15 pages.
2) It needs be submitted as a WORD document.
3) The research paper must only include materials from peer reviewed
journals and peer reviewed conference proceedings. APA formatted
citations are therefore required for the final submission. Newspapers,
websites (URLs), magazines, technical journals, hearsay, personal
opinions, and white papers are NOT acceptable citations.
4) Each submission will be checked for plagiarism. All plagiarized
documents will results in a grade of zero for the exercise.
5) If there is extensive synonym use or not understandable, long
sentences, the document will results in a grade of zero for the
exercise.
6) The final research paper must include your through analysis and synthesis
of the peer reviewed literature used in your research paper.
7) There will be a limit of 3 images, tables, figures are to be included in the
BA634 Current & Emerging Technology
Research Paper
2
appendices and DO NOT count for page limit requirements.
8) Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted
sentence is permitted per page.
9) Footnotes are NOT permitted.
Document Details
Chapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader
understands the general context or setting. It is also helpful to include a summary of how the rest
of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the
work should be undertaken – don’t say required for the class). Follow the statement of the
problem with a well-supported discussion of its scope and nature. The discussion of the problem
should include: what the problem is, why it is a problem, how the problem evolved or developed,
and the issues and events leading to the problem.
Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish).
Aim to define a goal that is measurable.
Research Questions
Research que.
Research Paper Using Word This assignment has two goals.docxaudeleypearl
Research Paper Using Word
This assignment has two goals: 1) have students, via research, increase their understanding of impacts of information
technology on current world issues, and 2) learn to correctly use the tools and techniques within Word to format a research
paper, including use of available References and citation tools. These skills will be valuable throughout a student’s
academic career.
The paper will require a title page, NO abstract, three to five full pages of content with incorporation of a minimum of 3
external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information
sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the
paper may be in the form of a direct citation from an external source. Choose your topic from the list of topics that follow
these organization steps.
Paper organization
Open Word and save a blank document with the following name:
“Student’s LastNameFirstInitial Research Paper”
The paper should be organized in the following way:
1. Title page:
a. Center in the middle of the page (horizontally and vertically) the title (subject) of the paper and below that
your name
2. Body of the paper:
a. Use 12-point Arial font
b. Set the margins at 1”
c. Length – 3-5 full pages, not counting the title page or the References page.
d. Include a minimum of 3 APA-formatted citations and related References page. Every reference must be cited
at least once, and every citation have an entry in the References list. If you are not familiar with APA format,
it is recommended that you use the References feature in Word for your citations and Reference List or refer
to the "Citing and Writing" option under the Resources/Library/Get Help area in the LEO classroom. It is
important to review the final format for APA-style correctness even if generated by Word.
e. Include at least two (2) informational footnotes. Footnotes are not used to list a reference! Footnotes contain
information about the topic to which the footnote has been attached.
f. Place the references on a separate page following the body of the paper. Note: Use a hard return (CTRL
Enter) after the end of your paper body and the start of the References page.
3. Organization of the content of the paper:
Include the following sections in the paper (include, in bold, the headings identified here):
a. Introduction - Identify the issue or idea. Explain why was the topic selected and what you are trying to
achieve (what is your end goal). The introduction should not be more than half a page; details will be
discussed in the follow-on areas.
b. Areas of interest, activity or issue – Define the issue or idea in greater detail. Define the specific problem
or problems or new idea. Identify other underlining or related issues as well as dependencies. Explain what
impacts will result if not addresse ...
APA Style Writing.pptxAPA Style WritingAmerican Psychologi.docxarmitageclaire49
APA Style Writing.pptx
APA Style Writing
American Psychological Association Introduction and Rules
Rules, Plagiarism,
And Before You Begin…
APA Rules
APA Style® was established to codify the many components of scientific writing to facilitate clear communication and has enabled psychologists and scholars in other social and behavioral sciences to enhance the dissemination of knowledge in their respective fields.
APA rules are drawn from an extensive body of psychological literature, from editors and authors experienced in scholarly writing, and from recognized authorities on publication practices
Plagiarism
Researchers do not claim the words and ideas of another as their own; they give credit where credit is due.
Quotation marks should be used to indicate the exact words of another.
Each time you paraphrase another author, you need to credit the source in the text.
Before You Begin
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides.
You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font.
The Cover Page
The Set-Up and the Title of Your Research
Cover Page – The Title
A title should summarize the main idea of the manuscript simply and, if possible, with style.
It should be a concise statement of the main topic and should identify the variables or theoretical issues under investigation and the relationship between them in your paper.
Cover Page – The Title, cont.
Includes the title, your name, (which is the name of the author), and the institutional affiliation of the author when the research was conducted.
Home Baked Cakes vs. Cake Mixes
Cynthia Oglesby
University of the Potomac
Cover Page
Include a page header (also known as the "running head") at the top of every page, insert page numbers flush right.
Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation. Example:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER (notice the words “running head” are not here after the cover page)
The Title
Type your title in upper and lowercase letters centered in the upper half of the page. APA recommends that your title be no more than 12 words in length and that it should not contain abbreviations or words that serve no purpose.
Your title may take up one or two lines. All text on the title page, and throughout your paper, should be double-spaced and no more than 12’ font.
The Abstract
The Purpose & The Format
The Abstract
Begin a new page. Your abstract page should have the running head in caps only (not the words, “running head”).
On the first line of the abstract page, center the word “Abstract” (not bolded, not in italics, not underlined, or in “quotation marks”).
The abstract is 150-2.
1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
200-300
.
1. Review the three articles about Inflation that are of any choice..docxblondellchancy
1. Review the three articles about Inflation that are of any choice.
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources. in 1200 words
.
1. Read the RiskReport to see what requirements are.2. Read the .docxblondellchancy
1. Read the RiskReport to see what requirements are.
2. Read the Interim Risk Assessment to see the current state of paper that needs to be revised.
3. Use the RiskReport and the details below on what is missing to revise paper.
Feedback on changes needed to the Risk Assessment Plan
Risk Assessment Plan: Purpose does not make reference to BRI at all. Provide context. Scope, assumptions and constraints appear reasonable, but you can add an assumption or constraint regarding budget.
Need to elaborate on how risk is determine using the qualitative approach.
1. Title
IT Security Risk Assessment
2. Introduction
You are employed with Government Security Consultants, a subsidiary of Largo Corporation. As a member of IT security consultant team, one of your responsibilities is to ensure the security of assets as well as provide a secure environment for customers, partners and employees. You and the team play a key role in defining, implementing and maintaining the IT security strategy in organizations.
A government agency called the Bureau of Research and Intelligence (BRI) is tasked with gathering and analyzing information to support U.S. diplomats.
In a series of New York Times articles, BRI was exposed as being the victim of several security breaches. As a follow up, the United States Government Accountability Office (GAO) conducted a comprehensive review of the agency’s information security controls and identified numerous issues.
The head of the agency has contracted your company to conduct an IT security risk assessment on its operations. This risk assessment was determined to be necessary to address security gaps in the agency’s critical operational areas and to determine actions to close those gaps. It is also meant to ensure that the agency invests time and money in the right areas and does not waste resources. After conducting the assessment, you are to develop a final report that summarizes the findings and provides a set of recommendations. You are to convince the agency to implement your recommendations.
This learning activity focuses on IT security which is an overarching concern that involves practically all facets of an organization’s activities. You will learn about the key steps of preparing for and conducting a security risk assessment and how to present the findings to leaders and convince them into taking appropriate action.
Understanding security capabilities is basic to the core knowledge, skills, and abilities that IT personnel are expected to possess. Information security is a significant concern among every organization and it may spell success or failure of its mission. Effective IT professionals are expected to be up-to-date on trends in IT security, current threats and vulnerabilities, state-of-the-art security safeguards, and security policies and procedures. IT professionals must be able to communicate effectively (oral and written) to executive level management in a non-jargon, executive .
More Related Content
Similar to 8Title of the Paper in Full Goes HereStudent Name Here.docx
Communication in the Workplace
Communication Analysis Essay and Discussion Assignment
Reference: Chapters 1 - 6
Instructions:
SELECT a topic from the sample choices. Read and analyze. Using your textbook for support!
FORMAT with the following WRITING GUIDELINES:
1. Typed 12 point font, Times New Roman
1. Double spaced, page length will vary (approximately 3 pages)
1. Stapled upper left-hand corner
1. Information used from our textbook or outside sources should be noted in-text in APA or MLA format along with either a Reference or Works Cited page.
HINTS:
1. If you use a direct quote, place quotation marks and in-text cite.
1. If you summarize someone’s knowledge and use your own words, and in-text cite it.
1. If you are in doubt, cite it!!!!!
1. Remember the 80/20 rule: 80% of your essay response should always be your thoughts/words and 20% directly quoted. BUT REMEMBER, JUST BECAUSE YOU PUT IT IN YOUR OWN WORDS DOES NOT MEAN IT IS YOURS. YOU MUST GIVE CREDIT FOR THE IDEA! Cite, cite, cite, cite, cite!
1. OWL PURDUE WRITING LAB is a wonderful resource and reminder of these tips and more. Check it out!
1. Visit the ECU Writing Center for help with sources, organization and error check. If you are unsure about using sources correctly, seek help! Plagiarism is unacceptable.
ON DUE DATE:
1. Upload your Communication Essay to Safe Assign on Blackboard link provided before you attend class on the due date. Be prepared to discuss/present a brief 3-4 minute oral summary of your essay utilizing your essay as a reference before a small group of your classmates. You may bring your essay or notes to help you with this discussion/presentation.
EVALUATION:
Your grade on this assignment will be based on your written and discussion response. Each area is worth 25 points for a total of 100. Each of the 4 areas will be assessed as either Excellent, Competent, Needs Improvement.
Area 1: Adherence to WRITING GUIDELINES
Area 2: Style: grammar/punctuation/readability
Area 3: Organization/ Supporting examples and terminology utilized from the textbook for support
Area 4: Presentation individual summary-group discussion; Active participant/listener- group discussion
*****************************************************************************
CHOICES! (In each choice, make sure that you search for a RECENT article. This means within the past 6-12 months.)
*****************************************************************************
Email and text messages are not always the most appropriate channel for a particular message. Think of a specific instance in your life where you used IM or e-mail and the message sent was not the message received.
· First, describe the kinds of problems caused by selecting this channel of communication? Could these problems been prevented by using a different channel for sending the message? Make sure to use the .
Criterion 1
A - 4 - Mastery
Presentation provides comprehensive discussion of data warehouse and benefits to tourism board.
Criterion 2
A - 4 - Mastery
Presentation provides comprehensive explanation of a dashboard and usefulness to tourism board.Criterion 3
A - 4 - Mastery
Presentation provides comprehensive examples of how BI dashboards can supplement current strategies and benefits for executive reporting dashboards
Criterion 4
A - 4 - Mastery
Proper presentation format, APA citations, professional tone, fewer than 2 grammar/spelling errors.
Current and Future Special Educator
Grand Canyon University
SPD 580: Methods of Teaching Language Arts to Students with Mild/Moderate Disabilities
Professor Eugenia Scales
Date
Introduction. This paragraph does not have a title. The title page serves as the title. Scholarly writing includes three to seven sentences in a paragraph. However, three to five short distinct sentences will be sufficient. Paragraphs should not be one page or longer in length. Here is a model to help you. Use the acronym MEAL when writing paragraphs with APA 7th edition citations.
MEAL:
Main idea. Introduce the focus of the paragraph.
Evidence. Support the main idea with source information.
Analysis. Explain and analyze the source information.
Lead out. Conclude the topic, like a conclusion paragraph.
Remember that perfection is not the goal. There will be always room for improvement. Being detail oriented does not equal perfection; however, it enables you to move toward scholarship. Use LopesWrite to stress clear, concise, and research writing. Avoid Plagiarism and Direct Quotes.
1st paragraph is titled Comprehension Strategies (Level 1 heading)
This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading is a short descriptor of a section.
2nd paragraph is titled Graphic Organizers (cite a source)
3rd paragraph is titled Independent Practice (cite a source)
4th paragraph is titled Model-Lead Test (cite a source)
5th paragraph is titled Peer Tutoring (cite a source)
6th paragraph is titled Repeated Reading (cite a source)
7th paragraph is titled Instructional Goals
8th paragraph is titled Parent Involvement
9th paragraph is titled Student Concerns
10th paragraph is titled Conclusion
Beginning the conclusion with phrases like "in closing," "in summary" or "in conclusion" is redundant and unnecessary. Scholarly writing includes three to seven sentences in a paragraph. However, three to five short and distinct sentences will be sufficient. Your conclusion does not contain any new information.
References
The word “References”, is centered, in bold, at the top of the page. The reference list should appear at the end of the paper, on a separate page. Review h ...
1Note to students This is an example of a paper formatted to .docxhyacinthshackley2629
1
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) survey of 120 major American corporations, “in today’s workplace writing is a threshold skill for hiring and promotion among salaried (i.e., professional) employees” (p. 3). Thus, excellent writing is one of the most important objectives of a business education. To help students achieve this professional advantage, the Jack Welch Management Institute requires all students to develop a professional writing style. The following sections discuss and are examples of the basics of one commonly used manuscript style, APA. Note that this manuscript format does not include all details of APA.
General Manuscript Format
The body of the paper should have one inch margins and use a 12 pt. font that is easy to read, such as Times New Roman. To aid ease of reading, double space throughout the paper. Align the manuscript flush left, resulting in an uneven right margin. Indent paragraphs five to seven spaces. Page numbers are one inch from the top right edge of the paper. Page numbers are not required for short papers, yet useful for longer ones. Headings
Begin each major section of the paper with the topic heading in bold font, centered at the top of the page. The body of the text is typically divided into subsections as shown in this template.
5Note to students This is an example of a paper formatted to .docxblondellchancy
5
Note to students: This is an example of a paper formatted to generally align with APA manuscript standards. It is offered as one example approach to formatting professional papers. Other formatting conventions are also acceptable. The point is for you to follow a manuscript format that is consistent and professional. The JWMI intends for you to focus on learning course topics rather than being preoccupied with manuscript formatting details. Having a template to follow should make formatting your papers easier.
Title of Paper
Author’s Name
Jack Welch Management Institute
Professor’s Name
Course Number
Date
Abstract
Following generally accepted rules for preparing manuscripts will help students confidently structure professional papers. This manuscript provides a basic layout for students to apply in this program and in their professional writing. The approach is based upon the sixth edition of the APA guidelines (2009). The topics of general formatting, the introduction, section headings, quotations, citations, conclusion, and references are discussed. The APA guidelines define an abstract as a single paragraph, without indentation, that summarizes the key points of the manuscript. The purpose of the abstract is to provide the reader with a brief summary of the paper, such as this abstract. The total length should not exceed 120 words, with each sentence written concisely.
Introduction
Learning to write in a recognized
professional format, such as APA, will help students achieve effective academic and professional writing. Using an established manuscript format is more efficient for the author and the reader, leading to more effective communication. According to a College Board (2004) survey of 120 major American corporations, “in today’s workplace writing is a threshold skill for hiring and promotion among salaried (i.e., professional) employees” (p. 3). Thus, excellent writing is one of the most important objectives of a business education. To help students achieve this professional advantage, the Jack Welch Management Institute requires all students to develop a professional writing style. The following sections discuss and are examples of the basics of one commonly used manuscript style, APA. Note that this manuscript format does not include all details of APA.
General Manuscript Format
The body of the paper should have one inch margins and use a 12 pt. font that is easy to read, such as Times New Roman. To aid ease of reading, double space throughout the paper. Align the manuscript flush left, resulting in an uneven right margin. Indent paragraphs five to seven spaces. Page numbers are one inch from the top right edge of the paper. Page numbers are not required for short papers, yet useful for longer ones. Headings
Begin each major section of the paper with the topic heading in bold font, centered at the top of the page. The body of the text is typically divided into subsections as shown in this template ...
Running head ABBREVIATED VERSION OF TITLE IN ALL CAPS .docxhealdkathaleen
Running head: ABBREVIATED VERSION OF TITLE IN ALL CAPS 1
2
[School Name] School/Family/Community Partnership Evaluation Report
by
Student’s Name
EDLD 5339
Date of Submission
Your evaluation report should be:
· Double-spaced between all text lines
· Times New Roman typeface
· 12-pt font
· 1-inch margins on all sides
· The general rule is to use numerals to express numbers 10 and above and words to express numbers below 10.
· In-text citations: Follow the author-date method. This means that the author's last name and the year of publication for the source should appear in the text, for example, (Jones, 2014), and a complete reference should appear in the reference list at the end of the paper.
· Each source cited in text must appear in the reference list at the end of the paper and “each entry in the reference list must be cited in text” (APA, 2010, p. 174). A personal conversation is the only exception. You will cite a personal conversation within the text, however, you will not list it within the references.
· Review carefully the APA guidelines to ensure all references and citations are formatted correctly.
· Use direct quotes only if you have good reason. Most of your paper should be in your own words. You should summarize or paraphrase.
.
Title of Evaluation Report
Center and Bold the Title
(Lamar Requirement)
Section One
Because the introduction is clearly identified by its position in the paper, it does not have a heading. Your paper opens with an introduction that sets the stage for the reader to better understand the overall school/family/community partnership evaluation process. Your report’s first paragraph is an introduction to your evaluation process. In this section you explain the process by which your stakeholder committee, which includes administration, faculty, parents (families), community members, and business partners, work collaboratively to evaluate school level family and community communication and partnerships. The purpose of the report should be stated in the first or second paragraph. The first part is typically several paragraphs describing the overall scenario or context of your study, e.g. name of school, location, relevant history, campus demographics (ethnicity and socio-economic level of students, grade levels, urban or rural, etc.), stakeholder committee demographics as well as any other relevant information that will assist the reader in understanding the context of your report. Include any significant challenges or biases discovered that might impact the project. The reader should have a good idea what the paper is about before finishing the first page.
Background
Level 2 Heading
In the background section provide a description of how you have worked with your campus mentor to involve the principal or assistant principal, counselor(s), teachers from each grade level or department, parents (families), community members, and business repr ...
16Title of PaperYour NameMethodist CollEttaBenton28
1
6
Title of Paper
Your Name
Methodist College
Course Number and Title (e.g. ENG201: Disciplinary Composition)
Instructor (use the preference of the instructor, e.g. Professor Colleen Karn or Dr. Lori Wagner)
Date (e.g. 23 September 2020)
Full Title of Your Paper
An introductory paragraph prepares your audience to read the rest of your paper. What do you need to tell them? Give a brief description of your topic. Do not go into specific details, save those for body paragraphs. Also, your introduction needs to contain your thesis statement, which is the main idea or purpose of your paper stated in one sentence. Do not list all of your points or subtopics in your thesis statement—find a way to encompass all of your points in a succinct manner. Do not narrate your paper with thesis statements such as, “This paper will demonstrate the need for healthier school lunches.” Instead, simply state your position, “Public schools need to provide healthier lunches.” Notice the heading of this paragraph is the title of the paper and it is in bold. Do not use the word, “Introduction” as a heading for this paragraph.
First Main Section of the Paper
Use the instructor’s instructions and/or rubric to determine how you will organize the content of the paper. Use Level 1 headings (centered, bold, with all main words capitalized) for the main sections of the paper. For example, you are writing about personal health. In the instructions the three areas of personal health about which you are required to write are physical health, mental health, and social health. You would use those areas as the main sections of your paper. You could even use those exact terms as the Level 1 headings. Since the instructions listed physical health first, you should make that the first main section of your paper.
Subsection of the First Main Section
If a main section of your paper has more than one aspect or subsection about which you will write, then break the main section into subsection. For example, physical health has multiple aspects to it, such as nutrition, exercise, and sleep. Therefore, you would want to include subsections for those aspects. For our example, this subsection would be about nutrition.
Each subsection begins with a Level 2 heading which flush left, in bold, and has all of the main words capitalized. If you wish to use subsections, you must have at least two for that main section. In other words, if you want to use Level 2 headings, you must have at least two under the Level 1 heading you are subdividing. The same goes for Level 3 headings; there must be at least two Level 3 headings under the Level 2 heading you are subdividing.
Another Subsection of the First Main Section
This would be another subsection of the first main section. Going back to our example, this subsection would be about exercise. In addition to organizing your paper, you often need to include source material as support. There are three ways to include source material ...
5Typing Template for APA Papers- A Sample of Proper Formatting for APA.docxchristina345678
5
Typing Template for APA Papers: A Sample of Proper Formatting for APA Style
Student A. Sample
College Name, Grand Canyon University
Course Number: Course Title
Instructor’s Name
Running head: ASSIGNMENT TITLE HERE
1
Assignment Due Date
Typing Template for APA Papers: A Sample of Proper Formatting for APA Style
This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association . The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a first-line indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers.
The Section Heading
The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction†is not used as a heading.
Subsection Heading
The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized.
Subsection Heading
APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page.
The Title Page
When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for cours.
BA634 Current & Emerging TechnologyResearch PaperUnderstanding.docxwilcockiris
BA634 Current & Emerging Technology
Research Paper
Understanding Evolving Technologies
As we all know technology is evolving at a rate that, to some, seems overwhelming. These technologies often evolve to offer higher quality products and services at lower prices causing a disruption in markets that is sometimes perceived as unwelcome. These disruptive technologies are sometimes the results of innovative business models that are also part of the evolving processes of a competitive marketplace.
This is an individual research paper required from BA643 students.
As a Research Project, select one of the following research areas: Cloud Computing (Intranet, Extranet, and Internet), Machine Learning, Artificial Intelligence, Internet of Things (IoT), Robotics, or Medical Technology.
1) The research paper must only include materials from peer reviewed journals and peer reviewed conference proceedings. APA formatted citations are therefore required for the final submission. Newspapers, websites (URLs), magazines, technical journals, hearsay, personal opinions, and white papers are NOT acceptable citations.
2) Each submission will be checked for plagiarism. All plagiarized documents will results in a grade of zero for the exercise.
3) If there is extensive synonym use or not understandable, long sentences, the document will results in a grade of zero for the exercise.
4) The final research paper must include your through analysis and synthesis of the peer reviewed literature used in your research paper.
5) All images, tables, figures are to be included in the appendices and DO NOT count for page limit requirements.
6) Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted sentence is permitted per page.
7) Footnotes are NOT permitted.
Document DetailsChapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader understands the general context or setting. It is also helpful to include a summary of how the rest of this document is organized. Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the work should be undertaken – don’t say required for the class). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem. Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish). Aim to define a goal that is measurable.
Research Questions
Research questions are developed to help guide the authors through the literature for a given problem area. What were the open-ended questions asked and why did you find (or not find) them adequate. Relevance and Significance
Consider the following questions as you read through the article and state how the author.
1 7 Trends in the [Fill in relevant term(s) her.docxdurantheseldine
1
7
Trends in the [Fill in relevant term(s) here] Industry Comment by Kathleen Hogan: Note to students: This template is intended to help you organize the parts of your Trends project so that you build each section as directed.
You will submit a draft to your professor of the first part at the end of Week 2. This is important! Use the feedback from your professor to refine your trends section and correct any errors in your reference citations. Then work on the issue of interest, review and edit your work, and submit your completed paper at the end of Week 3. It you want to send a draft to the writing tutors, build in time to get that feedback and use it for your final.
Please delete all the instructions/notes within this template before submitting your final paper. In the web version, click the three dots in the upper right corner and select delete thread. In the desktop version, right click on the comment and select delete.
Good luck!!
[Fill in your first and last name]
Your school
[Fill in your course name]
[Fill in instructor’s name]
[Fill in due date]
[Insert a page break after your last line of text so your first page will always be on a new page no matter how much you edit your paper. In Word, go to “Insert” and choose “Page Break”.]
Trends in the [Fill in relevant term(s) here] Industry Comment by Kathleen Hogan: Put your title here as it’s written on your title page. It is a Level 1 heading (centered and bold). Read more about APA Level Headings (apa.org).
This first section (due at the end of Week 2 for a review) consists of the title page, introductory paragraph, Level 1 and Level 2 headings, discussion of three trends, and your references page. Within your introductory paragraph, introduce your industry and clearly identify the top three trends your research has uncovered. Remember to use in-text citations if you are using others’ ideas (Hogan, 2021). Your final sentence should be a transition that leads into the discussion of your first trend in the body of your paper. Comment by Kathleen Hogan: For a refresher, go here: In-Text Citations - APA 7th Edition Citation Examples - LibGuides at University of Maryland Global Campus (umgc.edu) ***This is an excellent website to bookmark for future use!
Discussion of Three Trends
[Name of Trend #1] Comment by Kathleen Hogan: This is a Level 2 heading (left-justified and bold). Continue this pattern for Trends 2 and 3.
In this section, introduce and discuss Trend #1 in 1-2 paragraphs. Explain how this trend is new to the industry and what it signals for the industry. Note that all paragraphs are indented a tab at 0.5”. Also, all lines are double spaced. The final sentence of this paragraph should lead into the first sentence of the next paragraph. You will have an opportunity to revise this section when you receive feedback from your professor on your draft.
[Name of Trend #2]
In this section, introduce and discuss Trend #1 in 1.
BA634 Current & Emerging Technology Research Paper 1 .docxjasoninnes20
BA634 Current & Emerging Technology
Research Paper
1
Understanding Evolving Technologies
As we all know technology is evolving at a rate that, to some, seems
overwhelming. These technologies often evolve to offer higher quality products and
services at lower prices causing a disruption in markets that is sometimes perceived as
unwelcome. These disruptive technologies are sometimes the results of innovative
business models that are also part of the evolving processes of a competitive
marketplace.
This is an individual research paper required from BA634 students.
As a Research Project, select one of the following research areas:
Cloud Computing (Intranet, Extranet, and Internet)
Machine Learning
Artificial Intelligence
Internet of Things (IoT)
Robotics
Medical Technology
1) Your research paper needs to be between 12-15 pages.
2) It needs be submitted as a WORD document.
3) The research paper must only include materials from peer reviewed
journals and peer reviewed conference proceedings. APA formatted
citations are therefore required for the final submission. Newspapers,
websites (URLs), magazines, technical journals, hearsay, personal
opinions, and white papers are NOT acceptable citations.
4) Each submission will be checked for plagiarism. All plagiarized
documents will results in a grade of zero for the exercise.
5) If there is extensive synonym use or not understandable, long
sentences, the document will results in a grade of zero for the
exercise.
6) The final research paper must include your through analysis and synthesis
of the peer reviewed literature used in your research paper.
7) There will be a limit of 3 images, tables, figures are to be included in the
BA634 Current & Emerging Technology
Research Paper
2
appendices and DO NOT count for page limit requirements.
8) Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted
sentence is permitted per page.
9) Footnotes are NOT permitted.
Document Details
Chapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader
understands the general context or setting. It is also helpful to include a summary of how the rest
of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the
work should be undertaken – don’t say required for the class). Follow the statement of the
problem with a well-supported discussion of its scope and nature. The discussion of the problem
should include: what the problem is, why it is a problem, how the problem evolved or developed,
and the issues and events leading to the problem.
Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish).
Aim to define a goal that is measurable.
Research Questions
Research que ...
Important Student NotesFollow the guidelines of the CU ResearMalikPinckney86
Important Student Notes:
Follow the guidelines of the CU Research guide for structure Following the specifications of APA for format
REMINDERS:
· Each student submission will be checked for plagiarism. Note: Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation. Additional Campbellsville University penalties may be applicable. Please see class syllabus for additional details.
· Only one submission attempt is permitted – BE SURE BEFORE DEPRESSING ENTER. Acceptable file formats for submissions include Microsoft Word (doc, docx). No otherformats are acceptable.
· A minimum of five (5) peer-reviewed journal articles are required.
· Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
· Extra white space use to enhance page count will negatively affect student grade.
· Graduate student are expected to be proficient in the use of the English language. Errorsin grammar, spelling, or syntax will affect student grade. The Professor, will not provide remedial help for writing problems. If the student is unable to write clearly and correctly, the student should be urged to contact the program office for sources of remedial help.
· IMPORTANT - please refer to the following url for additional help on writing skillsnecessary at the graduate level (https://owl.purdue.edu/site_map.html).
· APA formatted citations are required for the final submission. IMPORTANT - pleaserefer to the following url for help with APA: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html. Please reach out to our librarians for additional citation management and APA help.
· Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted short sentence (less than 14 words) is permitted per page.
· Footnotes are NOT permitted.
Document Details
This area provides additional details about the content of each of the needed Research Report Chapters (5). The final submission should include DETAILS of each of following:
Abstract with at least 5 key words
1) Chapter 1 – Introduction
2) Chapter 2 – Literature Review
3) Chapter 3 – Methodology Specifics (comparative analysis)
4) Chapter 4 – Findings, Analysis, and Summary of Results
5) Chapter 5 – Conclusion and Future Recommendations
6) References - APA
Chapter 1 Introduction
Introduction
In this section, present enough information about the proposed work such that the reader understands the general context or setting. It is also helpful to include a summary of how the rest of this doc ...
BA634 Current & Emerging Technology Research Paper 1 .docxwilcockiris
BA634 Current & Emerging Technology
Research Paper
1
Understanding Evolving Technologies
As we all know technology is evolving at a rate that, to some, seems
overwhelming. These technologies often evolve to offer higher quality products and
services at lower prices causing a disruption in markets that is sometimes perceived as
unwelcome. These disruptive technologies are sometimes the results of innovative
business models that are also part of the evolving processes of a competitive
marketplace.
This is an individual research paper required from BA634 students.
As a Research Project, select one of the following research areas:
Cloud Computing (Intranet, Extranet, and Internet)
Machine Learning
Artificial Intelligence
Internet of Things (IoT)
Robotics
Medical Technology
1) Your research paper needs to be between 12-15 pages.
2) It needs be submitted as a WORD document.
3) The research paper must only include materials from peer reviewed
journals and peer reviewed conference proceedings. APA formatted
citations are therefore required for the final submission. Newspapers,
websites (URLs), magazines, technical journals, hearsay, personal
opinions, and white papers are NOT acceptable citations.
4) Each submission will be checked for plagiarism. All plagiarized
documents will results in a grade of zero for the exercise.
5) If there is extensive synonym use or not understandable, long
sentences, the document will results in a grade of zero for the
exercise.
6) The final research paper must include your through analysis and synthesis
of the peer reviewed literature used in your research paper.
7) There will be a limit of 3 images, tables, figures are to be included in the
BA634 Current & Emerging Technology
Research Paper
2
appendices and DO NOT count for page limit requirements.
8) Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted
sentence is permitted per page.
9) Footnotes are NOT permitted.
Document Details
Chapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader
understands the general context or setting. It is also helpful to include a summary of how the rest
of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the
work should be undertaken – don’t say required for the class). Follow the statement of the
problem with a well-supported discussion of its scope and nature. The discussion of the problem
should include: what the problem is, why it is a problem, how the problem evolved or developed,
and the issues and events leading to the problem.
Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish).
Aim to define a goal that is measurable.
Research Questions
Research que.
Research Paper Using Word This assignment has two goals.docxaudeleypearl
Research Paper Using Word
This assignment has two goals: 1) have students, via research, increase their understanding of impacts of information
technology on current world issues, and 2) learn to correctly use the tools and techniques within Word to format a research
paper, including use of available References and citation tools. These skills will be valuable throughout a student’s
academic career.
The paper will require a title page, NO abstract, three to five full pages of content with incorporation of a minimum of 3
external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information
sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the
paper may be in the form of a direct citation from an external source. Choose your topic from the list of topics that follow
these organization steps.
Paper organization
Open Word and save a blank document with the following name:
“Student’s LastNameFirstInitial Research Paper”
The paper should be organized in the following way:
1. Title page:
a. Center in the middle of the page (horizontally and vertically) the title (subject) of the paper and below that
your name
2. Body of the paper:
a. Use 12-point Arial font
b. Set the margins at 1”
c. Length – 3-5 full pages, not counting the title page or the References page.
d. Include a minimum of 3 APA-formatted citations and related References page. Every reference must be cited
at least once, and every citation have an entry in the References list. If you are not familiar with APA format,
it is recommended that you use the References feature in Word for your citations and Reference List or refer
to the "Citing and Writing" option under the Resources/Library/Get Help area in the LEO classroom. It is
important to review the final format for APA-style correctness even if generated by Word.
e. Include at least two (2) informational footnotes. Footnotes are not used to list a reference! Footnotes contain
information about the topic to which the footnote has been attached.
f. Place the references on a separate page following the body of the paper. Note: Use a hard return (CTRL
Enter) after the end of your paper body and the start of the References page.
3. Organization of the content of the paper:
Include the following sections in the paper (include, in bold, the headings identified here):
a. Introduction - Identify the issue or idea. Explain why was the topic selected and what you are trying to
achieve (what is your end goal). The introduction should not be more than half a page; details will be
discussed in the follow-on areas.
b. Areas of interest, activity or issue – Define the issue or idea in greater detail. Define the specific problem
or problems or new idea. Identify other underlining or related issues as well as dependencies. Explain what
impacts will result if not addresse ...
APA Style Writing.pptxAPA Style WritingAmerican Psychologi.docxarmitageclaire49
APA Style Writing.pptx
APA Style Writing
American Psychological Association Introduction and Rules
Rules, Plagiarism,
And Before You Begin…
APA Rules
APA Style® was established to codify the many components of scientific writing to facilitate clear communication and has enabled psychologists and scholars in other social and behavioral sciences to enhance the dissemination of knowledge in their respective fields.
APA rules are drawn from an extensive body of psychological literature, from editors and authors experienced in scholarly writing, and from recognized authorities on publication practices
Plagiarism
Researchers do not claim the words and ideas of another as their own; they give credit where credit is due.
Quotation marks should be used to indicate the exact words of another.
Each time you paraphrase another author, you need to credit the source in the text.
Before You Begin
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides.
You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font.
The Cover Page
The Set-Up and the Title of Your Research
Cover Page – The Title
A title should summarize the main idea of the manuscript simply and, if possible, with style.
It should be a concise statement of the main topic and should identify the variables or theoretical issues under investigation and the relationship between them in your paper.
Cover Page – The Title, cont.
Includes the title, your name, (which is the name of the author), and the institutional affiliation of the author when the research was conducted.
Home Baked Cakes vs. Cake Mixes
Cynthia Oglesby
University of the Potomac
Cover Page
Include a page header (also known as the "running head") at the top of every page, insert page numbers flush right.
Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation. Example:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER (notice the words “running head” are not here after the cover page)
The Title
Type your title in upper and lowercase letters centered in the upper half of the page. APA recommends that your title be no more than 12 words in length and that it should not contain abbreviations or words that serve no purpose.
Your title may take up one or two lines. All text on the title page, and throughout your paper, should be double-spaced and no more than 12’ font.
The Abstract
The Purpose & The Format
The Abstract
Begin a new page. Your abstract page should have the running head in caps only (not the words, “running head”).
On the first line of the abstract page, center the word “Abstract” (not bolded, not in italics, not underlined, or in “quotation marks”).
The abstract is 150-2.
Similar to 8Title of the Paper in Full Goes HereStudent Name Here.docx (17)
1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
200-300
.
1. Review the three articles about Inflation that are of any choice..docxblondellchancy
1. Review the three articles about Inflation that are of any choice.
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources. in 1200 words
.
1. Read the RiskReport to see what requirements are.2. Read the .docxblondellchancy
1. Read the RiskReport to see what requirements are.
2. Read the Interim Risk Assessment to see the current state of paper that needs to be revised.
3. Use the RiskReport and the details below on what is missing to revise paper.
Feedback on changes needed to the Risk Assessment Plan
Risk Assessment Plan: Purpose does not make reference to BRI at all. Provide context. Scope, assumptions and constraints appear reasonable, but you can add an assumption or constraint regarding budget.
Need to elaborate on how risk is determine using the qualitative approach.
1. Title
IT Security Risk Assessment
2. Introduction
You are employed with Government Security Consultants, a subsidiary of Largo Corporation. As a member of IT security consultant team, one of your responsibilities is to ensure the security of assets as well as provide a secure environment for customers, partners and employees. You and the team play a key role in defining, implementing and maintaining the IT security strategy in organizations.
A government agency called the Bureau of Research and Intelligence (BRI) is tasked with gathering and analyzing information to support U.S. diplomats.
In a series of New York Times articles, BRI was exposed as being the victim of several security breaches. As a follow up, the United States Government Accountability Office (GAO) conducted a comprehensive review of the agency’s information security controls and identified numerous issues.
The head of the agency has contracted your company to conduct an IT security risk assessment on its operations. This risk assessment was determined to be necessary to address security gaps in the agency’s critical operational areas and to determine actions to close those gaps. It is also meant to ensure that the agency invests time and money in the right areas and does not waste resources. After conducting the assessment, you are to develop a final report that summarizes the findings and provides a set of recommendations. You are to convince the agency to implement your recommendations.
This learning activity focuses on IT security which is an overarching concern that involves practically all facets of an organization’s activities. You will learn about the key steps of preparing for and conducting a security risk assessment and how to present the findings to leaders and convince them into taking appropriate action.
Understanding security capabilities is basic to the core knowledge, skills, and abilities that IT personnel are expected to possess. Information security is a significant concern among every organization and it may spell success or failure of its mission. Effective IT professionals are expected to be up-to-date on trends in IT security, current threats and vulnerabilities, state-of-the-art security safeguards, and security policies and procedures. IT professionals must be able to communicate effectively (oral and written) to executive level management in a non-jargon, executive .
1. Quantitative According to the scoring criteria for the BAI, .docxblondellchancy
1. Quantitative: According to the scoring criteria for the BAI, a score of 21 or below indicates very low anxiety. What percentage of each group’s scores falls below that clinical cutoff?
Qualitative: Based on the qualitative responses, what percentage of the participants articulated a feeling of improvement?
.
1. Prof. Lennart Van der Zeil’s theorem says that any programmin.docxblondellchancy
1. Prof. Lennart Van der Zeil’s theorem says that any programming language is
complete
if it can be used to write a program to compute any computable number.
a. What is a computable number?
b. What is a non-computable number?
c. If all existing programming languages are complete why do we need more than one?
2. Two methodologies are used to transform programs written in a
source language
(also known as a
programmer-oriented language
, or a horizontal language, or a high-level language) into a
target language
(also known as a machine language, or a vertical language, or a low-level language). There is a static method called
translation
and a dynamic method called
interpretation
. Yet FORTRAN while 98% static ., uses interpretation for the Formatted I/O statement, similarly COBOL uses interpretation for the MOVE and MOVE CORRESPONDING statements; on the other hand, Java is fully interpretative except that in some programs and certain data sets it may invoke a JIT (Just In Time) compiler to execute a bit of static code
. Why do language designers mix these modalities if either is complete?
Hint: This is a long question with a short answer.
3. C and C++ store numerical arrays (matrices) in
row major
order and each index range must begin with 0; whereas FORTRAN stores arrays in
column major
order and the (default) index range starts (almost always) with 1. Engineers and scientists are often faced with the problem of converting a working program, or much more often a subroutine, from one language to another. Unfortunately, due to the index range difference (0 to n-1) in C/C++ and (1 to N) in FORTRAN, viewing one array as simply the transpose of the other will not suffice. What steps would you take to convert such a subroutine to compute the product of two matrices A(N,M) and B(M,N) to produce C(N,N) from FORTRAN to C++?
4. What was the major reason Jim Gosling invented Java? Did he succeed?
5. What are the four major features of C++ that were eliminated in Java? Why were they taken out? Why do we not miss them?
6. What was Kim Polese’ role at SUN Microsystems and why did she think Java should be positioned as a general purpose computer programming language? How did she accomplish this truly incredible feat, not done since Captain (later Admiral) Grace Murray Hopper, USN standardized COBOL in the early 1960s.
7. Describe briefly the role of women in the development of computer programming and computer programming languages. (Ada Lovelace, Betty Holberton, Grace Hopper, Mandaly Grems, Kim Polese, Laura Lemay)
8. What are the pros and cons of overloaded operators in C++? Java has only one, what is it?
9. State your own arguments for allowing mixed mode arithmetic statements. (See Ch 7)
10. What is BNF and why are meta-languages like BNF and EBNF used?
.
1. Review the results of your assessment using the explanation.docxblondellchancy
1. Review the results of your assessment using the explanation below.
2. Write at least 200 words describing the results, how you learn best, and how you will modify your study techniques to fit your learning style.
What do the results mean? Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State University explains:
· Active Learners: tend to retain and understand information best by doing something active with it like discussing or explaining it to others. They enjoy group work.
· Reflective Learners: prefer to think about it quietly first. They prefer to work alone.
· Sensing Learners: tend to like learning facts. They are patient with details and good at memorizing things. They are practical and careful.
· Intuitive Learners: prefer discovering possibilities and relationships. They are good at grasping new concepts and are comfortable with abstractions and mathematical formulations. They are innovative and creative.
· Visual Learners: remember best what they see--pictures, diagrams, flowcharts, timelines, films, and demonstrations.
· Verbal Learners: get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
· Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the previous one. They follow logical steps when finding solutions.
· Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." They may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
.
1. Search the internet and learn about the cases of nurses Julie.docxblondellchancy
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital administrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
All discussion boards should be submitted in APA style (7th edition
.
1. Qualitative or quantitative paperresearch required(Use stati.docxblondellchancy
1. Qualitative or quantitative paper/research required(Use statistics and numbers or facts.
2. Apply Statistics, numbers, research
3. Primary Sources explained
4. APA Formatting(Do not use the word “I”, do not use opinions in papers do not use “we”or pronouns)
5. Write a 5 page paper (8 in total-cover page and reference page), you can go over
APA FORMAT
5 scholarly sources
.
1. Prepare a one page paper on associative analysis. You may researc.docxblondellchancy
1. Prepare a one page paper on associative analysis. You may research the internet for more information. Please double space your paper and cite your sources.
2.
Prepare a one page paper on decision trees or discriminant analysis. You may compare the two. You may research the Internet for more information.
Please double space your paper and cite your sources.
APA format.
.
1. Prepare a comparative table in which you contrast the charact.docxblondellchancy
1. Prepare a comparative table in which you contrast the characteristics and details of the origins and development of social work in the United States, Europe, Latin America and the Caribbean. Bring your comparison chart to the workshop to participate in a collaborative activity. The student will identify the most significant historical events in the United States that influenced the development and evolution of the Social Work profession.
2. Look for information on the following agencies:
1. National Association of Social Workers (NASW)
2. International Federation of Social Work (IFSW)
3. Association of Social Work Boards (ASWB)
4. Council on Social Work Education (CSWE)
Be prepared to participate in a collaborative activity during the workshop.
3. Write a reflective essay of at least two pages, and elaborate on the following aspects:
1. What is the current state of Social Work in the United States?
2. What do you focus on and what are the functions of current (modern) social work in the United States?
3. Explain the historical events that impacted the different ways of practicing social work.
Remember that an essay is made up of three basic parts: introduction, body or middle, and conclusion. In a reflective essay, the student must effectively combine the concepts and foundations of the discipline of study (definitions, history, prominent figures) with their experiences applicable to the topic of discussion or the guiding questions.
.
1. Portfolio part II a) APRN protocol also known as collab.docxblondellchancy
1.
Portfolio part II
a) APRN protocol also known as collaborative agreement with supervising physician(s).
b.) business proposal (refer to portfolio explanation/examples found on your BB lecture section.
There is an example of a business proposal. Use the example to create a brief business proposal with no more than two pages word or power point as your choice;
c.) Create a LinkedIn page and send me a proof of you creating the link.
.
1. Post the link to one news article, preferably a piece of rece.docxblondellchancy
1. Post the link to
one
news article, preferably a piece of recent news (2 points)
2. Explain
A) Which concepts (in which chapters) we learn in class is this news related to (4 points).
B) Specifically, how this concept is demonstrated in the news in your perspective (11 points).
.
1. Please explain fixed and flexible budgeting. Provide an examp.docxblondellchancy
1. Please explain fixed and flexible budgeting. Provide an example of budgeting for three
consecutive periods in which safety margin is included for flexibility
2. Explain statement of cash flows proforma and its significance in budgeting. Provide a
hypothetical example of a statement of cash flows in a manufacturing enterprise.
.
1. Open and print the Week 6 Assignment.2. The assignment .docxblondellchancy
1. Open and print the "Week 6 Assignment".
2. The assignment has four parts: A, B, C, and D.
(Part A has been created for use of the Access program where the data source recipients are to be created. However, if you do not have the Access program then you will need to create the data source recipients with the Excel program before you begin keying the letters for the mail merge. Also, If you are using Excel then be certain to create the label headers in each column with the data source recipient information beneath the headers. Whether you use Access or Excel you MUST save the data source in the Week 6 folder in which you will upload.
If you do not save the data source recipients in the folder then I am not able to grade your assignment
.)
3. Create a folder: [your last name]-Week6 (be sure to save to a disk device/hard drive NOT the desktop area.)
5. Complete the assignment as instructed and Save all work in [your last name]-Week6 folder.
6. Zip the folder and upload in the Week 6 Assignment Upload. DO NOT ATTACH THE FOLDER TO EMAIL, IT WILL NOT BE ACCEPTED. I will review the assignment and send you comments about the graded work.
.
1. Plato’s Republic takes as its point of departure the question of .docxblondellchancy
1. Plato’s Republic takes as its point of departure the question of the nature of:
A. JusticeB. ImmortalityC. TimeD. Equality
2. The most accurate way to describe Thrasymachus’ intervention onto the scene in Book I is:
A. He maintains that happiness is unattainable.B. He maintains that only the gods are just. C. He maintains that justice is the advantage of the strong.D. He maintains that justice and injustice are figments of the imagination.
3. In Book I, Thrasymachus’ ironic argument ad hominem is :
A. Socrates needs a wet-nurse.B. Socrates is ugly.C. Socrates should put himself to bed.D. Socrates should not have gone to last night’s banquet.
4. In Book II, Glaucon tells the myth of a ring, the point of which is to illustrate:
A. That we prize material goods above all else.B. That the rich decide what is just and unjust.C. That anyone will commit injustice when they can get away without punishment.D. That myth-telling is essential to philosophy.
5. In Book III, Socrates suggests the city adopt a noble lie, according to which:
A. There are three sorts of beings: humans, angels, and demons.B. Into our natures were mixed one of three metals: gold, silver, or bronze. C. Everyone will live virtuously in a just city.D. The just city lasts forever.
.
1. Objective Learn why and how to develop a plan that encompasses a.docxblondellchancy
1. Objective: Learn why and how to develop a plan that encompasses all components of a security system.
Use the information found at http://nces.ed.gov/pubs98/safetech/chapter5.asp
to research how determining possible physical threats may affect the choice of physical security countermeasures while planning new or updated security systems.
2. Objective: Determine the placement of physical barriers in integration with other components of the security system.
Research the different types of physical barriers and how they fit the needs of different types of facilities. Use the information found at
http://www.fs.fed.us/t-d/phys_sec/deter/index.htm.
APA Format , references & citations.
.
1. Open the attached Excel Assignment.xlsx” file and name it LastN.docxblondellchancy
1. Open the attached “Excel Assignment.xlsx” file and name it “LastName_FirstInitial - Excel Assignment.xlsx”. 2. Set the page orientation to landscape. Change the student name(s) to your name(s). 3. Wrap the text in the column headings A4:J4 and A14:H14 in Sheet 1 and set the column width to (approximately) 10 for columns B to J. 4. Calculate the Gross Pay (F5:F9) using the following formula: Pay Rate times Regular Hours plus 1.5 times Pay Rate times O/T Hours. 5. Display the Taxable Benefits (G5:I9) in the following way: apply a formula/function to allocate and return the appropriate weekly amount of Dental, Insurance, and Medical based on his/her Benefits Level and the corresponding taxable benefit to this code in Sheet 2. The assumptions, the taxable benefit rates, and the tax rates (all in Sheet 2) may be subject to changes, so all formulas should be created in a way so that they would reflect any changes in Sheet 2 automatically. 6. Calculate the Taxable Income (Gross Pay plus Taxable Benefits). 7. Use the Taxable Income (J5:J9) to automatically locate the Federal and Provincial Tax withholdings from the Tax Table on Sheet 2. For example: Federal Tax = Taxable Income * Federal Tax %. 8. Calculate the Employ. Insurance and Govt. Pension contributions based on the Gross Pay (Note: Gross Pay not Taxable Income). The contribution percentages are located in the Assumption area in Sheet 2. Calculate the Total Deductions as a sum of all deductions (Federal Tax, Provincial Tax, Employ. Insurance, and Govt. Pension). 9. Calculate the Net Amount by subtracting the Total Deductions from the Gross Pay. 10. Calculate the totals in B20:G20 11. Insert cheque number 121 in H15 and create a formula that will automatically number all the rest of cheques in sequence. 12. Format the title as Arial 16 pt., bold, italic and merge and centre it across columns A:J. 13. Format all dollar values as: number, 2 decimal places, 1,000 separators and no dollar sign. 14. Centre the contents of the Benefits Level (B5:B9) and the Cheque No. (H15:H19) columns. 15. Format the borders and headings as shown in the example below.
.
1. must be a research article from either pubmed or google scholar..docxblondellchancy
1. must be a research article from either pubmed or google scholar.
2. the article you select must have an abstract, introduction/ background, materials &methods, results, conclusion
3. summarize the article you selected
4. no plagiarism
5. must include reference
.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
8Title of the Paper in Full Goes HereStudent Name Here.docx
1. 8
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Abstract
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April 25, 2016.
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1.
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another):
1. Many music teachers at Olson Junior High are concerned
about losing their jobs (J. Thompson, personal communication,
July 3, 2013), largely due to the state’s recent financial
cutbacks of fine arts programs (Babar, 2007).
2. Obesity affects as much as 17% of the total population of
children, an increase which may lead to other chronic health
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Level 3 heading.Note that you should write Level 3 and 4
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Level 4 heading. One crucial area in APA is learning how to
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Level 4 heading.You will want to include at least two of each
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using headings effectively.
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headings, at least two of each heading level should appear in the
paper. Otherwise, if only one heading appears, your readers may
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And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your
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5. consider asking yourself these questions: What do you want to
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References
(Please note that the following references are intended as
examples only. Also, these illustrate different types of
references but are not all cited in the text. In your paper, be
sure every reference entry matches a citation, and every citation
refers to an item in the reference list.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway
that I built. Ancient Dictators, 25(7), 14–31.
doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,19, 4319–4392. Retrieved from
http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers, 5, 565–582.
doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly
occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek
Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a
video: The city is always Baltimore [DVD]. Baltimore, MD:
Author.
Laureate Education, Inc. (Producer). (2010). Name of program
[Video webcast]. Retrieved from http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making
Good Songs Great, 18(3), 31–22. Retrieved from
http://articlesextollingrecordingsofyore.192/fs.com
6. Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush,
P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting
surname mispronunciation. New York, NY: Supportive
Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now?
Floral arranging for beginners (Research Report No. 40-921).
Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website:
http://www.uwg.caift/~40_921.pdf
PAULO FREIRE
PEDAGOGY
of the
OPPRESSED
;
• 30TH ANNIVERSARY EDITION •
Translated by Myra Bergman Ramos
With an Introduction by Donaldo Macedo
A continuum
• I f N E W Y O R K • L O N D O N
2005
8. To the oppressed,
and to those who suffer with them
and fight at their side
Contents
Publisher's Foreword 9
Introduction to t h e Anniversary Edition
b y DONALDO MACEDO 11
Foreword by RICHARD SHAULL 29
Preface ^ 35
Chapter 1 43
The justification for a pedagogy of the oppressed; the
contradiction
between the oppressors and the oppressed, and how it is
overcome;
oppression and the oppressors; oppression and the oppressed;
liberation: not a gift, not a self-achievement, but a mutual
process.
Chapter 2 71
The "banking" concept of education as an instrument of
oppression—
its presuppositions—a critique; the problem-posing concept of
9. education as an instrument for liberation—-its presuppositions;
the
"banking" concept and the teacher-student contradiction; the
problem-posing concept and the supersedence of the teacher-
student contradiction; education: a mutual process, world-
mediated;
people as uncompleted beings, conscious of their incompletion,
and
their attempt to be more fully human.
8 • C O N T E N T S
Chapter 3 87
Dialogics—the essence of education as the practice of freedom;
dialogics and dialogue; dialogue and the search for program
content; the human-world relationship, "generative themes," and
the program content of education as the practice of freedom; the
investigation of "generative themes" and its methodology; the
awakening of critical consciousness through the investigation of
"generative themes"; the various stages of the investigation.
Chapter 4 125
Antidialogics and dialogics as matrices of opposing theories of
cultural action: the former as an instrument of oppression and
the
latter as an instrument of liberation; the theory of antidialogical
action and its characteristics: conquest, divide and rule,
manipulation, and cultural invasion; the theory of dialogical
action and its characteristics: cooperation, unity, organization,
and
cultural synthesis.
10. Publisher's Foreword
This is the thirtieth anniversary of the publication in the United
States
of Pedagogy of the Oppressed. Since the original publication,
this rev-
olutionary work has gone into more than a score of printings
and sold
over 750,000 copies worldwide.
In his foreword to the first edition, which is included in this
one,
Richard Shaull wrote:
In this country, we are gradually becoming aware of the work of
Paulo Freire, but thuŝ far we have thought of it primarily in
terms
of its contribution to the education of illiterate adults in the
Third
World. If, however, we take a close look, we may discover that
his methodology as well as his educational philosophy are as
im-
portant for us as for the dispossessed in Latin America.... For
this reason, I consider the publication of Pedagogy of the Op-
pressed in an English edition to be something of an event.
These words have proved prophetic. Freire's books have since
taken
on a considerable relevance for educators in our own
technologically
advanced society, which to our detriment acts to program the
indi-
vidual—especially the disadvantaged—to a rigid conformity. A
new
underclass has been created, and it is everyone's responsibility
to react
thoughtfully and positively to the situation. This is the
11. underlying
message of Pedagogy of the Oppressed.
As times change so do attitudes and beliefs. The translation has
been modified—and the volume has been newly typeset—to
reflect
the connection between liberation and inclusive language. An
impor-
tant introduction by Donaldo Macedo has been added.
This revised thirtieth-anniversary edition of Pedagogy of the
Op-
pressed thus represents a fresh expression of a work that will
continue to
stimulate and shape the thought of educators and citizens
everywhere.
Introduction
Never in my wildest dreams would I have imagined when I first
read
Pedagogy of the Oppressed in 1971 that, a decade later, I would
be
engaged in a very close collaboration with its author, Paulo
Freire—
a collaboration that lasted sixteen years until his untimely death
on
May 2, 1997. Never in my wildest dreams would I have thought
that,
today, I would have the honor to write an introduction to
commem-
orate the thirtieth anniversary of the publication of Pedagogy of
12. the
Oppressed, a book that according to Stanley Aronowitz, "meets
the
single criterion of a 'classic' " in that "it has outlived its own
time and
its authors."
I remember vividly my first encounter with Pedagogy of the Op-
pressed, as a colonized young man from Cape Verde who had
been
struggling with significant questions of cultural identity,
yearning to
break away from the yoke of Portuguese colonialism. Reading
Peda-
gogy of the Oppressed gave me a language to critically
understand the
tensions, contradictions, fears, doubts, hopes, and "deferred"
dreams
that are part and parcel of living a borrowed and colonized
cultural
existence. Reading Pedagogy of the Oppressed also gave me the
inner
strength to begin the arduous process of transcending a colonial
ex-
istence that is almost culturally schizophrenic: being present
and yet
not visible, being visible and yet not present. It is a condition
that I
painfully experienced in the United States, constantly juggling
the
power asymmetry of the two worlds, two cultures, and two
languages.
Reading Pedagogy of the Oppressed gave me the critical tools to
re-
flect on, and understand, the process through which we come to
know
13. what it means to be at the periphery of the intimate yet fragile
rela-
tionship between the colonizer and the colonized.
12 • INTRODUCTION
Paulo Freire's invigorating critique of the dominant banking
model
of education leads to his democratic proposals of problem-
posing ed-
ucation where "men and women develop their power to perceive
crit-
ically the way they exist in the world with which and in which
they
find themselves; they come to see the world not as a static
reality but
as a reality in the process of transformation." This offered to
me—
and all of those who experience subordination through an
imposed
assimilation policy—a path through which we come to
understand
what it means to come to cultural voice. It is a process that
always
involves pain and hope; a process through which, as forced
cultural
jugglers, we can come to subjectivity, transcending our object
position
in a society that hosts us yet is alien.
It is not surprising that my friends back in Cape Verde—and,
for
that matter in most totalitarian states—risked cruel punishment,
in-
14. cluding imprisonment, if they were caught reading Pedagogy of
the
Oppressed. I remember meeting a South African student in
Boston
who told me that students would photocopy chapters of
Pedagogy of
the Oppressed and share them with their classmates and peers.
Some-
times, given the long list of students waiting to read Freire, they
would have to wait for weeks before they were able to get their
hands
on a photocopied chapter. These students, and students like
them in
Central America, South America, Tanzania, Chile, Guinea-
Bissau and
other nations struggling to overthrow totalitarianism and
oppression,
passionately embraced Freire and his proposals for liberation. It
is no
wonder that his success in teaching Brazilian peasants how to
read
landed him in prison and led to a subsequent long and painful
exile.
Oppressed people all over the world identified with Paulo
Freire's
denunciation of the oppressive conditions that were choking
millions
of poor people, including a large number of middle-class
families that
had bitterly begun to experience the inhumanity of hunger in a
po-
tentially very rich and fertile country.
Freire's denunciation of oppression was not merely the
intellectual
exercise that we often find among many facile liberals and
15. pseudo-
critical educators. His intellectual brilliance and courage in
denounc-
ing the structures of oppression were rooted in a very real and
material experience, as he recounts in Letters to Cristina:
INTRODUCTION • 13
It was a real and concrete hunger that had no specific date of
departure. Even though it never reached the rigor of the hunger
experienced by some people I know, it was not the hunger ex-
perienced by those who undergo a tonsil operation or are
dieting.
On the contrary, our hunger was of the type that arrives unan-
nounced and unauthorized, making itself at home without an end
in sight. A hunger that, if it was not softened as ours was,
would
take over our bodies, molding them into angular shapes. Legs,
arms, and fingers become skinny. Eye sockets become deeper,
making the eyes almost disappear. Many of our classmates ex-
perienced this hunger and today it continues to afflict millions
of
Brazilians who die of its violence every year.1
Thus, Pedagogy of the Oppressed has its roots in Paulo Freire's
lived
experiences.
The experience of hunger as a child of a middle-class family
that
had lost its economic base enabled Freire to, on the one hand,
identify
and develop "solidarity with the children from the poor
outskirts of
16. town"2 and, on the other hand, to realize that "in spite of the
hunger
that gave us solidarity... in spite of the bond that united us in
our
search for ways to survive—our playtime, as far as the poor
children
were concerned, ranked us as people from another world who
hap-
pened to fall accidentally into their world."3 It is the realization
of
such class borders that led, invariably, to Freire's radical
rejection of
a class-based society.
Although some strands of postmodernism would dismiss Freire's
detailed class analysis in Pedagogy of the Oppressed, it is an
enormous
mistake, if not academic dishonesty, to pretend that we now live
in a
classless world. Although Freire understood very well that
"material
oppression and the affective investments that tie oppressed
groups to
the logic of domination cannot be grasped in all of their
complexity
within a singular logic of class struggle/'4 he consistently
argued that
a thorough understanding of oppression must always take a
detour
through some form of class analysis.
Until his death, he courageously denounced the neoliberal
position
that promotes the false notion of the end of history and the end
of
class. Freire always viewed history as possibility, "recognizing
17. that
History is time filled with possibility and not inexorably
determined—
14 • INTRODUCTION
that the future is problematic and not already decided,
fatalistically,"5
In like manner, Freire continued to reject any false claim to the
end
of class struggle. Whereas he continually revised his earlier
class anal-
yses, he never abandoned or devalued class as an important
theoret-
ical category in our search for a better comprehension of
conditions
of oppression. In a long dialogue we had during his last visit to
New
York—in fact, the last time we worked together—he again said
that
although one cannot reduce everything to class, class remains
an im-
portant factor in our understanding of multiple forms of
oppression.
While poststructuralists may want to proclaim the end of class
anal-
ysis, they still have to account for the horrendous human
conditions
that led, as Freire recounted, a family in Northeast Brazil to
scavenge
a landfill and take "pieces of an amputated human breast with
which
they prepared their Sunday lunch/'6
18. Freire also never accepted the ' poststructuralism tendency to
trans-
late diverse forms of class, race, and gender based oppression to
the
discursive space of subject positions/'7 He always appreciated
the the-
oretical complexity of multifactor analyses while never
underestimat-
ing the role of class. For example, he resisted the essentialist
approach
of reducing all analysis to one monolithic entity of race. For
instance,
African functionaries who assimilate to colonial cultural values
con-
stitute a distinct class with very different ideological cultural
values
and aspirations than the bulk of the population. Likewise, it
would be
a mistake to view all African Americans as one monolithic
cultural
group without marked differences: United States Supreme Court
Jus-
tice Clarence Thomas is black, after all (and conservative).
Somewhat
similar gulfs exist between the vast mass of African Americans
who
remain subordinated and reduced to ghettoes and middle-class
Afri-
can Americans who, in some sense, have also partly abandoned
the
subordinated mass of African Americans. I am reminded of a
discus-
sion I had with a personal friend of Dr. Martin Luther King, Jr.,
who
had joined him in the important struggle to end segregation and
19. op-
pression during the 1960s. During our discussion, King's friend
re-
marked, "Donaldo, you are right. We are using euphemisms
such as
Economically marginal' and avoid more pointed terms like
'oppres-
I N T R O D U C T I O N • 15
sion/ I confess that I often feel uneasy when I am invited to
discuss
at institutions issues pertaining to the community. In reality, I
haven't
been there in over twenty years." Having achieved great
personal
success and having moved to a middle-class reality, this African
Amer-
ican gentleman began to experience a distance from other
African
Americans who remain abandoned in ghettoes.
In a recent discussion with a group of students, a young African
American man who attends an Ivy League university told me
that his
parents usually vote with the white middle class, even if, in the
long
run, their vote is ̂ detrimental to the reality of most black
people. Thus,
we see again that race, itself, is not necessarily a unifying force.
Freire never abandoned his position with respect to class
analysis
as theorized in Pedagogy of the Oppressed. However, as he
20. continually
did, he reconstituted his earlier position throughout the years,
partic-
ularly in our co-authored book Ideology Matters. In it Freire
argues
that whereas, for example, "one cannot reduce the analysis of
racism
to social class, one cannot understand racism fully without a
class
analysis, for to do one at the expense of the other is to fall prey
into
a sectarianist position, which is as despicable as the racism that
we
need to reject."8 In essence, Freire's later works make it clear
that
what is important is to approach the analysis of oppression
through a
convergent theoretical framework where the object of
oppression is
cut across by such factors as race, class, gender, culture,
language,
and ethnicity. Thus, he would reject any theoretical analysis
that
would collapse the multiplicity of factors into a monolithic
entity, in-
cluding class.
Although Freire was readily embraced in societies struggling
against colonialism and other forms of totalitarianism, his
acceptance
in the so-called open and democratic societies, such as the
United
States and the nations of Western Europe, has been more prob-
lematic. Even though he has an international reputation and
follow-
ing, his work is, sadly, not central to the curricula of most
21. schools of
education whose major responsibility is to prepare the next
genera-
tion of teachers. This relative marginality of Freire's work in
the
school-of-education curricula is partly due to the fact that most
of
16 • I N T R O D U C T I O N
these schools are informed by the positivistic and management
models
that characterize the very culture of ideologies and practices to
which
Freire was in opposition all his life. For example, the Harvard
Grad-
uate School of Education sanctions a graduate course called
"Literacy
Politics and Policies" without requiring students to read,
critique, and
analyze the work of Freire. In fact, one can get a doctoral
degree
from this school, or from others, without ever learning about,
much
less reading, Paulo Freire. This is tantamount to getting a
doctoral
degree in Linguistics without ever reading Noam Chomsky, The
fol-
lowing illustrates my point. In a lecture at Harvard that
analyzed
Paulo Freire's theories, given by Professor Ramon Flecha from
the
University of Barcelona, a doctoral student approached me and
asked
22. the following: "I don't want to sound naive, but who is this
Paulo
Freire that Professor Flecha is citing so much?" I wonder, how
can
one expect this doctoral student to know the work of "perhaps
the
most significant educator in the world during the last half of the
cen-
tury" in the words of Herbert Kohl,9 when his graduate school
pre-
tends that Paulo Freire never existed?
Whereas students in the Third World and other nations
struggling
with totalitarian regimes would risk their freedom, if not their
lives,
to read Paulo Freire, in our so-called open societies his work
suffers
from a more sophisticated form of censorship: omission. This
"aca-
demic selective selection" of bodies of knowledge, which
borders on
censorship of critical educators, is partly to blame for the lack
of
knowledge of Paulo Freire's significant contributions to the
field of
education. Even many liberals who have embraced his ideas and
ed-
ucational practices often reduce his theoretical work and
leading phil-
osophical ideas to a mechanical methodology. I am reminded of
a
panel that was convened to celebrate Freire's life and work at
Harvard
after his death. In a large conference room filled to capacity and
with
23. people standing in hallways, a panelist who had obviously
reduced
Freire's leading ideas to a mechanized dialogical practice passed
a
note to the moderator of the panel suggesting that she give
everyone
in the room twenty seconds to say something in keeping with
the
spirit of Freire. This was the way not to engage Freire's belief
in
INTRODUCTION • 17
emancipation—unless one believes that his complex theory of
op-
pression can be reduced to a twenty-second sound bite. Part of
the
problem with this mechanization of Freire's leading
philosophical and
political ideas is that many psudocritical educators, in the name
of
liberation pedagogy, often sloganize Freire by straitjacketing
his rev-
olutionary politics to an empty cliche of the dialogical method.
Pseudo-Freirean educators not only strip him of the essence of
his
radical pedagogical proposals that go beyond the classroom
bound-
aries and effect significant changes in the society as well: these
edu-
cators also fail to understand the epistemological relationship of
dialogue. According to Freire,
In order to understand the meaning of dialogical practice, we
24. have to put aside the simplistic understanding of dialogue as a
mere technique. Dialogue does not represent a somewhat false
path that I attempt to elaborate on and realize in the sense of
involving the ingenuity of the other. On the contrary, dialogue
characterizes an epistemological relationship. Thus, in this
sense,
dialogue is a way of knowing and should never be viewed as a
mere tactic to involve students in a particular task. We have to
make this point very clear. I engage in dialogue not necessarily
because I like the other person. I engage in dialogue because I
recognize the social and not merely the individualistic character
of the process of knowing. In this sense, dialogue presents itself
as an indispensable component of the process of both learning
and knowing.10
Unfortunately, in the United States, many educators who claim
to
be Freirean in their pedagogical orientation mistakenly
transform Fre-
ire's notion of dialogue into a method, thus losing sight of the
fact
that the fundamental goal of dialogical teaching is to create a
process
of learning and knowing that invariably involves theorizing
about the
experiences shared in the dialogue process. Some strands of
critical
pedagogy engage in an overdose of experiential celebration that
offers
a reductionistic view of identity^ leading Henry Giroux to point
out
that such pedagogy leaves identity and experience removed
from the
problematics of power, agency, and history. By overindulging in
the
25. 18 • INTRODUCTION
legacy and importance of their respective voices and
experiences,
these educators often fail to move beyond a notion of difference
struc-
tured in polarizing binarisms and uncritical appeals to the
discourse
of experience. I believe that it is for this reason that some of
these
educators invoke a romantic pedagogical mode that "exoticizes"
dis-
cussing lived experiences as a process of coming to voice. At
the same
time, educators who misinterpret Freire's notion of dialogical
teaching
also refuse to link experiences to the politics of culture and
critical
democracy, thus reducing their pedagogy to a form of middle-
class
narcissism. This creates, on the one hand, the transformation of
dia-
logical teaching into a method invoking conversation that
provides
participants with a group-therapy space for stating their
grievances.
On the other hand, it offers the teacher as facilitator a safe
pedagog-
ical zone to deal with his or her class guilt. It is a process that
bell
hooks characterizes as nauseating in that it brooks no dissent.
Simply
put, as Freire reminded us, "what these educators are calling
dialog-
26. ical is a process that hides the true nature of dialogue as a
process of
learning and knowing. . . .Understanding dialogue as a process
of
learning and knowing establishes a previous requirement that
always
involves an epistemological curiosity about the very elements of
the
dialogue."11 That is to say, dialogue must require an ever-
present cu-
riosity about the object of knowledge. Thus, dialogue is never
an end
in itself but a means to develop a better comprehension about
the
object of knowledge. Otherwise, one could end up with dialogue
as
conversation where individual lived experiences are given
primacy. I
have been in many contexts where the over-celebration of one's
own
location and history often eclipses the possibility of engaging
the ob-
ject of knowledge by refusing to struggle directly, for instance,
with
readings involving an object of knowledge, particularly if these
read-
ings involve theory.
As Freire himself decidedly argued,
Curiosity about the object of knowledge and the willingness and
openness to engage theoretical readings and discussions is fun-
damental. However, I am not suggesting an over-celebration of
27. I N T R O D U C T I O N • 19
theory. We must not negate practice for the sake of theory. To
do so would reduce theory to a pure verbalism or intellectual-
ism. By the same token, to negate theory for the sake of prac-
tice, as in the use of dialogue as conversation, is to run the risk
of losing oneself in the disconnectedness of practice. It is for
this reason that I never advocate either a theoretic elitism or a
practice ungrounded in theory, but the unity between theory
and practice. In order to achieve this unity, one must have an
epistemological curiosity—a curiosity that is often missing in
di-
alogue as conversation.12
That is, when students lack both the necessary epistemological
cu-
riosity and a certain conviviality with the object of knowledge
under
study, it is difficult to create conditions that increase their
epistemo-
logical curiosity in order to develop the necessary intellectual
tools
that will enable him or her to apprehend and comprehend the
object
of knowledge. If students are not able to transform their lived
expe-
riences into knowledge and to use the already acquired
knowledge as
a process to unveil new knowledge, they will never be able to
partic-
ipate rigorously in a dialogue as a process of learning and
knowing.
In truth, how can one dialogue without any prior apprenticeship
with
the object of knowledge and without any epistemological
curiosity?
28. For example, how can anyone dialogue about linguistics if the
teacher
refuses to create the pedagogical conditions that will apprentice
stu-
dents into the new body of knowledge? By this I do not mean
that
the apprenticeship process should be reduced to the
authoritarian
tradition of lecturing without student input and discussion.
What be-
comes very clear is that the bureaucratization of the dialogical
process
represents yet another mechanism used by even some
progressive
educators to diminish Freire's radical revolutionary and
transformative
proposals through a process that gives rise to politics without
content.
Thus, it is not surprising that some liberals join conservative
educators
to critique Freire for what they characterize as "radical ties."
For
example, Gregory Jay and Gerald Graff have argued that
Freire's pro-
posal in Pedagogy of the Oppressed to move students toward "a
crit-
ical perception of the world"—which "implies a correct method
of
approaching reality" so that they can get "a comprehension of
total
20 • INTRODUCTION
reality"—assumes that Freire already knows the identity of the
29. op-
pressed. As Jay and Graff point out, "Freire assumes that we
know
from the outset the identity of the Oppressed' ahd their
'oppressors/
Who the oppressors and the oppressed are is conceived not as an
open question that teachers and students might disagree about,
but
as a given of Freirean pedagogy."13 This form of critique
presupposes
that education should be nondirective and neutral, a posture that
Freire always opposed: "I must intervene in teaching the
peasants
that their hunger is socially constructed and work with them to
help
identify those responsible for this social construction, which is,
in my
view, a crime against humanity."14 Therefore, we need to
intervene
not only pedagogically but also ethically. Before any
intervention,
however, an educator must have political clarity—posture that
makes
many liberals like Graff very uncomfortable to the degree that
he
considers "Radical educational theorists such as Freire, Henry
Giroux,
and Stanley Aronowitz . . . [as having a] tunnel-vision style of.
. . writ-
ing . . . which speaks of but never to those who oppose its
premises."15
The assumption that Freire, Giroux, and Aronowitz engage in a
"tunnel-vision style of. . . writing" is not only false: it also
points to a
distorted notion that there is an a priori agreed-upon style of
30. writing
that is monolithic, available to all, and "free of jargon." This
blind
and facile call for writing clarity represents a pernicious
mechanism
used by academic liberals who suffocate discourses different
from
their own. Such a call often ignores how language is being used
to
make social inequality invisible. It also assumes that the only
way to
deconstruct ideologies of oppression is through a discourse that
in-
volves what these academics characterize as a language of
clarity.
When I was working with Freire on the book Literacy: Reading
the Word and the World, I asked a colleague whom I considered
to
be politically aggressive and to have a keen understanding of
Freire's
work to read the manuscript. Yet, during a discussion we had
about
this, she asked me, a bit irritably, "Why do you and Paulo insist
on
using Marxist jargon? Many readers who may enjoy reading
Paulo may
be put off by the jargon." I was at first taken aback, but
proceeded
to explain calmly to her that the equation of Marxism with
jargon did
INTRODUCTION ' 2 1
31. not fully capture the richness of Freire's analysis. In fact, I
reminded
her that Freire's language was the only means through which he
could
have done justice to the complexity of the various concepts
dealing
with oppression. For one thing, I reminded her, "Imagine that
instead
of writing Pedagogy of the Oppressed Freire had written
"Pedagogy
of the Disenfranchised.77 The first title utilizes a discourse that
names
the oppressor, whereas the second fails to do so. If you have an
"op-
pressed," you must have an "oppressor/' What would be the
coun-
terpart of disenfranchised? "Pedagogy of the Disenfranchised77
dislodges the agent of the action while leaving in doubt who
bears
the responsibility for such action. This leaves the ground wide
open
for blaming the victim of disenfranchisement for his or her own
dis-
enfranchisement. This example is a clear case in which the
object of
oppression can also be understood as the subject of oppression.
Lan-
guage like this distorts reality.
And yet, mainstream academics like Graff seldom object to
these
linguistic distortions that disfigure reality. I seldom hear
academics
on a crusade for "language clarity" equate mainstream terms
such as
32. "disenfranchised" or "ethnic cleansing," for example, to jargon
status.
On the one hand, they readily accept "ethnic cleansing," a
euphemism
for genocide, while, on the other hand, they will, with certain
autom-
atism, point to the jargon quality of terms such as "oppression/'
"sub-
ordination," and "praxis." If we were to deconstruct the term
"ethnic
cleansing" we would see that it prevents us from becoming
horrified
by Serbian brutality and horrendous crimes against Bosnian
Muslims.
The mass killing of women, children, and the elderly and the
rape of
women and girls as young as five years old take on the positive
at-
tribute of "cleansing," which leads us to conjure a reality of
"purifi-
cation" of the ethnic "filth" ascribed to Bosnian Muslims, in
particular, and to Muslims the world over, in general.
I also seldom heard any real protest from the same academics
who
want "language clarity" when, during the Gulf War, the horrific
blood
bath of the battlefield became a "theater of operation," and the
violent
killing of over one hundred thousand Iraqis, including innocent
women, children, and the elderly by our "smart bombs," was
sanitized
22 • INTRODUCTION
33. into a technical term: "collateral damage." I can go on with
examples
to point out how academics who argue for clarity of language
not only
seldom object to language that obfuscates reality, but often use
the
same language as part of the general acceptance that the
"standard"
discourse is given and should remain unproblematic. Although
these
academics accept the dominant standard discourse, they
aggressively
object to any discourse that both fractures the dominant
language
and bares the veiled reality in order to name it. Thus, a
discourse
that names it becomes, in their view, imprecise and unclear, and
wholesale euphemisms such as "disadvantaged,"
"disenfranchised,"
"educational mortality," "theater of operation," "collateral
damage,"
and "ethnic cleansing" remain unchallenged since they are part
of
the dominant social construction of images that are treated as
un-
problematic and clear.
I am often amazed to hear academics complain about the com-
plexity of a particular discourse because of its alleged lack of
clarity.
It is as if they have assumed that there is a mono-discourse that
is
characterized by its clarity and is also equally available to all.
If
one begins to probe the issue of clarity, we soon realize that it
34. is
class specific, thus favoring those of that class in the meaning-
making process.
The following two examples will bring the point home: Henry
Gi-
roux and I gave a speech at Massasoit Community College in
Mas-
sachusetts to approximately three hundred unwed mothers who
were
part of a GED (graduate-equivalency diploma) program. The
director
of the program later informed us that most of the students were
con-
sidered functionally illiterate. After Giroux's speech, during the
ques-
tion-and-answer period, a woman got up and eloquently said,
"Professor Giroux, all my life I felt the things you talked about.
I just
didn't have a language to express what I have felt. Today I have
come
to realize that I do have a language. Thank you." And Paulo
Freire
told me the story of what happened to him at the time he was
pre-
paring the English translation of Pedagogy of the Oppressed. He
gave
an African American student at Harvard a chapter of the book to
read
to see how she would receive it. A few days later when he asked
the
INTRODUCTION ' 2 3
35. woman if she had read it, she enthusiastically responded, "Yes.
Not
only did I read it, but I gave it to my sixteen-year-old son to
read.
He read the whole chapter that night and in the morning said, 'I
want
to meet the man who wrote this. He is talking about m e / " One
question that I have for all those "highly literate" academics
who find
Giroux's and Freire's discourse so difficult to understand is,
Why is it
that a sixteen-year-old boy and a poor, "semiliterate" woman
could so
easily understand and connect with the complexity of both
Freire and
Girouxs language and ideas, and the academics, who should be
the
most literate, find the language incomprehensible?
I believe that the answer has little to do with language and
every-
thing to do with ideology. That is, people often identify with
repre-
sentations that they are either comfortable with or that help
deepen
their understanding of themselves. The call for language clarity
is an
ideological issue, not merely a linguistic one. The sixteen-year-
old and
the semiliterate poor woman could readily connect with Freire's
ide-
ology, whereas the highly literate academics are "put o f f by
some
dimensions of the "same ideology. It is, perhaps, for this reason
that
a university professor I know failed to include Freire's work in
36. a grad-
uate course that she taught on literacy. When I raised the issue
with
her, she explained that students often find Freire's writing too
difficult
and cumbersome. It could also be the reason that the Divinity
School
at Harvard University offers a course entitled "Education for
Liber-
ation," in which students study Freire and James Cone
extensively,
whereas no such opportunities are available at Harvard's School
of
Education.
For me, the mundane call for a language of "simplicity and
clarity"
represents yet another mechanism to dismiss the complexity of
the-
oretical issues, particularly if these theoretical constructs
interrogate
the prevailing dominant ideology. It is for this very reason that
Gayatri
Spivak correctly points out that the call for "plain prose cheats."
I
would go a step further and say, "The call for plain prose not
only
cheats, it also bleaches."
For me, it is not only plain prose that bleaches. Gerald Graffs
pedagogy of "teaching the conflict" also bleaches to the extent
that it
24 • INTRODUCTION
37. robs students of the opportunity to access the critical discourses
that
will enable them not only to deconstruct the colonial and
hegemonic
paradigms, but will also help them realize that one cannot teach
con-
flict as if, all of a sudden, it fell from the sky. The conflict must
be
anchored in those competing histories and ideologies that
generated
the conflict in the first place. David Goldberg captures this
problem
when he argues that Graffs suggestion:
presupposes that educators—even the humanists of Graffs ad-
dress—occupy a neutral position, or at least can suspend their
prejudices, in presenting the conflicts, and that the conflicts are
fixed and immobile. One cannot teach the conflicts (or anything
else, for that matter) by assuming this neutral "view from no-
where," for it is no view at all. In other words, the Assumption
of a View from Nowhere is the projection of local values as
neu-
trally universal ones, the globalizing of ethnocentric values, as
Stam and Shohat put it.16
The problem with the teaching of the conflict is that the only re-
ferent for engaging authority is a methodological one. As a
result,
Graff demeans the ability of oppressed people to name their
oppres-
sion as a pedagogical necessity and, at the same time, he
dismisses
the politics of pedagogy that "could empower 'minorities' and
build
on privileged students' minimal experience of 'otherization' " to
38. help
them imagine alternative subject positions and divergent social
designs.17
As one can readily see, the mechanization of Freire's
revolutionary
pedagogical proposals not only leads to the depolitization of his
rad-
ically democratic work but also creates spaces for even those
liberals
who embrace Freire's proposals to confuse "the term he employs
to
summarize his approach to education, pedagogy' [which] is
often in-
terpreted as a 'teaching method rather than a philosophy or a
social
theory. Few who invoke his name make the distinction. To be
sure,
neither does The Oxford English Dictionary. "lH This seeming
lack of
distinction is conveniently adopted by those educators who
believe
that education is neutral as they engage in a social construction
of not
I N T R O D U C T I O N ' 2 5
seeing. That is, they willfully refuse to understand that the very
term
"pedagogy," as my good friend and colleague Panagiota Gounari
ex-
plains it, has Greek roots, meaning "to lead a child" (from pais:
child
and ago: to lead). Thus, as the term "pedagogy" illustrates,
39. education
is inherently directive and must always be transformative. As
Stanley
Aronowitz so succinctly argues, "Freire's pedagogy is grounded
in a
fully developed philosophical anthropology, that is, a theory of
human
nature, one might say a secular liberation theology, containing
its own
categories that are irreducible to virtually any other
philosophy."19
The misinterpretation of Freire's philosophical and
revolutionary ped-
agogical proposals in Pedagogy of the Oppressed and his
subsequent
books lies not only in the depolitization of his revolutionary
aim "to
transform what Frantz Fannon terms 'the wretched of the earth'
from
'being for others' to 'beings for themselves,' "20 but also in the
disar-
ticulation of Freire's thinking from his enormous debt to a
philo-
sophical tradition that included Marx, Gramsci, Hegel, and
Sartre
among others.
Although I was immobilized when I received the devastating
news
that Paulo Freire, my friend, my collaborator, my teacher, and
my
mentor, had died, I found comfort in the certainty that Pedagogy
of
the Oppressed had indeed "outlived its own time and its
author's." I
40. found comfort in the immeasurable hope that Paulo represented
for
those of us who are committed to imagine a world, in his own
words,
that is less ugly, more beautiful, less discriminatory, more
democratic,
less dehumanizing, and more humane. In his work and in his
life,
Paulo teaches us and the world—with his hallmark humility—
what it
means to be an intellectual who fights against the temptation of
be-
coming a populist intellectual. As always, he teaches us with his
pen-
etrating and unquiet mind the meaning of a profound
commitment
to fight sopial injustices in our struggle to recapture the loss of
our
dignity as human beings. In Paulo's own words:
We need to say no to the neoliberal fatalism that we are wit-
nessing at the end of this century, informed by the ethics of the
market, an ethics in which a minority makes most profits
against
26 • INTRODUCTION
the lives of the majority. In other words, those who cannot
compete, die. This is a perverse ethics that, in fact, lacks ethics.
I insist on saying that I continue to be human . . . I would
then remain the last educator in the world to say no: I do not
accept. . . history as determinism. I embrace history as pos-
sibility [where] we can demystify the evil in this perverse fa-
talism that characterizes the neoliberal discourse in the end of
41. this century.21
Paulo Freire did not realize his dream of entering the twenty-
first
century full of hope for "a world that is more round, less ugly,
and
more just." Although he did not hold our hands as we crossed
the
threshold of the twenty-first century, his words of wisdom, his
pen-
etrating and insightful ideas, his courage to denounce in order
to
announce, his courage to love and "to speak about love without
fear
of being called ascientific, if not antiscientific," his humility,
and his
humanity make him immortal—a forever-present force that
keeps
alive our understanding of history as possibility.
I always accepted with humility Paulo's challenge through the
co-
herence and humility he exemplified. With much sadness,
magoa, but
also with much affection and hope, I say, once more, thank you
Paulo:
for having been present in the world, for having given us
Pedagogy
of the Oppressed, for having taught us how to read the world
and for
challenging us to humanize the world.
DONALDO MACEDO
Distinguished Professor of Liberal Arts and Education
University of Massachusetts, Boston
42. I N T R O D U C T I O N - 2 7
N o t e s
1. Paulo Freire, Letters to Cristina. (New York: Routledge,
1996),
p. 15.
2. Ibid. p. 21.
3. Ibid.
4. Henry A. Giroux, "Radical Pedagogy and Educated Hope:
Remem-
bering Taulo Freire." Typewritten manuscript.
5. Ibid.
6. Paulo Freire and Donaldo Macedo, Ideology Matters (Boulder
CO.:
Rowman & Littlefield), forthcoming.
7. Henry A. Giroux, "Radical Pedagogy and Educated Hope."
8. Paulo Freire and Donaldo Macedo, Ideology Matters.
9. Herbert Kohl, "Paulo Freire: Liberation Pedagogy" in The
Nation,
May 26, 1997, p. 7.
10. Paulo Freire and Donaldo Macedo, "A Dialogue: Culture,
Language,
and Race" in Harvard Educational Review, vol. 65, no. 3, fall
1995, p. 379.
11. Ibid. p. 382.
12. Ibid.
13. Gregory Jay and Gerald Graff, "A Critique of Critical
43. Pedagogy,"
Higher Education under Fire, ed. Michael Barube and Gary
Nelson (New
York: Routledge, 1995), p. 203.
14. Paulo Freire and Donaldo Macedo, "A Dialogue: Culture,
Language,
and Race," p. 379.
15. Gerald Graff, "Academic Writing and the Uses of Bad
Publicity,"
Eloquent Obsessions, ed. Mariana Torgormick (Chapel Hill:
Duke University
Press, 1994), p. 215.
16., David Theo Goldberg, "Introduction," Multiculturalism: A
Critical
Reader, ed. David Theo Goldberg (Oxford, UK: Blackwell,
1994), p. 19.
17. Robert Stam and Ella Shohat, "Contested Histories?
Eurocentrism,
Multiculturalism, and the Media," Multiculturalism: A Critical
Reader,
p. 19.
18. Stanley Aronowitz, "Paulo Freire's Radical Democratic
Humanism"
in Peter McLaren and Peter Leonard, Paulo Freire: A Critical
Encounter
(London: Routledge, 1993), p. 8.
19. Ibid. p. 12.
20. Ibid. p. 13.
21. Paulo Freire and Donaldo Macedo, Ideology Matters.
44. Forewoid
Over the years, the thought and work of the Brazilian educator
Paulo Freire have spread from the North East of Brazil to an
entire
continent, and have made a profound impact not only in the
field of
education but also in the overall struggle for national
development.
At the precise moment when the disinherited masses in Latin
America are awakening from their traditional lethargy and are
anx-
ious to participate, as Subjects, in the development of their
coun-
tries, Paulo Freire has perfected a method for teaching
illiterates
that has contributed, in an extraordinary way, to that process. In
fact,
those who, in learning to read and write, come to a new
awareness of
selfhood and begin to look critically at the social situation in
which
they find themselves, often take the initiative in acting to
transform
the society that has denied them this opportunity of
participation.
Education is once again a subversive force.
In this country, we are gradually becoming aware of the work of
Paulo Freire, but thus far we have thought of it primarily in
terms
45. of its contribution to the education of illiterate adults in the
Third
World. If, however, we take a closer look, we may discover that
his
methodology as well as his educational philosophy are as
important
for us as for the dispossessed in Latin America. Their struggle
to
become free Subjects and to participate in the transformation of
their society is similar, in many ways, to the struggle not only
of
blacks and Mexican-Americans but also of middle-class young
peo-
ple in this country. And the sharpness and intensity of that
struggle
in the developing world may well provide us with new insight,
new
models, and a new hope as we face our own situation. For this
reason, I consider the publication of Pedagogy of the Oppressed
in
an English edition to be something of an event.
3 0 - P A U L O F R E I R E
Paulo Freire's thought represents the, response of a creative
mind
and sensitive conscience to the extraordinary misery and
suffering
of the oppressed around him. Born in 1921 in Recife, the center
of
one of the most extreme situations of poverty and
underdevelopment
in the Third World, he was soon forced to experience that
reality
46. directly. As the economic crisis in 1929 in the United States
began
to affect Brazil, the precarious stability of Freires middle-class
fam-
ily gave way and he found himself sharing the plight of the
"wretched
of the earth." This had a profound influence on his life as he
came
to know the gnawing pangs of hunger and fell behind in school
because of the listlessness it produced; it also led him to make a
vow, at age eleven, to dedicate his life to the struggle against
hunger,
so that other children would not have to know the agony he was
then experiencing.
His early sharing of the life of the poor also led him to the
discov-
ery of what he describes as the "culture of silence" of the
dispos-
sessed. He came to realize that their ignorance and lethargy
were
the direct product of the whole situation of economic, social,
and
political domination—and of the paternalism—of which they
were
victims. Rather than being encouraged and equipped to know
and
respond to the concrete realities of their world, they were kept
"submerged" in a situation in which such critical awareness and
response were practically impossible. And it became clear to
him
that the whole educational system was one of the major
instruments
for the maintenance of this culture of silence.
Confronted by this problem in a very existential way, Freire
47. turned his attention to the field of education and began to work
on
it. Over the years, he has engaged in a process of study and
reflec-
tion that has produced something quite new and creative in
educa-
tional philosophy. From a situation of direct engagement in the
struggle to liberate men and women for the creation of a new
world,
he has reached out to the thought and experience of those in
many
different situations and of diverse philosophical positions: in
his
words, to "Sartre and Mounier, Erich Fromm and Louis
Althusser,
Ortega y Gasset and Mao, Martin Luther King and Che Guevara,
P E D A G O G Y OF TH E O P P R E S S E D ' 3 1
Unamuno and Marcuse." He has made use of the insights of
these
men to develop a perspective on education which is
authentically
his own and which seeks to respond to the concrete realities of
Latin
America.
His thought on the philosophy of education was first expressed
in
1959 in his doctoral dissertation at the University of Recife, and
later
in his wbrk as Professor of the History and Philosophy of
Education
in the same university, as well as in his early experiments with
48. the
teaching of illiterates in that same city. The methodology he
devel-
oped was widely used by Catholics and others in literacy
campaigns
throughout the North East of Brazil, and was considered such a
threat to the old order that Freire was jailed immediately after
the
military coup in 1964. Released seventy days later and
encouraged
to leave the country, Freire went to Chile, where he spent five
years working with UNESCO and the Chilean Institute for
Agrarian
Reform in programs of adult education. He then acted as a
consult-
ant at Harvard University's School of Education, and worked in
close
association with a number of groups engaged in new educational
experiments in rural and urban areas. He is presently serving as
Special Consultant to the Office of Education of the World
Council
of Churches in Geneva.
Freire has written many articles in Portuguese and Spanish, and
his first book, Educagdo como Prdtica da Liberdade, was
published
in Brazil in 1967. His latest and most complete work, Pedagogy
of
the Oppressed, is the first of his writings to be published in this
country.
In this brief introduction, there is no point in attempting to sum
up, in a few paragraphs, what the author develops in a number
of
pages. That would be an offense to the richness, depth, and
com-
49. plexity of his thought. But perhaps a word of witness has its
place
here—a personal witness as to why I find a dialogue with the
thought of Paulo Freire an exciting adventure. Fed up as I am
with
the abstractness and sterility of so much intellectual work in
aca-
demic circles today, I am excited by a process of reflection
which is
set in a thoroughly historical context, which is carried on in the
3 2 ' P A U L O F R E I R E
midst of a struggle to create a new social order and thus
represents
a new unity of theory and praxis. And I am encouraged when a
man of the stature of Paulo Freire incarnates a rediscovery of
the
humanizing vocation of the intellectual, and demonstrates the
power
of thought to negate accepted limits and open the way to a new
future.
Freire is able to do this because he operates on one basic
assump-
tion: that mans ontological vocation (as he calls it) is to be a
Subject
who acts upon and transforms his world, and in so doing moves
toward ever new possibilities of fuller and richer life
individually
and collectively. This world to which he relates is not a static
and
closed order, a given reality which man must accept and to
which
50. he must adjust; rather, it is a problem to be worked on and
solved.
It is the material used by man to create history, a task which he
performs as he overcomes that which is dehumanizing at any
par-
ticular time and place and dares to create the qualitatively new.
For
Freire, the resources for that task at the present time are
provided
by the advanced technology of our Western world, but the social
vision which impels us to negate the present order and
demonstrate
that history has not ended comes primarily from the suffering
and
struggle of the people of the Third World.
Coupled with this is Freires conviction (now supported by a
wide
background of experience) that every human being, no matter
how
"ignorant" or submerged in the "culture of silence" he or she
may
be, is capable of looking critically at the world in a dialogical
encoun-
ter with others. Provided with the proper tools for such
encounter,
the individual can gradually perceive personal and social reality
as
well as the contradictions in it, become conscious of his or her
own
perception of that reality, and deal critically with it. In this
process,
the old, paternalistic teacher-student relationship is overcome.
A
peasant can facilitate this process for a neighbor more
effectively
51. than a "teacher" brought in from outside. "People educate each
other through the mediation of the world."
As this happens, the word takes on new power. It is no longer
an
abstraction or magic but a means by which people discover
them-
PEDAGOGY OF THE OPPRESSED ' 3 3
selves and their potential as they give names to things around
them.
As Freire puts it, each individual wins back the right to say his
or
her own wordy to name the world.
When an illiterate peasant participates in this sort of
educational
experience, he or she comes to a new awareness of self, has a
new
sense of dignity, and is stirred by a new hope. Time and again,
peasants have expressed these discoveries in striking ways after
a
few hours of class: "I now realize I am a person, an educated
person."
"We were blind, now our eyes have been opened." "Before this,
words meant nothing to me; now they speak to me and I can
make
them speak." "Now we will no longer be a dead weight on the
cooperative farm." When this happens in the process of learning
to
read, men and women discover that they are creators of culture,
and
that all their work can be creative. "I work, and working I
52. transform
the world." And as those who have been completely
marginalized
are so radically transformed, they are no longer willing to be
mere
objects, responding to changes occurring around them; they are
more likely to decide to take upon themselves the struggle to
change
the structures of society, which until now have served to
oppress
them. For this reason, a distinguished Brazilian student of
national
development recently affirmed that this type of educational
work
among the people represents a new factor in social change and
devel-
opment, "a new instrument of conduct for the Third World, by
which it can overcome traditional structures and enter the
modern
world."
At first sight, Paulo Freire's method of teaching illiterates in
Latin
America seems to belong to a different world from that in which
we
find ourselves in this country. Certainly, it would be absurd to
claim
that it should be copied here. But there are certain parallels in
the two situations that should not be overlooked. Our advanced
technological society is rapidly making objects of most of us
and
subtly programming us into conformity to the logic of its
system. To
the degree that this happens, we are also becoming submerged
in
a new "culture of silence."
53. The paradox is that the same technology that does this to us also
3 4 ' P A U L O F R E I R E
creates a new sensitivity to what is happening. Especially
among
young people, the new media together with the erosion of old
con-
cepts of authority open the way to acute awareness of this new
bond-
age. The young perceive that their right to say their own word
has
been stolen from them, and that few things are more important
than
the struggle to win it back. And they also realize that the
educational
system today—from kindergarten to university—is their enemy.
There is no such thing as a neutral educational process.
Education
either functions as an instrument that is used to facilitate the
integra-
tion of the younger generation into the logic of the present
system
and bring about conformity to it, or it becomes "the practice of
freedom," the means by which men and women deal critically
and
creatively with reality and discover how to participate in the
transfor-
mation of their world. The development of an educational
methodol-
ogy that facilitates this process will inevitably lead to tension
and
54. conflict within our society. But it could also contribute to the
forma-
tion of a new man and mark the beginning of a new era in
Western
history For those who are committed to that task and are
searching
for concepts and tools for experimentation, Paulo Freires
thought
will make a significant contribution in the years ahead.
RICHARD SHAULL
Preface
These pages, which introduce Pedagogy of the Oppressed, result
from my observations during six years of political exile,
observations
which have enriched those previously afforded by my
educational
activities in Brazil.
I have encountered, both in training courses which analyze the
role of conscientizagao1 and in actual experimentation with a
truly
liberating education, the "fear of freedom" discussed in the first
chapter of this book. Not infrequently, training course
participants
call attention to "the danger of conscientizagao" in a way that
reveals
their own fear of freedom. Critical consciousness, they say, is
anar-
chic. Others add that critical consciousness may lead to
disorder.
Some, however, confess: Why deny it? I was afraid of freedom.
55. I am
no longer afraid!
In one of these discussions, the group was debating whether the
conscientizagao of men and women to a specific situation of
injustice
might not lead them to "destructive fanaticism" or to a
"sensation
of total collapse of their world." In the midst of the argument, a
person who previously had been a factory worker for many
years
spoke out: "Perhaps I am the only one here of working-class
origin.
I cani say that I've understood everything you've said just now,
but
I can say one thing—when I began this course I was naive, and
when I found out how naive I was, I started to get critical. But
this
discovery hasn't made me a fanatic, and I don't feel any collapse
either."
1. The term consctentizagdo refers to learning to perceive
social, political and
economic contradictions, and to take action against the
oppressive elements of
reality. See chapter 3.—Translator s note.
3 6 - P A U L O F R E I R E
Doubt regarding the possible effects of conscientizagdo implies
a
premise which the doubter does not always make explicit: It is
better
for the victims of injustice not to recognize themselves as such.
56. In
fact, however, conscientizagdo does not lead people to
"destructive
fanaticism." On the contrary, by making it possible for people
to
enter the historical process as responsible Subjects,2
conscientizagdo
enrolls them in the search for self-affirmation and thus avoids
fa-
naticism,
The awakening of critical consciousness leads the way to the
expression of social discontents precisely because these discon-
tents are real components of an oppressive situation.3
Fear of freedom, of which its possessor is not necessarily
aware,
makes him see ghosts. Such an individual is actually taking
refuge
in an attempt to achieve security, which he or she prefers to the
risks of liberty. As Hegel testifies:
It is solely by risking life that freedom is obtained; . . . the
individual who has not staked his or her life may, no doubt, be
recognized as a Person; but he or she has not attained the truth
of this recognition as an independent self-consciousness.4
Men and women rarely admit their fear of freedom openly,
however,
tending rather to camouflage it—sometimes unconsciously—by
pre-
senting themselves as defenders of freedom. They give their
doubts
and misgivings an air of profound sobriety, as befitting
custodians of
freedom. But they confuse freedom with the maintenance of the
57. status quo; so that if conscientizagdo threatens to place that
status
quo in question, it thereby seems to constitute a threat to
freedom
itself.
2. The term Subjects denotes those who know and act, in
contrast to objects,
which are known and acted upon.—Translator's note.
3. Francisco Weffort, in the preface to Paulo Freire, Educagdo
como Prdtica da
Liberdade (Rio de Janeiro, 1967).
4. Georg Hegel, The Phenomenology of Mind (New York,
1967), p. 233.
P E D A G O G Y OF T H E O P P R E S S E D ' 3 7
Thought and study alone did not produce Pedagogy of the Op-
pressed; it is rooted in concrete situations and describes the
reac-
tions of laborers (peasant or urban) and of middle-class persons
whom I have observed directly or indirectly during the course
of
my educative work. Continued observation will afford me an
oppor-
tunity to modify or to corroborate in later studies the points
pro-
posed in this introductory work.
This volume will probably arouse negative reactions in a
number
of readers. Some will regard my position vis-a-vis the problem
58. of
human liberation as purely idealistic, or may even consider
discus-
sion of ontological vocation, love, dialogue, hope, humility, and
sym-
pathy as so much reactionary "blah." Others will not (or will not
wish to) accept my denunciation of a state of oppression that
gratifies
the oppressors. Accordingly, this admittedly tentative work is
for
radicals. I am certain that Christians and Marxists, though they
may
disagree with me in part or in whole, will continue reading to
the
end. But the reader who dogmatically assumes closed,
"irrational"
positions will reject the dialogue I hope this book will open.
Sectarianism, fed by fanaticism, is always castrating.
Radicaliza-
tion, nourished by a critical spirit, is always creative.
Sectarianism
mythicizes and thereby alienates; radicalization criticizes and
thereby liberates. Radicalization involves increased commitment
to
the position one has chosen, and thus ever greater engagement
in
the effort to transform concrete, objective reality. Conversely,
sectar-
ianism, because it is mythicizing and irrational, turns reality
into a
false (and therefore unchangeable) "reality."
Sectarianism in any quarter is an obstacle to the emancipation
of
mankind. The rightist version thereof does not always, unfortu-
59. nately, call forth its natural counterpart: radicalization of the
revolu-
tionary. Not infrequently, revolutionaries themselves become
reactionary by falling into sectarianism in the process of
responding
to the sectarianism of the Right. This possibility, however,
should
not lead the radical to become a docile pawn of the elites.
Engaged
in the process of liberation, he or she cannot remain passive in
the
face of the oppressors violence.
3 8 ' P A U L O F R E I R E
On the other hand, the radical is never a subjectivist. For this
individual the subjective aspect exists only in relation to the
objec-
tive aspect (the concrete reality, which is the object of
analysis).
Subjectivity and objectivity thus join in a dialectical unity
producing
knowledge in solidarity with action, and vice versa.
For his or her part, the sectarian of whatever persuasion,
blinded
by irrationality, does not (or cannot) perceive the dynamic of
reali-
ty—or else misinterprets it. Should this person think
dialectically,
it is with a "domesticated dialectic." The rightist sectarian
(whom I
have previously termed a born sectarian5) wants to slow down
the
60. historical process, to "domesticate" time and thus to
domesticate
men and women. The leftist-turned-sectarian goes totally astray
when he or she attempts to interpret reality and history
dialectically,
and falls into essentially fatalistic positions.
The rightist sectarian differs from his or her leftist counterpart
in that the former attempts to domesticate the present so that (he
or she hopes) the future will reproduce this domesticated
present,
while the latter considers the future pre-established—a kind of
in-
evitable fate, fortune, or destiny. For the rightist sectarian,
"today,"
linked to the past, is something given and immutable; for the
leftist
sectarian, "tomorrow" is decreed beforehand, is inexorably
preor-
dained. This rightist and this leftist are both reactionary
because,
starting from their respectively false views of history, both
develop
forms of action that negate freedom. The fact that one person
imag-
ines a "well-behaved" present and the other a predetermined
future
does not mean that they therefore fold their arms and become
spec-
tators (the former expecting that the present will continue, the
latter
waiting for the already "known" future to come to pass). On the
contrary, closing themselves into "circles of certainty" from
which
they cannot escape, these individuals "make" their own truth. It
is
61. not the truth of men and women who struggle to build the
future,
running the risks involved in this very construction. Nor is it
the
truth of men and women who fight side by side and learn
together
5. In Educagdo como Prdtica da Liberdade.
PEDAGOGY OF T H E O P P R E S S E D - 3 9
how to build this future—which is not something given to be re-
ceived by people, but is rather something to be created by them.
Both types of sectarian, treating history in an equally
proprietary
fashion, end up without the people—which is another way of
being
against them.
Whereas the rightist sectarian, closing himself in "his" truth,
does
no more than fulfill a natural role, the leftist who becomes
sectarian
and rigid negates his or her very nature. Each, however, as he
re-
volves about "his" truth, feels threatened if that truth is
questioned.
Thus, each considers anything that is not "his" truth a lie. As
the
journalist Marcio Moreira Alves once told me, "They both
suffer
from an absence of doubt." *
The radical, committed to human liberation, does not become
62. the prisoner of a "circle of certainty' within which reality is also
imprisoned. On the contrary, the more radical the person is, the
more fully he or she enters into reality so that, knowing it
better,
he or she can better transform it. This individual is not afraid to
confront, to listen, to see the world unveiled. This person is not
afraid to meet the people or to enter into dialogue with them.6
This
person does not consider himself or herself the proprietor of
history
or of all people, or the liberator of the oppressed; but he or she
does
commit himself or herself, within history, to fight at their side.
The pedagogy of the oppressed, the introductory outlines of
which are presented in the following pages, is a task for
radicals; it
cannot be carried out by sectarians.
I will be satisfied if among the readers of this work there are
those
sufficiently critical to correct mistakes and misunderstandings,
to
deepen affirmations and to point out aspects I have not
perceived. It
is possible that some may question my right to discuss
revolutionary
cultural action, a subject of which I have no concrete
experience.
The fact that I have not personally participated in revolutionary
action, however, does not negate the possibility of my reflecting
on
6. "As long as theoretic knowledge remains the privilege of a
handful of 'academi-
cians* in the Party, the latter will face the danger of going
63. astray." Rosa Luxembourg,
Reform or Revolution, cited in C. Wright Mills, The Marxists
(New York, 1963).
4 0 - P A U L O F R E I R E
this theme. Furthermore, in my experience as an educator with
the people, using a dialogical and problem-posing education, I
have
accumulated a comparative wealth of material that challenged
me
to run the risk of making the affirmations contained in this
work.
From these pages I hope at least the following will endure: my
trust in the people, and my faith in men and women, and in the
creation of a world in which it will be easier to love.
Here I would like to express my gratitude to Elza, my wife and
"first reader," for the understanding and encouragement she has
shown my work, which belongs to her as well I would also like
to
extend my thanks to a group of friends for their comments on
my
manuscript. At the risk of omitting some names, I must mention
Joao da Veiga Coutinho, Richard Shaull, Jim Lamb, Myra and
Jove-
lino Ramos, Paulo de Tarso, Almino Affonso, Plinio Sampaio,
Ernani
Maria Fiori, Marcela Gajardo, Jose Luis Fiori, and Joao
Zacarioti.
The responsibility for the affirmations made herein is, of
course,
mine alone.
64. PAULO F R E I R E
PEDAGOGY
of the
OPPRESSED
CHAPTER
1
While the problem of humanization has always, from an
axiological point of view, been humankind's central problem, it
now takes on the character of an inescapable
concern.l Concern for humanization leads at once to the
recognition
of dehumanization, not only as an ontological possibility but as
an
historical reality And as an individual perceives the extent of
dehu-
manization, he or she rtiay ask if humanization is a viable
possibility.
Within history^ in concrete, objective contexts, both
humanization
and dehumanization are possibilities for a person as an
uncompleted
being conscious of their incompletion.
But while both humanization and dehumanization are real alter-
65. natives, only the first is the people's vocation. This vocation is
con-
stantly negated, yet it is affirmed by that very negation. It is
1. The current movements of rebellion, especially those of
youth, while they
necessarily reflect the peculiarities of their respective settings,
manifest in their
essence this preoccupation with people as beings in the world
and with the world—
preoccupation with what and how they are "being." As they
place consumer civiliza-
tion in judgment, denounce bureaucracies of all types, demand
the transformation
of the universities (changing the rigid nature of the teacher-
student relationship and
placing that relationship within the context of reality), propose
the transformation of
reality itself so that universities can be renewed, attack old
orders and established
institutions in the attempt to affirm human beings as the
Subjects of decision, all
these movements reflect the style of our age, which is more
anthropological than
anthropocentric.
4 4 - P A U L O F R E I R E
thwarted by injustice, exploitation, oppression, and the violence
of
the oppressors; it is affirmed by the yearning of the oppressed
for
freedom and justice, and by their struggle to recover their lost
hu-
66. manity.
Dehumanization, which marks not only those whose humanity
has been stolen, but also (though in a different way) those who
have
stolen it, is a distortion of the vocation of becoming more fully
human. This distortion occurs within history; but it is not an
histori-
cal vocation. Indeed, to admit of dehumanization as an
historical
vocation would lead either to cynicism or total despair. The
struggle
for humanization, for the emancipation of labor, for the
overcoming
of alienation, for the affirmation of men and women as persons
would
be meaningless. This struggle is possible only because
dehumaniza-
tion, although a concrete historical fact, is not a given destiny
but
the result of an unjust order that engenders violence in the
oppres-
sors, which in turn dehumanizes the oppressed.
Because it is a distortion of being more fully human, sooner or
later being less human leads the oppressed to struggle against
those
who made them so. In order for this struggle to have meaning,
the
oppressed must not, in seeking to regain their humanity (which
is
a way to create it), become in turn oppressors of the oppressors,
but
rather restorers of the humanity of both.
This, then, is the great humanistic and historical task of the op-
67. pressed: to liberate themselves and their oppressors as well. The
oppressors, who oppress, exploit, and rape by virtue of their
power,
cannot find in this power the strength to liberate either the op-
pressed or themselves. Only power that springs from the
weakness
of the oppressed will be sufficiently strong to free both. Any
attempt
to "soften" the power of the oppressor in deference to the
weakness
of the oppressed almost always manifests itself in the form of
false
generosity; indeed, the attempt never goes beyond this. In order
to
have the continued opportunity to express their "generosity,"
the
oppressors must perpetuate injustice as well. An unjust social
order
is the permanent fount of this "generosity," which is nourished
by
death, despair, and poverty. That is why the dispensers of false
gen-
erosity become desperate at the slightest threat to its source.
P E D A G O G Y OF TH E O P P R E S S E D • 4 5
True generosity consists precisely in fighting to destroy the
causes
which nourish false charity. False charity constrains the fearful
and
subdued, the "rejects of life," to extend their trembling hands.
True
generosity lies in striving so that these hands—whether of
individ-
68. uals or entire peoples—need be extended less and less in
supplica-
tion, so that more and more they become human hands which
work
and, working, transform the world.
This lesson and this apprenticeship must come, however, from
the
oppressed themselves and from those who are truly solidary
with
them. As individuals or as peoples, by fighting for the
restoration
of their humanity they will be attempting the restoration of true
generosity. Who are better prepared than the oppressed to
under-
stand the terrible significance of an oppressive society? Who
suffer
the eflFects of oppression more than the oppressed? Who can
better
understand the necessity of liberation? They will not gain this
libera-
tion by chance but through the praxis of their quest for it,
through
their recognition of the necessity to fight for it. And this fight,
be-
cause of the purpose given it by the oppressed, will actually
consti-
tute an act of love opposing the lovelessness which lies at the
heart
of the oppressors violence, lovelessness even when clothed in
false
generosity.
But almost always, during the initial stage of the struggle, the
oppressed, instead of striving for liberation, tend themselves to
be-
69. come oppressors, or "sub-oppressors." The very structure of
their
thought has been conditioned by the contradictions of the
concrete,
existential situation by which they were shaped. Their ideal is
to be
men; but for them, to be men is to be oppressors. This is their
model of humanity. This phenomenon derives from the fact that
the
oppressed, at a certain moment of their existential experience,
adopt
an attitude of "adhesion" to the oppressor. Under these circum-
stances they cannot "consider" him sufficiently clearly to
objectivize
him—to discover him "outside" themselves. This does not
necessar-
ily mean that the oppressed are unaware that they are
downtrodden.
But their perception of themselves as oppressed is impaired by
their submersion in the reality of oppression. At this level, their
perception of themselves as opposites of the oppressor does not
yet
4 6 - P A U L O F R E I R E
signify engagement in a struggle to overcome the
contradiction;2 the
one pole aspires not to liberation, but to identification with its
oppo-
site pole.
In this situation the oppressed do not see the "new man" as the
person to be born from the resolution of this contradiction, as
op-
70. pression gives way to liberation. For them, the new man or
woman
themselves become oppressors. Their vision of the new man or
woman is individualistic; because of their identification with
the
oppressor, they have no consciousness of themselves as persons
or
as members of an oppressed class. It is not to become free that
they
want agrarian reform, but in order to acquire land and thus
become
landowners—or, more precisely, bosses over other workers. It is
a
rare peasant who, once "promoted" to overseer, does not become
more of a tyrant towards his former comrades than the owner
him-
self. This is because the context of the peasant's situation, that
is,
oppression, remains unchanged. In this example, the overseer,
in
order to make sure of his job, must be as tough as the owner—
and
more so. Thus is illustrated our previous assertion that during
the
initial stage of their struggle the oppressed find in the oppressor
their model of "manhood."
Even revolution, which transforms a concrete situation of
oppres-
sion by establishing the process of liberation, must confront this
phenomenon. Many of the oppressed who directly or indirectly
par-
ticipate in revolution intend—conditioned by the myths of the
old
order—to make it their private revolution. The shadow of their
for-
71. mer oppressor is still cast over them.
The "fear of freedom" which afflicts the oppressed,3 a fear
which
may equally well lead them to desire the role of oppressor or
bind
them to the role of oppressed, should be examined. One of the
basic
elements of the relationship between oppressor and oppressed is
2. As used throughout this book, the term "contradiction"
denotes the dialectical
conflict between opposing social forces.—Translator s note.
3. This fear of freedom is also to be found in the oppressors,
though, obviously,
in a different form. The oppressed are afraid to embrace
freedom; the oppressors
are afraid of losing the "freedom" to oppress.
PEDAGOGY OF THE OPPRESSED - 4 7
prescription. Every prescription represents the imposition of
one
individual's choice upon another, transforming the
consciousness of
the person prescribed to into one that conforms with the pre-
servers consciousness. Thus, the behavior of the oppressed is a
prescribed behavior, following as it does the guidelines of the
op-
pressor.
The oppressed, having internalized the image of the oppressor
and adopted his guidelines, are fearful of freedom. Freedom
72. would
require them to eject this image and replace it with autonomy
and
responsibility. Freedom is acquired by conquest, not by gift. It
must
be pursued constantly and responsibly. Freedom is not an ideal
located outside of man; nor is it an idea which becomes myth. It
is
rather the indispensable condition for the quest for human com-
pletion.
To surmount the situation of oppression, people must first criti-
cally recognize its causes, so that through transforming action
they
can create a new situation, one which makes possible the pursuit
of
a fuller humanity. But the struggle to be more fully human has
already begun in the authentic struggle to transform the
situation.
Although the situation of oppression is a dehumanized and
dehu-
manizing totality affecting both the oppressors and those whom
they
oppress, it is the latter who must, from their stifled humanity,
wage
for both the struggle for a fuller humanity; the oppressor, who
is
himself dehumanized because he dehumanizes others, is unable
to
lead this struggle.
However, the oppressed, who have adapted to the structure of
domination in which they are immersed, and have become
resigned
to it, are inhibited from waging the struggle for freedom so long
as
73. they feel incapable of running the risks it requires. Moreover,
their
struggle for freedom threatens not only the oppressor, but also
their
own oppressed comrades who are fearful of still greater
repression.
When they discover within themselves the yearning to be free,
they
perceive that this yearning can be transformed into reality only
when the same yearning is aroused in their comrades. But while
dominated by the fear of freedom they refuse to appeal to
others,
4 8 - P A U L O F R E I R E
or to listen to the appeals of others, or even to the appeals of
their
own conscience. They prefer gregariousness to authentic
comrade-
ship; they prefer the security of conformity with their state of
unfree-
dom to the creative communion produced by freedom and even
the
very pursuit of freedom.
The oppressed suffer from the duality which has established
itself
in their innermost being. They discover that without freedom
they
cannot exist authentically. Yet, although they desire authentic
exis-
tence, they fear it. They are at one and the same time
themselves
and the oppressor whose consciousness they have internalized
74. The
conflict lies in the choice between being wholly themselves or
being
divided; between ejecting the oppressor within or not ejecting
them; between human solidarity or alienation; between
following
prescriptions or having choices; between being spectators or
actors;
between acting or having the illusion of acting through the
action of
the oppressors; between speaking out or being silent, castrated
in
their power to create and re-create, in their power to transform
the world. This is the tragic dilemma of the oppressed which
their
education must take into account.
This book will present some aspects of what the writer has
termed
the pedagogy of the oppressed, a pedagogy which must be
forged
with, not for, the oppressed (whether individuals or peoples) in
the
incessant struggle to regain their humanity. This pedagogy
makes
oppression and its causes objects of reflection by the oppressed,
and
from that reflection will come their necessary engagement in the
struggle for their liberation. And in the struggle this pedagogy
will
be made and remade.
The central problem is this: How can the oppressed, as divided,
unauthentic beings, participate in developing the pedagogy of
their
liberation? Only as they discover themselves to be "hosts" of
75. the
oppressor can they contribute to the midwifery of their
liberating
pedagogy. As long as they live in the duality in which to be is
to be
like, and to be like is to be like the oppressor, this contribution
is
impossible. The pedagogy of the oppressed is an instrument for
their critical discovery that both they and their oppressors are
mani-
festations of dehumanization.
P E D A G O G Y OF T H E O P P R E S S E D - 4 9
Liberation is thus a childbirth, and a painful one. The man or
woman who emerges is a new person, viable only as the
oppressor-
oppressed contradiction is superseded by the humanization of
all
people. Or to put it another way, the solution of this
contradiction
is born in the labor which brings into the world this new being:
no
longer oppressor nor longer oppressed, but human in the process
of achieving freedom.
This solution cannot be achieved in idealistic terms. In order for
the oppressed to be able to wage the struggle for their
liberation,
they must perceive the reality of oppression not as a closed
world
from which there is no exit, but as a limiting situation which
they
can transform. This perception is a necessary but not a
76. sufficient
condition foi* liberation; it must become the motivating force
for
liberating action. Nor does the discovery by the oppressed that
they
exist in dialectical relationship to the oppressor, as his
antithesis—
that without them the oppressor could not exist4—in itself
constitute
liberation. The oppressed can overcome the contradiction in
which
they are caught only when this perception enlists them in the
strug-
gle to free themselves.
The same is true with respect to the individual oppressor as a
person. Discovering himself to be an oppressor may cause
consider-
able anguish, but it does not necessarily lead to solidarity with
the
oppressed. Rationalizing his guilt through paternalistic
treatment
of the oppressed, all the while holding them fast in a position of
dependence, will not do. Solidarity requires that one enter into
the
situation of those with whom one is solidary; it is a radical
posture.
If what characterizes the oppressed is their subordination to the
consciousness of the master, as Hegel affirms,5 true solidarity
with
the oppressed means fighting at their side to transform the
objective
reality which has made them these "beings for another." The
oppres-
4. See Hegel, op. cit.y pp. 236-237.
77. 5. Analyzing the dialectical relationship between the
consciousness of the master
and the consciousness of the oppressed, Hegel states: "The one
is independent,
and its essential nature is to be for itself; the other is dependent,
and its essence
is life or existence for another. The former is the Master, or
Lord, the latter the
Bondsman." Ibid., p. 234.
5 0 - P A U L O F R E I R E
sor is solidary with the oppressed only when he stops regarding
the
oppressed as an abstract category and sees them as persons who
have been unjustly dealt with, deprived of their voice, cheated
in
the sale of their labor—when he stops making pious,
sentimental,
and individualistic gestures and risks an act of love. True
solidarity
is found only in the plenitude of this act of love, in its
existentiality,
in its praxis. To affirm that men and women are persons and as
persons should be free, and yet to do nothing tangible to make
this
affirmation a reality, is a farce.
Since it is a concrete situation that the oppressor-oppressed
con-
tradiction is established, the resolution of this contradiction
must
be objectively verifiable. Hence, the radical requirement—both
78. for
the individual who discovers himself or herself to be an
oppressor
and for the oppressed—that the concrete situation which begets
oppression must be transformed.
To present this radical demand for the objective transformation
of
reality, to combat subjectivist immobility which would divert
the
recognition of oppression into patient waiting for oppression to
dis-
appear by itself, is not to dismiss the role of subjectivity in the
struggle to change structures. On the contrary, one cannot
conceive
of objectivity without subjectivity. Neither can exist without the
other, nor can they be dichotomized. The separation of
objectivity
from subjectivity, the denial of the latter when analyzing reality
or
acting upon it, is objectivism. On the other hand, the denial of
objectivity in analysis or action, resulting in a subjectivism
which
leads to solipsistic positions, denies action itself by denying
objec-
tive reality. Neither objectivism nor subjectivism, nor yet
psycholo-
gism is propounded here, but rather subjectivity and objectivity
in
constant dialectical relationship.
To deny the importance of subjectivity in the process of trans-
forming the world and history is naive and simplistic. It is to
admit
the impossible: a world without people. This objectivistic
position
79. is as ingenuous as that of subjectivism, which postulates people
without a world. World and human beings do not exist apart
from
each other, they exist in constant interaction. Marx does not
espouse
P E D A G O G Y OF T H E O P P R E S S E D - 5 1
such a dichotomy, nor does any other critical, realistic thinker.
What
Marx criticized and scientifically destroyed was not
subjectivity, but
subjectivism and psychologism. Just as objective social reality
exists
not by chance, but as the product of human action, so it is not
transformed by chance. If humankind produce social reality
(which
in the "inversion of the praxis" turns back upon them and
conditions
them), then transforming that reality is an historical task, a task
for
humanity.
Reality which becomes oppressive results in the
contradistinction
of men as oppressors and oppressed. The latter, whose task it is
to struggle for their liberation together with those who show
true
solidarity, must acquire a critical awareness of oppression
through
the praxis of this struggle. One of the gravest obstacles to the
achievement of liberation is that oppressive reality absorbs
those
within it and thereby acts to submerge human beings
80. consiousness.6
Functionally, oppression is domesticating. To no longer be prey
to
its force, one must emerge from it and turn upon it. This can be
done only by means of the praxis: reflection and action upon the
world in order to transform it.
i Hay que hacer al opresion real todavia mas opresiva anadiendo
a aquella la conciencia de la opresion haciendo la infamia
todavia
mas infamante, al pregonarla.7
Making "real oppression more oppressive still by adding to it
the realization of oppression" corresponds to the dialectical
relation
between the subjective and the objective. Only in this
interdepen-
dence is an authentic praxis possible, without which it is
impossible
6. "Liberating action necessarily involves a moment of
perception and volition.
This action both precedes and follows that moment, to which it
first acts as a
prologue and which it subsequently serves to effect and
continue within history.
The action of domination, however, does not necessarily imply
this dimension; for
the structure of domination is maintained by its own mechanical
and unconscious
functionality." From an unpublished work by Jose Luiz Fiori,
who has kindly
granted permission to quote him.
7. Karl Marx and Friedrich Engels, La Sagrada Familia y otros
81. Escritos (Mexico,
1962), p. 6. Emphasis added.
5 2 - P A U L O F R E I R E
to resolve the oppressor-oppressed contradiction. To achieve
this
goal, the oppressed must confront reality critically,
simultaneously
objectifying and acting upon that reality. A mere perception of
real-
ity not followed by this critical intervention will not lead to a
trans-
formation of objective reality—precisely because it is not a true
perception. This is the case of a purely subjectivist perception
by
someone who forsakes objective reality and creates a false
substitute.
A different type of false perception occurs when a change in
objec-
tive reality would threaten the individual or class interests of
the
perceiver. In the first instance, there is no critical intervention
in
reality because that reality is fictitious; there is none in the
second
instance because intervention would contradict the class
interests of
the perceiver. In the latter case the tendency of the perceiver is
to
behave "neurotically." The fact exists; but both the fact and
what
may result from it may be prejudicial to the person. Thus it
82. becomes
necessary, not precisely to deny the fact, but to "see it
differently."
This rationalization as a defense mechanism coincides in the
end
with subjectivism. A fact which is not denied but whose truths
are
rationalized loses its objective base. It ceases to be concrete and
becomes a myth created in defense of the class of the perceiver.
Herein lies one of the reasons for the prohibitions and the diffi-
culties (to be discussed at length in Chapter 4) designed to
dissuade
the people from critical intervention in reality. The oppressor
knows
full well that this intervention would not be to his interest.
What is
to his interest is for the people to continue in a state of
submersion,
impotent in the face of oppressive reality. Of relevance here is
Lu-
kacs warning to the revolutionary party:
. . . il doit, pour employer les mots de Marx, expliquer aux
masses leur propre action non seulement afin d'assurer la conti-
nuity des experiences revolutionnaires du proletariat, mais aussi
d'activer consciemment le developpement ulterieur de ces expe-
riences.8
In affirming this necessity, Lukacs is unquestionably posing the
8. Georg Lukacs, Lenine (Paris, 1965), p. 62.
P E D A G O G Y OF TH E O P P R E S S E D - 5 3