This study examines the relationship between television content and attention span in 4-5 year old African American children. It aims to test the hypothesis that children who view violent television content will have shorter attention spans compared to those who view non-violent educational content. The study involves two groups of 15 children who will view either violent or non-violent video clips, followed by assessments of their recall, ability to follow directions, and problem solving skills. The results will be analyzed to determine if there are significant differences in attention span and test scores between the two groups.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
Effect of classical instrumental background music volume on performance in al...John Bosco Namwamba
Presentation on findings on research involving association between music and performance in Mathematics testing. Tne effect of volume of music on Mathematics anxiety is investigated here.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Running Head OBSERVATIONAL LEARNING THROUGH PEER MODELS1OBSE.docxglendar3
Running Head: OBSERVATIONAL LEARNING THROUGH PEER MODELS 1
OBSERVATIONAL LEARNING THROUGH PEER MODELS 11
Observational Learning through Peer Models
Observational Learning through Peer ModelsIntroduction
Children with and without special needs have been seen to have the abilities to learn new skills in different ways. For instance, children can learn through explicit instruction, prompting as well as reinforcement (Charlop et al., 2018). Learning can be divided into two categories. These are instructive feedback and observational learning. In instructive feedback, children gain knowledge of new information that is not directly taught tor reinforced into them (Henderson et al., 2018). On the other hand, observational learning involves learning skills by observing other people, usually their peers (Grenner et al., 2019). This proposal aims to evaluate ways in which pre-school children with special needs can learn in an inclusive classroom and achieve their potentials. This can be achieved through observational learning (Spriggs, 2016).
Children with such developmental disabilities as autism have more trouble learning in classrooms compared to their peers. As such, it is necessary to encourage and support them with proper learning environments. More specifically, tailoring a classroom to be inclusive of them goes a long way in supporting their education endeavor. This support can be offered in three different ways (Lanter& Singer-Dudek, 2020). One, the children should be able to interact with their peers, friends as well as adults in their community. Two, their environments should be constructed in a manner that the impact of their impairment or disability is effectively reduced. This means that buildings and other facilities in the learning environment must be able to be accommodative of these children with special needs (Foti et al., 2018). Third, these children need to be taught by teachers and parents who help them gain new skills. Fourth, they should be able to meet other people with similar special needs to learn from and act as role models. All these are aspects of observational learning (Byers, 2016, Stone et al., 2018).
Werts et al. (2010) assert that observational learning is a major prerequisite for inclusive learning. Students with peer models, or classmates that have no disabilities, can observe what these peer models do and try to replicate these skills. Most of the studies carried regarding observational learning have been done in highly controlled environments. The students have been seen to acquire the expressive language used by their peers albeit not comprehensively. Egel et al. established that students with autism can learn from models and were seen o imitate discrete responses. The discrete responses that were studied included naming pictures, giving answers to questions, and reading words. Students were made to observe a different stimulus for each of them, and then prompted to respond correctly as per .
Running Head OBSERVATIONAL LEARNING THROUGH PEER MODELS1OBSE.docxtodd581
Running Head: OBSERVATIONAL LEARNING THROUGH PEER MODELS 1
OBSERVATIONAL LEARNING THROUGH PEER MODELS 11
Observational Learning through Peer Models
Observational Learning through Peer ModelsIntroduction
Children with and without special needs have been seen to have the abilities to learn new skills in different ways. For instance, children can learn through explicit instruction, prompting as well as reinforcement (Charlop et al., 2018). Learning can be divided into two categories. These are instructive feedback and observational learning. In instructive feedback, children gain knowledge of new information that is not directly taught tor reinforced into them (Henderson et al., 2018). On the other hand, observational learning involves learning skills by observing other people, usually their peers (Grenner et al., 2019). This proposal aims to evaluate ways in which pre-school children with special needs can learn in an inclusive classroom and achieve their potentials. This can be achieved through observational learning (Spriggs, 2016).
Children with such developmental disabilities as autism have more trouble learning in classrooms compared to their peers. As such, it is necessary to encourage and support them with proper learning environments. More specifically, tailoring a classroom to be inclusive of them goes a long way in supporting their education endeavor. This support can be offered in three different ways (Lanter& Singer-Dudek, 2020). One, the children should be able to interact with their peers, friends as well as adults in their community. Two, their environments should be constructed in a manner that the impact of their impairment or disability is effectively reduced. This means that buildings and other facilities in the learning environment must be able to be accommodative of these children with special needs (Foti et al., 2018). Third, these children need to be taught by teachers and parents who help them gain new skills. Fourth, they should be able to meet other people with similar special needs to learn from and act as role models. All these are aspects of observational learning (Byers, 2016, Stone et al., 2018).
Werts et al. (2010) assert that observational learning is a major prerequisite for inclusive learning. Students with peer models, or classmates that have no disabilities, can observe what these peer models do and try to replicate these skills. Most of the studies carried regarding observational learning have been done in highly controlled environments. The students have been seen to acquire the expressive language used by their peers albeit not comprehensively. Egel et al. established that students with autism can learn from models and were seen o imitate discrete responses. The discrete responses that were studied included naming pictures, giving answers to questions, and reading words. Students were made to observe a different stimulus for each of them, and then prompted to respond correctly as per .
Effect of classical instrumental background music volume on performance in al...John Bosco Namwamba
Presentation on findings on research involving association between music and performance in Mathematics testing. Tne effect of volume of music on Mathematics anxiety is investigated here.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Running Head OBSERVATIONAL LEARNING THROUGH PEER MODELS1OBSE.docxglendar3
Running Head: OBSERVATIONAL LEARNING THROUGH PEER MODELS 1
OBSERVATIONAL LEARNING THROUGH PEER MODELS 11
Observational Learning through Peer Models
Observational Learning through Peer ModelsIntroduction
Children with and without special needs have been seen to have the abilities to learn new skills in different ways. For instance, children can learn through explicit instruction, prompting as well as reinforcement (Charlop et al., 2018). Learning can be divided into two categories. These are instructive feedback and observational learning. In instructive feedback, children gain knowledge of new information that is not directly taught tor reinforced into them (Henderson et al., 2018). On the other hand, observational learning involves learning skills by observing other people, usually their peers (Grenner et al., 2019). This proposal aims to evaluate ways in which pre-school children with special needs can learn in an inclusive classroom and achieve their potentials. This can be achieved through observational learning (Spriggs, 2016).
Children with such developmental disabilities as autism have more trouble learning in classrooms compared to their peers. As such, it is necessary to encourage and support them with proper learning environments. More specifically, tailoring a classroom to be inclusive of them goes a long way in supporting their education endeavor. This support can be offered in three different ways (Lanter& Singer-Dudek, 2020). One, the children should be able to interact with their peers, friends as well as adults in their community. Two, their environments should be constructed in a manner that the impact of their impairment or disability is effectively reduced. This means that buildings and other facilities in the learning environment must be able to be accommodative of these children with special needs (Foti et al., 2018). Third, these children need to be taught by teachers and parents who help them gain new skills. Fourth, they should be able to meet other people with similar special needs to learn from and act as role models. All these are aspects of observational learning (Byers, 2016, Stone et al., 2018).
Werts et al. (2010) assert that observational learning is a major prerequisite for inclusive learning. Students with peer models, or classmates that have no disabilities, can observe what these peer models do and try to replicate these skills. Most of the studies carried regarding observational learning have been done in highly controlled environments. The students have been seen to acquire the expressive language used by their peers albeit not comprehensively. Egel et al. established that students with autism can learn from models and were seen o imitate discrete responses. The discrete responses that were studied included naming pictures, giving answers to questions, and reading words. Students were made to observe a different stimulus for each of them, and then prompted to respond correctly as per .
Running Head OBSERVATIONAL LEARNING THROUGH PEER MODELS1OBSE.docxtodd581
Running Head: OBSERVATIONAL LEARNING THROUGH PEER MODELS 1
OBSERVATIONAL LEARNING THROUGH PEER MODELS 11
Observational Learning through Peer Models
Observational Learning through Peer ModelsIntroduction
Children with and without special needs have been seen to have the abilities to learn new skills in different ways. For instance, children can learn through explicit instruction, prompting as well as reinforcement (Charlop et al., 2018). Learning can be divided into two categories. These are instructive feedback and observational learning. In instructive feedback, children gain knowledge of new information that is not directly taught tor reinforced into them (Henderson et al., 2018). On the other hand, observational learning involves learning skills by observing other people, usually their peers (Grenner et al., 2019). This proposal aims to evaluate ways in which pre-school children with special needs can learn in an inclusive classroom and achieve their potentials. This can be achieved through observational learning (Spriggs, 2016).
Children with such developmental disabilities as autism have more trouble learning in classrooms compared to their peers. As such, it is necessary to encourage and support them with proper learning environments. More specifically, tailoring a classroom to be inclusive of them goes a long way in supporting their education endeavor. This support can be offered in three different ways (Lanter& Singer-Dudek, 2020). One, the children should be able to interact with their peers, friends as well as adults in their community. Two, their environments should be constructed in a manner that the impact of their impairment or disability is effectively reduced. This means that buildings and other facilities in the learning environment must be able to be accommodative of these children with special needs (Foti et al., 2018). Third, these children need to be taught by teachers and parents who help them gain new skills. Fourth, they should be able to meet other people with similar special needs to learn from and act as role models. All these are aspects of observational learning (Byers, 2016, Stone et al., 2018).
Werts et al. (2010) assert that observational learning is a major prerequisite for inclusive learning. Students with peer models, or classmates that have no disabilities, can observe what these peer models do and try to replicate these skills. Most of the studies carried regarding observational learning have been done in highly controlled environments. The students have been seen to acquire the expressive language used by their peers albeit not comprehensively. Egel et al. established that students with autism can learn from models and were seen o imitate discrete responses. The discrete responses that were studied included naming pictures, giving answers to questions, and reading words. Students were made to observe a different stimulus for each of them, and then prompted to respond correctly as per .
Habit of Television Viewing and Its Impact on Weight Status among School Age ...inventionjournals
International Journal of Pharmaceutical Science Invention (IJPSI) is an international journal intended for professionals and researchers in all fields of Pahrmaceutical Science. IJPSI publishes research articles and reviews within the whole field Pharmacy and Pharmaceutical Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Television viewing habit and violent behavior among school going children (10...pharmaindexing
Background: Television is a window to the outside world for children. More than half of television viewers in India are children below 15 years. Studies suggest that exposure to violence on television influences child’s behavior especially aggressive behavior. Objectives: To assess the television viewing habit and violent behavior among school going children. To determine the association of television viewing habit and violent behavior with their selected demographic variables. To find out the correlation between television viewing habit and violent behavior. Material and Methods: A Non-experimental, Explorative and Descriptive study design was undertaken. Data was collected from 60 school going children selected by stratified random sampling and 60 parents of the same children. A structured questionnaire and rating scale was used for data collection. Results: Findings showed that majority (72%) of samples had moderately high television viewing habit. The overall mean score of violent behavior was (64.7±18.61) suggesting that the school going children had mild level of violent behavior. There was significant positive relationship between the television viewing habit and violent behavior (r=0.50).There was significant association between the television viewing habit and gender (χ2- 5.91, P<0.05) and leisure time (χ2- 4.34, P<0.05). There was highly significant association between violent behavior and gender (χ2- 11.09, P<0.05) and significant association between violent behavior and angry behavior among family member (χ2- 6.43, P<0.05) and leisure time (χ2-6.69, P<0.05).Conclusion: Study revealed that there is significant relationship between the television viewing habit and violent behavior among school children. Nurses could initiate and encourage discussions with the parents in this aspect and generate awareness among them.
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
Changing of Schools: How it affects the School Life Experiences of a StudentDr. Amarjeet Singh
The Pivot point of research carried out is to study the impact of changing of school in a student’s life and various effects it can have on school life experiences. Researcher has worked upon feedbacks gathered from individuals of different age and their experience accumulated from their own school lives. Analyst got reactions from 140 participants. The information was gathered using Google forms and it was investigated utilizing Google's analytical tools. It was found that changing of school had both merits and demerits given that how one perceives it and adapts according to the changes. People have different reasons for changing their schools. Factors like new region, culture and language of new place also acts as deciding factors for the adaptability and performance of newly admitted student.
Running head Data Collections1Data Collections9.docxtodd271
Running head: Data Collections 1
Data Collections 9
Data collection, instruments, and procedures
Annette Williams
ECE660: Action Research and Inquiry in Education
Instructor Dr. Krummick
February 10, 2020
Data collection- Qualitative
One of the qualitative instruments that would be used is the interview. Five teachers would be invited to take the interview. The interview questions would be developed based on the level of motivation towards science learning. The teachers would, however, be asked whether they find it difficult to motivate students and whether can increase the motivation level of students towards science learning. They would also be asked to give the attributes of motivated students, suggest several ways in which the motivation level of students towards science learning could be improved and whether or not making a connection between science learning and real-world issues would make students more interested in science learning.
The teachers to be interviewed should have taught first graders in the science subject. This is because the first-graders teachers have interacted with the students before, and they could be knowing the strategies that are most effective in ensuring that students are motivated to learn science. The interviews would be useful in collecting the views of teachers about student motivation in science learning. “Interviews are useful to explore experiences, views, opinions, or beliefs on specific matters” (Gerstner, 2017, p.12). The intervention suggested is to connect science learning to real-world issues to increase the level of motivation among students. It would, therefore, be good to ask teachers about its effectiveness when used as a teaching strategy in science teaching. Comment by Juliet Krummick: This is a great section. However, it needs more support. “fully supported with research, literature, and the textbook.”
Data collection- Quantitative
The quantitative instrument to be used is the survey. The Constructivist Learning Environment Survey (CLES) would be used to determine the most effective way of motivating students in science learning. Some of the dimensions of the survey would include uncertainty and personal relevance. "Uncertainty dimension aims to assess student perception about the tentative nature of science and their experience in the uncertainty of scientific knowledge" (Cetin-Dindar, 2016, p.243). The effectiveness of connecting science learning to real-world issues would be evaluated. Some of the items in the constructivist learning environment survey would include: "Williams would enjoy watching educational videos during science learning", 'In this science class, she learn about the world outside school", "Williams motivation level in learning science would be increased if there were more science laboratory experiments”, “Williams would be more motivated to learn science if there were more activities”.
A five-point scale would be used to give responses to the ite.
Running head: Final Project: Early Methods Section 8
Final Project: Early Methods Section
Student’s Name:
Instructor’s name:
Affiliation:
Course:
Date:
Final Project: Early Methods Section
1. What is your research question?
Does Reality TV influence perceive body image in the adolescent child?
2. What is your hypothesis or hypotheses? What is the null hypothesis?
H0: Reality TV does not influence perceived body image in the adolescent child
H1: Reality TV does influence perceived body image in the adolescent child
3. Participants
To qualify as a participant in the study the age should range from eight years to sixteen years. Culturally, the study will use African American, Caucasian, and other racial backgrounds. I intend to use adolescents from the same socio-economic levels to attain reliability and validity with the current data analysis and collection for the study. I will use an audit trail and reflective journal to achieve a high degree of dependability.
4. Sampling technique
I will use a purposeful sample with the adequate number of adolescents to facilitate efficient and effective saturation of categories. Any negative case enhances validity since it demonstrates that the aspects of the analysis are less than obvious. Top improve transferability in the study I will use moderate populated schools in the samples that attract adolescents from multiple cultures, histories, and comparable socio-economic levels across the city.
5. What are the variables in your study?
Demographic data, race, body dissatisfaction, body image, ethnic background, socioeconomic status, media pressure, awareness, self-confidence, and internalization
6. Provide operational definitions for each variable.
The race will mention the cultural background of each participant. The awareness of body image and self-image begins to form at a young age. It is not clear whether the desire or pressure to become thin affects all adolescents equally. At the age of six, girls desire a thin body and use some types of diet to obtain low weight and thin body. Girls spend a lot of time watching television or magazines to focus on the appearance and use thin models.
Ethnically blacks interpret media influences from white or Hispanics. A majority of white participants indicate a desire to look at thin models shown in advertisements.
The media pressure will present one’s effect of media portrayal. There seems to be a consensus that the mass media does tend to influence one's perception of body image. Exposure of commercials that use thin models leads to higher levels of dissatisfaction with overall body image.
7Measuirng of variables
I will use a Body Dissatisfaction Subscale of the Eating Disorder Inventory to measure specific bodies such as waist and thighs. Additionally, A Multidimensional Media Influence Scale (MMIS) will measure five dimensions of media influence that include awareness of media thin ideal, media pu.
My topic The purpose of my study will be to focus attention on h.docxrosemarybdodson23141
My topic : The purpose of my study will be to focus attention on how to help newly brought children (preschoolers) adapt to the new environment at the child care, given that the children have never been to such environments before.
a. Your research question(s)
· How will parents respond to the program and on the issue of leaving their child in an environment away from home? A brief overview of your intervention and how students will benefit
· How far will this program go in helping children adopt more quickly to new environments?
· What kind of staff is needed to ensure the efficiency of this program?
b. How you propose to implement it
· The implementation of this program will involve observing children who are put under the new program and having others who are not under the program. The ones who are not on the program will act as a control experiment because differences will be made regarding how quickly each group takes to adapt to a new environment in school. It is safe to conclude the implementation will take months of observation.
c. The ethical considerations you will address
· The ethical concern that may potentially present itself in this case is would be in relation to voluntary consent.
· The other concern pertains to the use of the information collected for the study. It is imperative that such information only be revealed to relevant parties and only used for the sole purposes disclosed to participants in the study.
d. How you plan on collecting data?
· Data will come from testing the children and assessments.
· These tests are very useful since they help to show a comparison of how a child adopts without the program and how much faster or slower they will adopt with the program that gauging effectiveness.
· Assessing the different child needs proves to be the best collection tool for this question since it helps to identify the positions that need to be filled and by what people so as to meet the needs of the preschoolers.
Running head: ETHICS IN RESEARCH. 1
ETHICS IN RESEARCH 4
Ethics in Research
Student’s Name
University Affiliation
Briefly describe the population from which data will be collected from during future implementation of the action research study.
For the first video: Apology to survivors of the Tuskegee syphilis experiment, the population that was being used to collect the data was a population consisting of those who suffered from STIs and, in this case, it was particularly syphilis. They were subjects to collecting data if the subject syphilis treatment would work. In the next two videos: Feature film – The Stanford prison experiment (documentary) and Obedience to authority Stanley Milgram experiment the population being used are populations of the people who are subject to a certain authority.
Identify the potential ethical concerns associated with the topic you selected in Week One in collecting the type of data you plan to collect from this particular population.
The ethical .
Running Head CRITIQUE ESSAY OUTLINE1CRITIQUE ESSAY OUTLINE.docxtodd271
Running Head: CRITIQUE ESSAY OUTLINE 1
CRITIQUE ESSAY OUTLINE 3
CRITIQUE ESSAY OUTLINE
Name
Institution
Critique essay outline
I. Paragraph
A. Title: Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem.
B. Author: Heather Cleland Woods, Holly Scott
C. The publication containing the article: 2016. The foundation for professionals in services for adolescents. Published by Elsevier Ltd. All rights reserved.
D. Thesis statement: There is a link between social media use and different aspects of adolescent wellbeing including sleep and mental health. The overall, including night time use of social media effect on youth’s sleep routine and wellbeing.
II. Paragraph
A. Night time specific social media habit and emotional investment in social media correlated to sleep quality, anxiety, depression and self-esteem in youth.
B. The author bases an argument that poor sleep is related to computer and internet use on different pieces of evidence.
C.
III. Paragraph
A. The author brings in the idea of the relationship between social media use and the mental health of the user. The idea is supported by previously done studies such as an article done by Metaughlin and King in 2015.
B. The author supported this broad idea in non-native English speakers and also no enough internet access, this will lead to claim an inaccurate data.
C. The same words and sentences repeated multiple time instead of supporting the issue by different example and technique of sentence structure.
D. The authors supported the issue with different facts, evidences and studies to prove the effectiveness of their research.
E. The author brings in the idea of the relationship between social media use and the mental health of the user.
IV. Paragraph
A. It outlines a result of the study which authors uses measures of central tendency to develop the correlation between social media use and sleep.
B. The research is very helpful and informative based on accurate standard data collation method.
C. This work has absolute positive effect on a lot of parents and internet addictive teenagers.
D. The research proved any night time social use has negative side effect on youth’s sleep, wellbeing and this will have led them to feel worthless.
E. The authors develop demerits and future challenges that could be attributed to the present study methodology.
V. Conclusion
The author develops the methodology of the study. This section is subdivided into different subsections: participants and procedure, measures of poor sleep quality, anxiety and depression, self-esteem and emotional investment in social media.
The author discusses the findings of the study in this section. He presents the results in form of tables.
The author concludes the study by making inferences of the study. The section contains a list of references used by the author in developing the critique essay. (please state the overall important a.
Instructions of Intervention Plan· Intervention PlanStudents.docxdirkrplav
Instructions of Intervention Plan
· Intervention Plan
Students are asked to read several of the research presentations and respond to ONE of them by creating a lesson plan or plan for intervention to assist individuals with the problems described in the research presentation.
· This assignment addresses the teaching goal of identifying strategies for facilitating the development of people. For example, if your classmate's presentation concerns adolescent identity in the face of parental divorce, create a plan for intervention or treatment to help those adolescents that is based on the conclusions of the research presentation.
· If your classmate's presentation concerns caregivers' health problems in the face of a family member with Alzheimer's, create a plan for intervention or treatment to help those caregivers that is based on the results of the studies summarized in the presentation.
· If your classmate's presentation concerns college student grades in the face of extracurricular involvement in athletics, create a lesson plan or intervention plan to help college students that is based on the results of the studies.
· If your classmate's presentation concerns the effects of silent reading on middle schoolers' comprehension skills, create a lesson plan to help middle schoolers that is based on the results of the studies.
· Convince me that your plan is based on the results of the studies.
· Please create your OWN intervention--do not borrow one used in your school district or found in another study.
· Think CREATIVELY about what you might do, why it should work, and exactly how you would implement it. Think through the steps of implementation.
The plan should identify a target audience, and a target frame of duration, and contain an objective, a summary of skills to be developed, and specific techniques for reaching the objective and developing the skills. Be sure to identify the research presentation that you are responding to and explain how your intervention addresses the issues explained in your classmate’s research presentation.
Please note that in your References section you should not include any article that you yourself have not read.
Your classmate’s research presentation will list both of the studies your classmate read to produce the research presentation. I encourage you to work from the summaries produced by your classmate. Unless you have read those original studies yourself, you may not ethically cite those studies. If you use other sources in preparing your IP, you should cite those sources faithfully.
I prefer that you write your IP in Word. Please attach the rubric (available under the purple button "Course Documents") to the end of your plan.
The IP will be evaluated according to the rubric under Course Documents and is worth 7% of your course grade. Please send the IP (in a Microsoft Word format) to me as an email attachment with the rubric copied into the last pages no later than the date lis.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
G11-2Describe how a change in the exchange rate affected your fiJeanmarieColbert3
G11-2
Describe how a change in the exchange rate affected your firm. Explain what happened to your price and quantity. How can you profit from future shifts in the exchange rate? How do you predict future changes in the exchange rate?
Running head: Introduction and Literature Review 1
Introduction and Literature Review 8
The Motivation of Students Towards Science Learning
Annette Williams
ECE660: Action Research and Inquiry in Education
Instructor Dr. Krummick
January 27, 2020
INTRODUCTION
The future professional role would be an early childhood educator to teach both Science and English. This would educate students through lectures and hand-on learning with adherence to the curriculum. The setting would be the classroom whereby it would ensure that there is a happy environment for all students. It would be good to act as a role model and a mentor by encouraging students to learn and ensuring that they do not face challenges such as depression or discrimination which would inhibit their learning. This would ensure that interacting with students more often and learn about their families. Maintaining good relationships with their families and having frequent communication would be a good way to understand any challenges the students could be facing. The current experience is helping kindergarten students learn social studies while the previous experience in helping students complete their homework. The future goal is to help improve the performance of students in science. Comment by Juliet Krummick: perfect
The purpose of the study is to find various ways in which students could be motivated during the learning of science. The student outcomes that need influence are their knowledge and skills in science and their attitude towards learning the subject. Assessments have shown that some students lack sufficient knowledge in science. The performance of students in science is also an area of interest to be influenced because it also determines whether or not the students are engaged in learning. Students are expected to obtain a positive attitude toward science learning. They should achieve good grades to show that they understand the topics at hand.
The fact that many students lose interest in learning science as they progress to higher levels shows that they are not engaged enough during the initial years of science learning specifically in first grade. Decreased motivation leads to lower grades in science (Uhm et al, 2018). Teachers do not put much emphasis on the teaching of science because they dedicate most of their time to reading within the researcher’s school. Students, therefore, lose interest in learning science because they are not fully engaged in learning by their teachers.
Teachers should ensure that they motivate students to learn. The provision of autonomy support to students enhances their motivation in learning. Student-teacher relationships are important in optimizing student motivation. "Educators and parent ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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”.
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.
1. Action Research Examining the Relationship between Television Content and Attention Span in 4-5 year old African American Children. Christina Oprah Gadson Research in Curriculum & Teaching Dr. Vinetta C. Jones Spring 2009
2. Contents Introduction: Statement of the Research Purpose Review of Literature Statement of the Hypothesis Methodology: Participants Instruments Experimental Design Procedure Data Analysis References
4. Statement of the Research Purpose The purpose of this study is to specifically look at the correlation between the content, being violent and non-violent programming, and attention span in early childhood education. *For this specific study, educational programming will fall under the “non-violent” category.
5. The topic explored in this literature search is the affects of television exposure in early childhood on the child’s subsequent attention capabilities and overall school success. This topic is an essential component in the necessary renovation for the present condition of the educational system. Review of Literature
6. The specific objective of this article was to test the hypothesis that early television exposure is associated with attentional problems. This research study investigated early exposure to television and the association with subsequent attentional problems. The results found that ten percent of the children had attentional problems later in their childhood. Christakis, Zimmerman, DiGiuseppe, and McCarty (2004)
7. This study examined 4 and 5 year old children to determine if the amount of television viewed and the content of program they are exposed to, affect their ability to attend to educational tasks. The hypothesis proposed that: Television shows that are fast paced cause children to have lower abilities to attend to tasks, spend less time on tasks, and engage in more rough and tumble play than shows that are more passive and slow paced. The research aimed to discover whether watching these television programs would affect the children’s time on task and/or time they spent engaged in an activity. The research results concluded that there is in fact a correlation between the network television program viewed and attentional problems. Geist (2000)
8. The articles draw a basic conclusion that children’s television viewing hinders their academic achievement by reducing certain traits that relate to school success. In closing, children who watch more television than recommended, tend to have more impulsive behavior, which may result in an eventual decrease in their academic achievement. Conclusion
9. Students who view non-violent television content have a greater attention span than students who view violent television content. More specifically, students who view the non-violent television content will score better on the three assessments administered than students who view the violent television content. Statement of the Hypothesis
11. Participants Children included in this study are part of the Howard University Early Learning Program located in Washington, DC. The children were recruited for this study based on a cluster sample. The target population for this study is African American children aged 4-5 years. The accessible population is primarily African American and Hispanic children age 4-5 years in the Pre-K and Kindergarten level. There are two mixed-age classrooms at the Howard University Early Learning Program (HUELP). *There are a total of 30 students, Group A and B have 15 students each. *There are 18 girls and 12 boys; of the 30 students 16 are 4-years-old and 14 are 5-years-old. *The students enrolled at HUELP come from middle class families. The majority of the children’s parents have received a Bachelor’s degree or above.
12. Instruments The effects of television content will be determined by using age appropriate videos. One of the videos will contain violent content and the other will contain non-violent content. An example of violent content is The Looney Tunes and an example of non-violent content is The Aristocats. Level of attention span will be determined by using three small tests created by the researcher. Rubrics will be developed by the teachers and researchers.
13. Experimental Design The sample will be a cluster sample of 30 participants. Student will be randomly placed into pairs. Each pair will participate in 2 sessions; the first session will be viewing non-violent content and the second session will be viewing violent content. The tests administered and other materials will be designed collaboratively by the researcher and the teacher.. Session A: Non-violent Content Session B: Violent Content Session A – Assessment – Session B – Assessment
14. Procedure The first session, Session A, will consist of viewing content that is non-violent for 15 minutes. When the video is over, the students will begin their test sessions. In order to test attention span, this study will focus on 3 main areas of attention span: recall, following direction, and problem solving. Each test will demonstrate the level to which students are able to complete tasks.
15. Test 1 The first test requires the students to view a model created with blocks and mimic the model. Students will be given one minute to view the model; once the model is taken down, the students will be timed as they attempt to rebuild the model. This demonstrates the student’s ability to recall.
16. Test 2 Test two will require student to listen to the examiner as they give directions in order to illustrate how well they are able to follow directions. Students will be provided with a piece of paper and a pencil to draw a picture. The examiner will give specific directions for the student to follow (for example: draw a circle, about the size of a quarter, at the top of the paper on the right hand side, color it in.) * Let’s try it…
17. Test 3 In test three, the examiner will look to see how well the children are able to problem solve. The children will receive a list of categories, (for example: birds, shapes, numbers, clothing, etc.) the students will be timed and observed as they place the different cards in the category they belong to. When students place items in the wrong category, the researcher will note the mistake and encourage the child to try again. There will be a larger amount of cards and the students will be given the option to stop whenever they choose.
18. Session B Once the 15 groups of students have all completed Session A, the first group will participate in Session B- viewing violent content. The other groups will follow. Session B will consist of 15 minutes viewing a video with violent content. Subsequent to the viewing, the three tests given after Session A will be administered following Session B.
19. * One limitation of this study is the student’s behavior and overall motivation. The assessment may not be valid if the students have little or no motivation. * Also, it is important that students are not paired with another child that may distract them. * It is also important to observe the student’s behavior prior to beginning the study in order to determine the accuracy of their participation. Limitations
20. Data Analysis The statistical test for significance that will be used is a t – Test for independent samples. The t – Test is a parametric test of significance that is used to determine if there is a significant difference between the means of two independent samples. I will use the average scores for each of the three tests and try to find if there is a real, significant difference between the average scores of the two groups. I will use a one– tailed test.
22. Certain, L., & Kahn, R. (2002, April). Prevalence, Correlates, and Trajectory of Television Viewing Among Infants and Toddlers. Pediatrics, 109(4), 634. Christakis, D., Zimmerman, F., DiGiuseppe, D., & McCarty, C. (2004). Early Television Exposure and Subsequent Attentional Problems in Children. Pediatrics, 113, 708-713. Clarke, A., & Kurtz-Costes, B. (1997, May). Television viewing, educational quality of the home environment, and school readiness. Journal of Educational Research, 90(5), 279. Crawley, A., & Anderson, D. (1999, December). Effects of repeated exposures to a single episode of the television program Blue's Clues on the Viewing Behaviors and Comprehension of Preschool Children. Journal of Educational Psychology, 91(4), 630. Ennemoser, M., & Schneider, W. (2007, May). Relations of Television Viewing and Reading: Findings From a 4-Year Longitudinal Study. Journal of Educational Psychology, 99(2), 349-368.
23. Geist, E. (2000). The effect of network and public television programs on four and five year olds' ability to attend to educational tasks. Journal of Instructional Psychology, 27(4), 250-262. Gortmaker, S., Salter, C., Walker, D., & Dietz Jr., W. (1990, Winter90). THE IMPACT OF TELEVISION VIEWING ON MENTAL APTITUDE AND ACHIEVEMENT: A LONGITUDINAL STUDY. Public Opinion Quarterly, 54(4), 594-604. Landhuis, C., Poulton, R., Welch, D., & Hancox, R. (2007, September). Does Childhood Television Viewing Lead to Attention Problems in Adolescence? Results From a Prospective Longitudinal Study. Pediatrics, 120(3), 532-537. Mistry, K., Minkovitz, C., Strobino, D., & Borzekowski, D. (2007, October). Children's Television Exposure and Behavioral and Social Outcomes at 5.5 Years: Does Timing of Exposure Matter?. Pediatrics, 120(4), 762-769. Plomin, R., Corley, R., DeFries, J., & Fulker, D. (1990, November). INDIVIDUAL DIFFERENCES IN TELEVISION VIEWING IN EARLY CHILDHOOD: Nature as Well as Nurture. Psychological Science, 1(6), 371-377. Sigman, A. (2007, February). Visual voodoo: the biological impact of watching TV. (Cover story). Biologist, 54(1), 12-17.
24. Shin, N. (2004, December). Exploring Pathways From Television Viewing to Academic Achievement in School Age Children. Journal of Genetic Psychology, 165(4), 367-381. Stevens, T., & Mulsow, M. (2006, March). There Is No Meaningful Relationship Between Television Exposure and Symptoms of Attention-Deficit/Hyperactivity Disorder. Pediatrics, 117(3), 665-672. Thompson, D., & Christakis, D. (2005, October). The Association Between Television Viewing and Irregular Sleep Schedules Among Children Less Than 3 Years of Age. Pediatrics, 116(4), 851-856. Zimmerman, F., & Christakis, D. (2007, November). Associations Between Content Types of Early Media Exposure and Subsequent Attentional Problems. Pediatrics, 120(5), 986-992.
