Debbie Abilock
[email protected]
Connie Williams
[email protected]
“A creative process may begin with a flash of a new idea or with a hunch.
It may just start as noodling around with a problem, getting some fresh ideas
along the way. It’s a process, not a single event, and genuine creative processes
involve critical thinking as well as imaginative insights and fresh ideas.”
—Sir Ken Robinson (2009)
Infographic
for anRecipe
FEATUREFEATURE
46 Knowledge Quest | Inquiry
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
America’s Test Kitchen, located just outside of
Boston, strives to develop
absolutely the best recipes
for popular dishes. Staff
members test each recipe
“30, 40, sometimes as
many as 70 times, until we
arrive at the combination
of ingredients, technique,
temperature, cooking time,
and equipment that yields
the best, most-foolproof
recipe” (America’s Test
Kitchen 2014). Inspired by
their patience and precision,
we decided to develop a
teaching recipe that would
consistently engage students
in open-minded inquiry. In
accordance with Common Core
State Standards CCSS.EL A-
Literacy.CCR A.R.7 and CCSS.
EL A-Literacy.CCR A.R.8, students
would select and weigh textual,
visual, and quantitative evidence
and reason dispassionately in order
to arrive at a unique synthesis
imaginatively presented in an
infographic. We have begun the
process: testing many ideas,
observing lessons in action, and
viewing student products. As
systematic “bakers,” we expect to
test, adapt, review, and learn from
our failures. We invite you into
our infographic kitchen to help us
create an instructional sequence
that consistently yields high-quality
learning for students.
Infographics, Not Posters
Infographics can be engaging
alternative products of research
because the multimodal format
invites students to make sense of
complex information by applying
multiple literacies. An infographic
is a claim expressed through
visual metaphor, conveying the
creator’s fresh understanding of
relationships, expressed through a
judicious selection and arrangement
of visuals, evidence, and text
acquired during inquiry research
within a discipline.
However, as we looked into class-
rooms, searched the Web, and spoke
with classroom teachers, we learned
that most infographic assign-
ments resulted in what we would
label as posters. Essentially, these
products were the equivalent of
David Loertscher’s “bird reports”—
representations of loosely related
facts and numbers, sometimes
verified and paraphrased, displayed
visually. We hypothesized that the
student engagement enthusiastically
reported by teachers came primarily
from using novel techno.
INQUIRY UNPACKED An Introduction toInquiry-Based LearningB.docxcarliotwaycave
INQUIRY UNPACKED An Introduction to
Inquiry-Based Learning
By Barbara A. Jansen
"Inquire, think critically, and gain knowledge."
"Plan strategies to guide inquiry."
As our national educational organizations'
standards evolve from students mastering
discrete skills to demonstrating broad learning
behaviors, often referred to as 21st century
learning skills, pedagogy is slowly shifting from
teacher- and textbook-centered dissemination
of facts and information to student-centered
construction of learning and knowledge. In
this environment, students use a wide range
of resources to collaborate with others to solve
authentic problems by thinking critically, actively
create content, and communicate with a wide
audience. The Partnership for 21st Century
Skills succinctly categorizes these participatory
skills into the four Cs: "critical thinking and
problem solving, collaboration, communication,
and creativity and innovation" (P21 mission
statement). Both the American Association of
School Librarians (AASL) and the International
Society for Technology in Education's (ISTE)
1 0 Library Media Connection ® i
"The inquiry process is not linear but occurs
as a cyclical series of actions or events."
National Educational Technology Standards for
Students 2007 call for students to use an inquiry
approach when engaged in the research process.
The AASL standards refer to inquiry seven times,
including having students "inquire, think critically,
gain knowledge, " and to "follow an inquiry-
based process in seeking knowledge in curricular
subjects, . . ." and "continue an inquiry-based
research process by applying critical-thinking skills
. . ." in addition to "conclud[ing] an inquiry-based
research process . . ." (AASL). ISTE standards call
tor students to "plan strategies to guide inquiry"
("NETS for Students").
But what does it look like for a student to be
engaged in inquiry? What is inquiry-based
research, commonly referred to as inquiry-based
learning or "guided inquiry" (Kuhlthau, Maniotcs,
and Caspari)? A recent post on the AASL email
forum underscores the confusion that school
librarians and educators in general have about
inquiry. A librarian questioned the use of the term
"inquiry-based project" in the standards in lieu
of "research project" and considered whether she
should teach her students the meaning of inquiry.
A search for "inquiry-based research" on Google
results in 102,000 links. "Inquiry-based learning"
returns over 151,000 links. A search for "inquiry-
based learning" offers 101 titles on Amazon.com,
over 8,400 results on Google Books, over 9,760
results on Google Scholar, and over 52,000,000
results on Bing.
March/April 2011
NOT TO BE MISSED READING AND
VIEWING FOR SCHOOL LIBRARIANS
Kuhlthau, Carol C, Leslie K. Maniotes,
and Ann K. Caspari. Guided Inquiry:
Learning in the 21st Century. Libraries
Unlimited, 2007.
Rheingold, Howard. "Librarian 2.0:
Buffy J. Hamilton." Digital LM Central.
MacArthur Foundation, 3 May 2010.
W ...
This document provides an overview of Dimension 3 of the C3 Framework, which focuses on evaluating sources and using evidence. It discusses two main indicators: gathering and evaluating sources, and developing claims and using evidence. For gathering and evaluating sources, it emphasizes finding information from various sources and determining relevance. For developing claims, it stresses the ability to understand relationships between claims and evidence and to select evidence purposefully to support arguments. The document also introduces the SOURCES framework for evaluating sources and provides examples of how to guide students through each step, from scrutinizing the fundamental source to summarizing final thoughts. It directs teachers to Library of Congress resources for primary sources.
Discusses the importance of teaching information literacy skills through hands-on learning, and offers alternatives to assigning research papers to add variety for both students and teachers.
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
Your responses to your classmates must be substantive. Share i.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Before this class, I was not familiar with the term “information literacy”. I did previously take a class called “Digital Literacy” which was based on how to use digital media in order to be able to gain information and complete tasks. I look at this class as somewhat similar, but more relating to finding information that may not be digital or available online. The textbook defines digital literacy as “the ability to identify a need for information and successfully locate, evaluate, and use that information ethically and legally for a determined purpose.” (von Winckelmann, 2015, 1.1). The first module of the textbook helped me to better understand exactly what information literacy is, and how to utilize the concepts.
The Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), developed an information literacy framework that identifies six threshold concepts meant to guide students in the process of becoming lifelong learners through the acquisition of information literacy skills (von Winckelmann, 2015, 1.1). The ACRL’s six threshold concepts are Research as Inquiry, Scholarship as Conversation, Information Creation as a Process, Searching as Strategic Exploration, Authority is Constructed and Contextual, and Information has Value (von Winckelmann, 2015, 1.1). The concept of research as inquiry is that the research process is all about asking and answering questions. Scholarship as conversation means that “Experts within a field communicate to share information, debate their ideas, and gain understanding. They often contest each other’s ideas and seek out the opinions of other scholars within their fields to test these ideas (von Winckelmann, 2015, 1.1). Information creation as a process is the idea that research and gathering information is fluid and may change based on the needs of the writer and what questions they need to answer. Searching as strategic exploration recognizes that most research questions or topics may require information and data from several sources and that searching for accurate information can be a process. Authority is constructed and conventional reminds people that not all information and sources are created equal, and the validity of sources must be investigated. Lastly, the concept that information has value means that research findings and conclusions need to be properly represented through citations and copyrights.
In addition to the 6 concepts presented in section 1.1, the textbo.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
INQUIRY UNPACKED An Introduction toInquiry-Based LearningB.docxcarliotwaycave
INQUIRY UNPACKED An Introduction to
Inquiry-Based Learning
By Barbara A. Jansen
"Inquire, think critically, and gain knowledge."
"Plan strategies to guide inquiry."
As our national educational organizations'
standards evolve from students mastering
discrete skills to demonstrating broad learning
behaviors, often referred to as 21st century
learning skills, pedagogy is slowly shifting from
teacher- and textbook-centered dissemination
of facts and information to student-centered
construction of learning and knowledge. In
this environment, students use a wide range
of resources to collaborate with others to solve
authentic problems by thinking critically, actively
create content, and communicate with a wide
audience. The Partnership for 21st Century
Skills succinctly categorizes these participatory
skills into the four Cs: "critical thinking and
problem solving, collaboration, communication,
and creativity and innovation" (P21 mission
statement). Both the American Association of
School Librarians (AASL) and the International
Society for Technology in Education's (ISTE)
1 0 Library Media Connection ® i
"The inquiry process is not linear but occurs
as a cyclical series of actions or events."
National Educational Technology Standards for
Students 2007 call for students to use an inquiry
approach when engaged in the research process.
The AASL standards refer to inquiry seven times,
including having students "inquire, think critically,
gain knowledge, " and to "follow an inquiry-
based process in seeking knowledge in curricular
subjects, . . ." and "continue an inquiry-based
research process by applying critical-thinking skills
. . ." in addition to "conclud[ing] an inquiry-based
research process . . ." (AASL). ISTE standards call
tor students to "plan strategies to guide inquiry"
("NETS for Students").
But what does it look like for a student to be
engaged in inquiry? What is inquiry-based
research, commonly referred to as inquiry-based
learning or "guided inquiry" (Kuhlthau, Maniotcs,
and Caspari)? A recent post on the AASL email
forum underscores the confusion that school
librarians and educators in general have about
inquiry. A librarian questioned the use of the term
"inquiry-based project" in the standards in lieu
of "research project" and considered whether she
should teach her students the meaning of inquiry.
A search for "inquiry-based research" on Google
results in 102,000 links. "Inquiry-based learning"
returns over 151,000 links. A search for "inquiry-
based learning" offers 101 titles on Amazon.com,
over 8,400 results on Google Books, over 9,760
results on Google Scholar, and over 52,000,000
results on Bing.
March/April 2011
NOT TO BE MISSED READING AND
VIEWING FOR SCHOOL LIBRARIANS
Kuhlthau, Carol C, Leslie K. Maniotes,
and Ann K. Caspari. Guided Inquiry:
Learning in the 21st Century. Libraries
Unlimited, 2007.
Rheingold, Howard. "Librarian 2.0:
Buffy J. Hamilton." Digital LM Central.
MacArthur Foundation, 3 May 2010.
W ...
This document provides an overview of Dimension 3 of the C3 Framework, which focuses on evaluating sources and using evidence. It discusses two main indicators: gathering and evaluating sources, and developing claims and using evidence. For gathering and evaluating sources, it emphasizes finding information from various sources and determining relevance. For developing claims, it stresses the ability to understand relationships between claims and evidence and to select evidence purposefully to support arguments. The document also introduces the SOURCES framework for evaluating sources and provides examples of how to guide students through each step, from scrutinizing the fundamental source to summarizing final thoughts. It directs teachers to Library of Congress resources for primary sources.
Discusses the importance of teaching information literacy skills through hands-on learning, and offers alternatives to assigning research papers to add variety for both students and teachers.
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
Your responses to your classmates must be substantive. Share i.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Before this class, I was not familiar with the term “information literacy”. I did previously take a class called “Digital Literacy” which was based on how to use digital media in order to be able to gain information and complete tasks. I look at this class as somewhat similar, but more relating to finding information that may not be digital or available online. The textbook defines digital literacy as “the ability to identify a need for information and successfully locate, evaluate, and use that information ethically and legally for a determined purpose.” (von Winckelmann, 2015, 1.1). The first module of the textbook helped me to better understand exactly what information literacy is, and how to utilize the concepts.
The Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), developed an information literacy framework that identifies six threshold concepts meant to guide students in the process of becoming lifelong learners through the acquisition of information literacy skills (von Winckelmann, 2015, 1.1). The ACRL’s six threshold concepts are Research as Inquiry, Scholarship as Conversation, Information Creation as a Process, Searching as Strategic Exploration, Authority is Constructed and Contextual, and Information has Value (von Winckelmann, 2015, 1.1). The concept of research as inquiry is that the research process is all about asking and answering questions. Scholarship as conversation means that “Experts within a field communicate to share information, debate their ideas, and gain understanding. They often contest each other’s ideas and seek out the opinions of other scholars within their fields to test these ideas (von Winckelmann, 2015, 1.1). Information creation as a process is the idea that research and gathering information is fluid and may change based on the needs of the writer and what questions they need to answer. Searching as strategic exploration recognizes that most research questions or topics may require information and data from several sources and that searching for accurate information can be a process. Authority is constructed and conventional reminds people that not all information and sources are created equal, and the validity of sources must be investigated. Lastly, the concept that information has value means that research findings and conclusions need to be properly represented through citations and copyrights.
In addition to the 6 concepts presented in section 1.1, the textbo.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
This document discusses teaching research skills to students from kindergarten through 8th grade based on Common Core writing standards. It outlines how the standards introduce research concepts starting in kindergarten with guided participation and progressing to more independent research projects by 4th grade. The document provides guidance for teachers on assessing student interests, developing research questions, planning investigations, locating resources, avoiding plagiarism, and presenting findings. The goal is to make the student research process easier by building skills incrementally over several grade levels.
This document discusses 10 effective methods for infusing critical thinking into online education. It begins by explaining why critical thinking is important as it cultivates student curiosity and encourages engagement, integrity, empathy and responsibility. It then outlines 10 methods which include: providing thoughtful curriculum and critical thinking questions, using Bloom's taxonomy, arousing student curiosity with assignments, stressing the importance of critical thinking, providing in-depth assignments, teaching transferable decision making skills, developing effective online groups, exposing students to cultural conditioning, and implementing and evaluating virtual learning. The goal is to prepare students to be visionary leaders with strong critical thinking skills.
This presentation by NCDPI consultants will focus on how teachers and curriculum coordinators can purposefully plan and effectively make the connections shared by content areas while maintaining the integrity of each discipline. Skills that are transferrable will be identified and through collaboration of the disciplines we create cohesion in terms of student expectations.
Presenter(s): Ann Carlock and Anna Frost
This document discusses how a kindergarten teacher, Ms. Randall, assesses her students during a unit on conservation. She uses a formative assessment approach involving feeding up, feedback, and feed forward. She establishes the purpose of the unit to engage students and guide assessments. Through observation and student work, she provides feedback to understand student learning and inform next steps. Her assessment allows for adjustments to instruction to meet evolving student needs.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
Cathy Mayer shares insights from various higher education professors on common challenges students face and skills they wish students had mastered prior to college.
One professor notes students struggle with citing sources properly and understanding plagiarism. Another wishes students knew how to construct an argument based on evidence from sources. A third is surprised students don't know how to write a professional email.
The document demonstrates how college professors see opportunities to better develop students' critical thinking, research, and communication skills before they enter higher education. It also shows how frameworks like ACRL can help address these challenges through knowledge practices and dispositions.
Report to the LILAC 2010 conference on a University of Manitoba project which used information literacy and evidence-based methodologies to have students test managers' "conventional wisdom" ideas and practices.
The tricky relationship between research and practiceChristian Bokhove
This document summarizes key points from a presentation on the relationship between educational research and practice. It notes that while research aims to inform practice, there are challenges to directly applying findings due to differences between controlled studies and real-world classrooms. Specifically, it discusses issues like varying contexts, the difficulty of measurement and quantification in education, and how research findings can become oversimplified as they spread. It advocates for stronger collaboration between researchers and teachers to help address these issues and ensure research has practical relevance and application.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document discusses the use of ePortfolios to support lifelong learning and professional development. It outlines the context and definitions of ePortfolios and describes their value in reflecting on learning and showcasing achievements. The document discusses how ePortfolios can support the development of self-regulated learning skills like goal-setting, self-reflection, and evaluation. When used for intrinsic purposes like mastery and autonomy, ePortfolios are more effective than when used for extrinsic purposes like grades. Social networks and ePortfolios both involve processes of collection, selection, reflection and presentation to support learning over time.
a day long workshop of elements of argument, building a culture of argument in the classroom, task and learning progressions and effective argument task design
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
This document discusses using object-based learning (OBL) to teach a variety of information literacy skills and encourage student curiosity and engagement. OBL involves using archive objects like photographs, magazines, and equipment to facilitate active, hands-on learning. The project was conducted using archives from the University of Bedfordshire and UCL Institute of Education. The aims were to develop students' information literacy, critical thinking, visual literacy, and 21st century skills. Student feedback indicated that OBL made them think differently, analyze sources, and enjoy investigating physical objects to draw conclusions. Students said it was an interactive, engaging activity that helped them learn in new ways. The experiences will be written about and refined further to gather additional feedback.
I. The community of inquiry refers to a group pursuing truth and shared understanding through collective investigation of phenomena, ideas, and reality. Inquiry is a shared process of discovery with the goal of advancing knowledge based on evidence rather than assumptions. Within a classroom, transforming the atmosphere into a community of inquiry can improve learning.
II. Inquiry begins with questions, and freedom to ask questions, investigate their meaning and validity, and follow questions wherever they lead. Student-generated questions that engage their curiosity can empower students as co-investigators in the learning process.
III. Effective inquiry requires agreed-upon criteria to govern both the inquiry process and results to ensure they are objective, replicable, understandable, and reasonable to
This document outlines an instructional library lab on researching and developing academic topics. It discusses key concepts like the information search process, refining topics, and analyzing literature reviews. Students are guided through exercises to define their topic of interest and develop research questions. They also learn about citation management tools and evaluating different sources. The goal is to help students join the scholarly conversation and effectively develop their research skills and topics.
The document discusses inquiry-based learning and its benefits for student engagement. It outlines the SAUCE model for inquiry which involves setting the scene, acquiring information, using knowledge, communicating results, and evaluating the process. Effective questioning is important for inquiry and the document provides examples of how a school assessed and improved students' questioning skills over time. It also shares the school's curriculum plan which uses an inquiry approach organized around transdisciplinary themes.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
More Related Content
Similar to Debbie Abilock[email protected]Connie Williams[email pro.docx
This document discusses teaching research skills to students from kindergarten through 8th grade based on Common Core writing standards. It outlines how the standards introduce research concepts starting in kindergarten with guided participation and progressing to more independent research projects by 4th grade. The document provides guidance for teachers on assessing student interests, developing research questions, planning investigations, locating resources, avoiding plagiarism, and presenting findings. The goal is to make the student research process easier by building skills incrementally over several grade levels.
This document discusses 10 effective methods for infusing critical thinking into online education. It begins by explaining why critical thinking is important as it cultivates student curiosity and encourages engagement, integrity, empathy and responsibility. It then outlines 10 methods which include: providing thoughtful curriculum and critical thinking questions, using Bloom's taxonomy, arousing student curiosity with assignments, stressing the importance of critical thinking, providing in-depth assignments, teaching transferable decision making skills, developing effective online groups, exposing students to cultural conditioning, and implementing and evaluating virtual learning. The goal is to prepare students to be visionary leaders with strong critical thinking skills.
This presentation by NCDPI consultants will focus on how teachers and curriculum coordinators can purposefully plan and effectively make the connections shared by content areas while maintaining the integrity of each discipline. Skills that are transferrable will be identified and through collaboration of the disciplines we create cohesion in terms of student expectations.
Presenter(s): Ann Carlock and Anna Frost
This document discusses how a kindergarten teacher, Ms. Randall, assesses her students during a unit on conservation. She uses a formative assessment approach involving feeding up, feedback, and feed forward. She establishes the purpose of the unit to engage students and guide assessments. Through observation and student work, she provides feedback to understand student learning and inform next steps. Her assessment allows for adjustments to instruction to meet evolving student needs.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
Cathy Mayer shares insights from various higher education professors on common challenges students face and skills they wish students had mastered prior to college.
One professor notes students struggle with citing sources properly and understanding plagiarism. Another wishes students knew how to construct an argument based on evidence from sources. A third is surprised students don't know how to write a professional email.
The document demonstrates how college professors see opportunities to better develop students' critical thinking, research, and communication skills before they enter higher education. It also shows how frameworks like ACRL can help address these challenges through knowledge practices and dispositions.
Report to the LILAC 2010 conference on a University of Manitoba project which used information literacy and evidence-based methodologies to have students test managers' "conventional wisdom" ideas and practices.
The tricky relationship between research and practiceChristian Bokhove
This document summarizes key points from a presentation on the relationship between educational research and practice. It notes that while research aims to inform practice, there are challenges to directly applying findings due to differences between controlled studies and real-world classrooms. Specifically, it discusses issues like varying contexts, the difficulty of measurement and quantification in education, and how research findings can become oversimplified as they spread. It advocates for stronger collaboration between researchers and teachers to help address these issues and ensure research has practical relevance and application.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document discusses the use of ePortfolios to support lifelong learning and professional development. It outlines the context and definitions of ePortfolios and describes their value in reflecting on learning and showcasing achievements. The document discusses how ePortfolios can support the development of self-regulated learning skills like goal-setting, self-reflection, and evaluation. When used for intrinsic purposes like mastery and autonomy, ePortfolios are more effective than when used for extrinsic purposes like grades. Social networks and ePortfolios both involve processes of collection, selection, reflection and presentation to support learning over time.
a day long workshop of elements of argument, building a culture of argument in the classroom, task and learning progressions and effective argument task design
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
This document discusses using object-based learning (OBL) to teach a variety of information literacy skills and encourage student curiosity and engagement. OBL involves using archive objects like photographs, magazines, and equipment to facilitate active, hands-on learning. The project was conducted using archives from the University of Bedfordshire and UCL Institute of Education. The aims were to develop students' information literacy, critical thinking, visual literacy, and 21st century skills. Student feedback indicated that OBL made them think differently, analyze sources, and enjoy investigating physical objects to draw conclusions. Students said it was an interactive, engaging activity that helped them learn in new ways. The experiences will be written about and refined further to gather additional feedback.
I. The community of inquiry refers to a group pursuing truth and shared understanding through collective investigation of phenomena, ideas, and reality. Inquiry is a shared process of discovery with the goal of advancing knowledge based on evidence rather than assumptions. Within a classroom, transforming the atmosphere into a community of inquiry can improve learning.
II. Inquiry begins with questions, and freedom to ask questions, investigate their meaning and validity, and follow questions wherever they lead. Student-generated questions that engage their curiosity can empower students as co-investigators in the learning process.
III. Effective inquiry requires agreed-upon criteria to govern both the inquiry process and results to ensure they are objective, replicable, understandable, and reasonable to
This document outlines an instructional library lab on researching and developing academic topics. It discusses key concepts like the information search process, refining topics, and analyzing literature reviews. Students are guided through exercises to define their topic of interest and develop research questions. They also learn about citation management tools and evaluating different sources. The goal is to help students join the scholarly conversation and effectively develop their research skills and topics.
The document discusses inquiry-based learning and its benefits for student engagement. It outlines the SAUCE model for inquiry which involves setting the scene, acquiring information, using knowledge, communicating results, and evaluating the process. Effective questioning is important for inquiry and the document provides examples of how a school assessed and improved students' questioning skills over time. It also shares the school's curriculum plan which uses an inquiry approach organized around transdisciplinary themes.
Similar to Debbie Abilock[email protected]Connie Williams[email pro.docx (20)
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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1. Debbie Abilock
[email protected]
Connie Williams
[email protected]
“A creative process may begin with a flash of a new idea or
with a hunch.
It may just start as noodling around with a problem, getting
some fresh ideas
along the way. It’s a process, not a single event, and genuine
creative processes
involve critical thinking as well as imaginative insights and
fresh ideas.”
—Sir Ken Robinson (2009)
Infographic
for anRecipe
FEATUREFEATURE
46 Knowledge Quest | Inquiry
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America’s Test Kitchen, located just outside of
Boston, strives to develop
absolutely the best recipes
for popular dishes. Staff
members test each recipe
“30, 40, sometimes as
many as 70 times, until we
arrive at the combination
of ingredients, technique,
temperature, cooking time,
and equipment that yields
the best, most-foolproof
recipe” (America’s Test
Kitchen 2014). Inspired by
their patience and precision,
we decided to develop a
teaching recipe that would
consistently engage students
in open-minded inquiry. In
accordance with Common Core
State Standards CCSS.EL A-
Literacy.CCR A.R.7 and CCSS.
EL A-Literacy.CCR A.R.8, students
would select and weigh textual,
visual, and quantitative evidence
and reason dispassionately in order
to arrive at a unique synthesis
imaginatively presented in an
3. infographic. We have begun the
process: testing many ideas,
observing lessons in action, and
viewing student products. As
systematic “bakers,” we expect to
test, adapt, review, and learn from
our failures. We invite you into
our infographic kitchen to help us
create an instructional sequence
that consistently yields high-quality
learning for students.
Infographics, Not Posters
Infographics can be engaging
alternative products of research
because the multimodal format
invites students to make sense of
complex information by applying
multiple literacies. An infographic
is a claim expressed through
visual metaphor, conveying the
creator’s fresh understanding of
relationships, expressed through a
judicious selection and arrangement
of visuals, evidence, and text
acquired during inquiry research
within a discipline.
However, as we looked into class-
rooms, searched the Web, and spoke
with classroom teachers, we learned
that most infographic assign-
ments resulted in what we would
label as posters. Essentially, these
products were the equivalent of
4. David Loertscher’s “bird reports”—
representations of loosely related
facts and numbers, sometimes
verified and paraphrased, displayed
visually. We hypothesized that the
student engagement enthusiastically
reported by teachers came primarily
from using novel technology, not
from inquiry learning. If we were to
devote time to teaching infograph-
ics, the product must be more than
an attractive visual collage of statis-
tics and facts; it should demonstrate
understanding (per CCSS.EL A-
Literacy.CCR A.W.7).
Inquiry, Not Advertising
For guidance we looked first to
applications outside school settings.
We observed that many popular
infographics were advertisements
that, subtly or not so subtly, cherry-
picked evidence to persuade a
target audience of a predetermined
conclusion. The designer was not
hired to investigate an issue, nor
was the purpose of the infographic
to invite an audience to think
through alternative solutions to a
problem. Rather, these real-world
infographics employed selectively
shaped evidence to support
one-sided reasoning. The audience
“buys” (a product, idea, or belief)
based on a delightful design—an
5. aesthetic response that doesn’t
consider alternative viewpoints or
question the premises.
We contend that students are
doing too many of these persuasive
infographics; schools cannot simply
become training grounds for
advertising and marketing agencies.
We believe that assigning persuasive
infographics encourages the
equivalent of the “backwards” paper
in which students first arrive at an
a priori conclusion and then write
the paper, and, finally, search for
sources to support their claims and
pad their bibliographies. Indeed, if
there was one inquiry disposition we
especially wanted to develop in our
students, it was an open mind. The
key lay in instructional design.
Argument, Not Persuasion
The shift in our thinking from
persuasion to argument enables us
to describe our ideal infographic
assignment as an opportunity for
students to open-mindedly explore
a complex problem (per CCSS.
EL A-Literacy.RH.11-12.7) using
disciplinary and new literacies. We
imagine a process in which students
develop a research question within
a domain, investigate a variety of
claims and evidence wherever they
6. lead, play with connections and
assess contradictions, and wonder
about the possible significance of
their findings (per CCSS.EL A-
Literacy.CCR A.W.8).
Not only will students experience
a discovery process and acquire
disciplinary knowledge, but they
will also analyze different options,
construct a logical argument, reason
through examples and analogies
using multiple literacies, and
learn that complex problems have
qualified solutions from which
new questions naturally arise. Well
worth the effort, the result is an
"ah-ha!" for both the creator and the
audience.
One way to reframe this teaching
challenge is to think about a specific
purpose, genre, and product—in
much the same way as the president’s
advisors develop their daily briefing
Infographic
47Volume 43, No. 2 | November/December 2014
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of substance (per CCSS.EL A-Literacy.
CCR A.W.8). For that achievement
we needed to think more about the
teacher’s learning goal and how it
would be assessed.
Time for Friction
The basic premise that emerged from
our conversations was that the majority
of student time should be spent prior
to constructing the infographic. We
identified teaching interventions,
four key opportunities for “friction,”
where we could slow students’ thinking
(Abilock 2014a):
1. Craft a working inquiry question
through exploratory pre-research.
2. Re-research and curate relevant
sources to follow other lines of
inquiry, harvest potential sub-
questions, and identify common
knowledge.
3. Select and closely read
key resources to pinpoint
disagreements and assess
relative authority.
8. 4. Extract essential notes, then
re-read, annotate, and tag ideas,
evidence, and data to compare
and organize them.
From Topic to Inquiry
Many school and college librarians
hope that the instructor’s
assignment will position students
for inquiry. In reality, whether
students are doing college research
or second-grade animal reports,
they often come to the library with
broad topics. Jay Joel Burkholder,
instruction librarian and assistant
professor at York College of
Pennsylvania, shared with us that
his business school students define
their assignment as “to research a
company.” We’ve seen equivalent
assignments in K-12 schools such as
“Pick a topic from any time period
we’ve studied this year...” or “Write
about climate change.” Students
dutifully attempt to interpret these
instructions, but, without the
benefit of careful instructional
scaffolding, they are unable to
narrow the scope and uncover a
topic that is both interesting and
doable.
To gain teacher buy-in for
reworking their assignments,
9. Kristin Fontichiaro suggests
somewhat tongue in cheek that we
model the student’s search process
for the teacher:
If the teacher stands firm
on dehydrating a source
into discrete facts and then
rehydrating those facts into an
essay, it can be illuminating
to model a sample student
search: ‘So, to research this, a
student would search for… and
then he’d click on the first
link… aha! There’s the answer!
Yipes! That was awfully fast. Is
that what you were hoping for?’
(2014, 50)
Connie, a school librarian at
Petaluma High School, respectfully
requests a meeting with the
for him each morning. They
offer their expert judgment by
synthesizing complex issues
and representing the strength
of various positions honestly
to provide the president with a
complete brief so that he can make
an informed decision.
Rather than suppress rebuttal
evidence, disguise commercial
motives, or manipulate an audi-
ence’s self-interest or identity, we
10. would like students to presume
that, like the president, members
of their audience want coherent
information, fairly presented,
so that they can reason through
the curated evidence in order
to understand and evaluate the
merits of the claims. This is sense-
making, not opinion-making (per
CCSS.EL A-Literacy.RI.7.8).
Real-World Models
In real life we see argument
infographics in investigative news,
scientific papers, research studies,
policy papers, and technical reports.
The Upshot column edited by David
Leonhardt for the New York Times
<w w w.nytimes.com/upshot> and the
FiveThirtyEight blog by Nate Silver and
others <http://fivethirtyeight.com>
are examples of conversationally
written arguments in social media
that use infographics to invite an
educated reader into dialogue with
the author and his sources. Rather
than “eye candy—luscious but not
nutritious” (Abilock, Bergson-
Michelson, Fontichiaro, and
Seroff), their visualizations employ
photographs, charts, and graphs to
elucidate ideas better than words
alone can do.
As we began our own inquiry
journey into instructional design,
11. we wondered if we could craft an
assignment that included a series
of feedback loops so that students
would create an argument infographic
i wonder...
48 Knowledge Quest | Inquiry
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educational advancement
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teacher before the infographic
is assigned. She explains that, if
they can identify the learning
goal—for example, how the
infographic demonstrates students’
understanding of a big idea taught
during the unit—she will be
responsible for helping students
develop a question that focuses on
making new connections within
learned material or applying the
big idea in a novel way (Wiggins
and McTighe 2005, 163). Debbie,
the other author of this article, has
identified infographics and student
work (Abilock 2014b) that can
12. help educators define high-caliber
work and craft lessons that result
in quality argument infographics
rather than “eye candy” visuals. She
conducts professional workshops
for educators and librarians with
“EyeCandyShop Thinkers” Kristin
Fontichiaro of the University of
Michigan, School of Information
in Ann Arbor; Tasha Bergson-
Michelson, instructional and
programming librarian; and Jole
Seroff, director of library and
information services, both of
Castilleja School in Palo A lto.
W hen advance consulting isn’t
possible, Connie has begun offering
a version of “concierge service”
(Abilock, Fontichiaro, and Harada
2012), working one-on-one with
students by appointment on any
aspect of their research. As she
guides a student through a pre-focus
exploration (Kuhlthau 2004, 47)
to stimulate initial wondering, she
may pull an encyclopedia article for
a “read-through” to seed questions
based on themes, single events, or
interesting people. If she senses
that a student is apathetic about
a chosen question, she will ask
motivating sub-questions related
to a student’s personal interests so
13. that, rather than taking notes, the
student begins to take note of how,
for example, sports or clothing
styles might have been influenced
by attitudes toward race or gender
during an era.
The challenge of an inquiry
process is moving from meander-
ing “wonders” toward focused
questions while maintaining the
student’s motivation. A number of
general questioning strategies have
emerged from literacy research
to steer instructional winnowing.
Cornelia Brunner (quoted in EDC
2012) modifies Donna Ogle’s
K-W-L questions (1986) to frame
that process:
• W hat do I want to know about this
topic?
• W hat do I need to know?
• W hat do I know already, and how
do I know it?
• W hat might a possible answer be?
Gayle Gregory and Amy Burkman
propose alternative wording for the
first question: “W hat do I think I
know?” (2012, 108).
14. Violet H. Harada, emeritus professor,
Department of Information and
Computer Science, University
of Hawaii at Manoa (quoted in
Fontichiaro 2014, 50), suggests
Cloze questions that scaffold a type of
thinking (e.g., compare and contrast,
cause and effect):
• How would _ _ _ _ _ _ _ _ be different if
there had been no _ _ _ _ _ _?
• How would _ _ _ _ _ _ _ have
changed_ _ _ _ _ _ _ _?
• How did power impact _ _ _ _ _ _ _ _?
Deborah Levitov, previously a school
librarian and coordinator of library
services in Lincoln, Nebraska, who
is currently the managing editor of
School Librar y Monthly, recommends
a traffic light metaphor of red light
(convergent) versus green light
(divergent) to frame students’ self-
assessment of their researchable
(green light) questions:
• Does your question lead you to
more information?
• Are you asking “why” or “what if ”?
• Does your question make you
investigate further?
15. • Does your question make you think
of more ideas? (2009)
What Is an Argument? (CER+A)
Claim /thesis
Backed up with Evidence
Reason why the evidence supports
the claim
Alternatives to consider (Rebuttal)
49Volume 43, No. 2 | November/December 2014
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may be used for the noncommercial purpose of scientific or
educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act
of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
The Missing Piece: Authentic
Context
W hat is absent from these
questioning strategies is recognition
of the necessity for a genuine audience
or authentic disciplinary purpose,
precisely those elements that can
motivate students to care about their
topic and process.
16. Therefore, when creating an
argument infographic, the student’s
working questions must address five
elements:
1. W ho is an audience that cares
about this problem?
2. W hat is the problem or issue
that they care about?
3. W hat choices, options, or
trade-offs will they need to
consider in order to make a
decision?
4. W hat types of thinking will
you have to do to organize the
information you gather?
5. W hat content have you learned
that you can draw on?
We recommend that students use
our Infographic Question Matrix
(figure 1) to compose each of their
draft questions so as to ensure that
all five elements (audience, problem,
choices, thinking, and content)
are addressed. In particular, the
type(s) of thinking they expect to do
informs how students will organize
their information in preparation for
synthesis.
17. A common misconception is that
inquiry starts with an immutable,
clearly formulated question. On
the contrary, the question evolves
during inquiry. Our matrix
elements and the corresponding
questions were revised multiple
times based on what we learned
during pre-search and re-research.
Students must be encouraged (and
even celebrated) as they continue
to refine the wording in their cells,
including the thinking category, as
they evaluate source authority, weigh
evidence, and organize facts, images,
and data.
Scaffolding Synthesis
Inquiry—sometimes messy and even
meandering—requires a systematic
way to manage ideas, data, and
other information as students
uncover connections and perceive
new patterns, evolving toward
synthesis (Abilock 2014b). If we
expect students to think (as opposed
to just organize by keeping quotes
connected to citations), they must
sift, order, compare, and evaluate
their notes multiple times. Students
working offline can use sticky notes
or paper note cards of different
colors to make notes and organize
them into various categories.
Online note cards enable students
18. to tag by color, process, and
keyword criteria (names, concepts,
themes). By flexibly organizing
notes in combination, then
regrouping, and sorting categories
into thinking diagrams, students
will develop additional sub-
questions for their outline.
As they review their notes, students
may find that they started out with
cause-and-effect reasoning but are
now comparing and contrasting
information. Re-reading,
annotating, evaluating—and then
tagging, ordering, reordering—
help them identify the strongest
evidence for their claims. It enables
them to construct a reasoned
argument that is understood by
and useful to a specific audience
for a particular purpose. W hen
combined with the teacher’s and
librarian’s just-in-time, right-in-
place formative feedback in online
note cards, students experience
the necessary “friction” that will
result in the deliberative thinking
essential for inquiry research.
AUDIENCE PROBLEM CHOICES
Working Question:
What options do undocumented
immigr ants have to g ain leg al status?
19. Example One:
Infographic for a U.S.
Government Class
50 Knowledge Quest | Inquiry
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granted by Sections 107 and 108 of the Copyright Revision Act
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Infographic Question Matrix
Figure 1. Infographic Question Matrix to structure students’
thinking about the components of an inquiry question.
AUDIENCE PROBLEM CHOICES THINKING CLASS
CONTENT
Example One: An infographic for a U.S. government class
Undocumented
immigrants
Legal status Legal options Enumerate, describe Immigration
policy
Working Question: What options do undocumented immigrants
have to gain legal status?
20. Example Two: An infographic for a school recycling initiative
Our town
Treating consumer
electronics waste
Economic trade-offs
Compare and contrast,
ranked results
Recycling
Working Question: What economic trade-offs should our town
consider for treating consumer
electronics waste?
Example Three: An infographic for a health education class
Doctors
Bacterial resistance to
antibiotics
Treatment options
Cause and effect,
classification
Wellness (health
education class)
Working Question: How might doctors reason through their
treatment options
to minimize bacterial resistance to antibiotics?
Example Four: An infographic for a world history class
21. Sunnis and Shiites
Sectarian violence
in Iraq
Conflict resolution
options
Problem(s) and
solutions, compare and
contrast
Northern Ireland conflict
Working Question: How might the provisions and process of
crafting Northern Ireland’s Good Friday agreement
provide Sunnis and Shiites with strategies and solutions to
sectarian violence in Iraq?
Example Five: An infographic for an elementary school unit on
bees
My parents Bees dying off
Best plants for my yard
that I can help grow
List, evaluate, rank
How honeybees get
their food
Working Question: What are the best plants to grow in our yard
that my parents and I can plant to give
honeybees the food they need to stay healthy?
22. 51Volume 43, No. 2 | November/December 2014
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Translating Thinking into
Design
Essentially an argument infographic
is intellectually designed as a
coherent and creative response to
an inquiry question. The next task
is to organize information visually.
Many educators steer students to
Richard Saul Wurman’s L ATCH
acronym (Location, A lphabetical,
Temporal, Categorical, and
Hierarchical) (2001). If a student
is merely rehashing ready-made
information on a poster or pushing
a preconceived position into an
infographic, L ATCH is sufficient
because its purpose is to shape
the design output. It does not help
students organize the thinking that
they must do before choosing a fitting
display to communicate it. For example,
the “A” (alphabetical organization)
is, by nature, random and likely
23. to result in forced connections,
a shortcoming often evident in
picture-book alphabets. On the
other hand, while an alphabetical
design doesn’t work for an entire
infographic, an alphabetical
index can provide quick access to
definitions of specialized vocabulary
(W hat does afforestation mean?) or
symbols (W hat does N2O stand
for?) or as a legend for a map in one
section of an infographic.
In contrast, we propose using
an Infographic Design Matrix
(figure 2) to scaffold students’ use
of evidence for each question and
sub-question prior to visualizing
an overall design. This second
matrix prepares students to create
what we’re naming an Infographic
Storyframe, a rough-draft design of
a final infographic.
Scaffolding Visual Design
W hen the student is ready to make
design decisions, the Infographic
Storyframe uses a combination of
storyboarding and wireframing to
plan the graphic design of the final
visual product. A storyboard is a
progression of squares that sequence
the images in a video, photo shoot,
multimedia news story, puppet
show, or other type of storytelling.
24. A wireframe visually maps the
relationship among elements on
a proposed webpage or website.
For an Infographic Storyframe
the student uses sticky notes on
paper; the notes are connected by
lines, arrows, circles, etc. to plot
the progression and relationship of the
elements within the confined space
of the infographic.
Continue to encourage students
to experiment — this time with
reorganizing their storyframes
multiple times to test which
display best addresses their
infographic questions. Provide
opportunities for audience
feedback. For example, teachers
can orchestrate a gallery walk to
elicit peer feedback. Or pairs of
students can exchange storyframes
without the corresponding inquiry
questions so that each student can
speculate about the question that
their partner’s infographic draft
addresses. By giving students access
to multiple sources of feedback on
their paper design, you deepen
their thinking and motivate them
to do high-quality inquiry before
they become wedded to a single
attractive format for their digital
product. In addition, the subject-
area teacher can use the storyframe
to assess content knowledge and
25. provide low-stakes feedback
before the polished infographic is
holistically assessed with a rubric.
Invitation to Cook with Us
As part of our workshops and
presentations over the past two
years the EyeCandyShop thinkers
have been refining a rubric <http://
bit.ly/EyeCandyRubric> (Abilock,
Fontichiaro, and Bergson-
Stephanie (name changed) is working
on an infographic for AP U.S. History
about the Columbian Exchange. She
believes that she will show that
Columbus had an immense impact on
the natives he encountered but that
their impact on him and, ultimately,
the rest of Europe was minimal. She
has facts and ideas on how to present
those facts, but, as she begins to
associate the facts she has with
discrete images, she realizes that the
26. discoveries that Columbus brought
back to the “Old World” indeed made
an impact. Her infographic changes
from being a critique of colonization
to one about how cultures clash,
change, and learn from one another.
Her new visualization would never
have come about if she hadn’t been
encouraged to keep an open mind and
to take time to “play” with her notes.
52 Knowledge Quest | Inquiry52 Knowledge Quest | Inquiry
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INQUIRY QUESTION SUB -QUESTIONS ORGANIZING
INFORMATION
27. VISUALIZATION WITHIN
THE INFOGR APHIC INFOGR APHIC DESIGN
What is the single
driving question
that my information
answers?
Who needs this
information?
What sub-questions
help me mine data
and evidence for my
question?
How might I organize
each pile of evidence
to help me synthesize
my thinking about each
sub-question prior
to deciding how to
display it in a section
of an infographic?
What is the best way
to display that specific
sub-synthesis in my
infographic?
(Storyframe)
What metaphor or
visualization or design
coherently presents my
entire inquiry question
to that audience?
28. What options do
eco-tourists in
California have to
view orca whales and
learn more about their
behavior in captivity
and in the wild?
(Audience: Tourists
in CA)
Are whales smart?
How do the brains of
humans and orcas
compare?
Do orcas act
differently in captivity
than in the wild?
Parallel columns to
record the function and
volume of each brain
region and the percent-
age of the whole that
each region occupies
in each animal
Parallel columns to
compare behaviors
they would see
Two brain maps show
the regions by volume
with matching colors
for similar functions
for a human and an
orca whale
29. Pictures of orcas in
different locations
connected to a map of
California
Might a geographical
map with place
markers and legends
be useful to tourists?
What about a large
tourist poster? Maybe
everything fits inside
the shape of an orca
whale? A tour bus or
boat?
How can we reduce the
crime rate in East Palo
Alto? (Audience: Palo
Alto and East Palo Alto
town council members)
Why does the number
of crimes increase
in densely crowded,
poorer neighborhoods?
Matrix to collect
information by
neighborhood in
columns for population
density, median
housing prices, and
crime incidents
A graduated circle
30. map showing clusters
of crime incidents
by neighborhood
(Midtown, Professor-
ville, College Terrace,
etc.), with population
density shown by color
and median housing
prices in the legend
Student brainstorms
Do we have an
effective plan for
managing injuries from
a terrorist act within
the United States?
(Audience: Department
of Homeland Security)
How does a hospital
decide what type of
injuries to treat first?
Flowchart showing
triage options by steps
A decision tree to show
how triage works in a
hospital emergency
room
Student brainstorms
How could we
translate A Prayer
31. for Owen Meany into
a movie? (Audience:
Movie producers)
How does the order of
the events contribute
to the understanding of
the main characters?
Timeline to sequence
the order of events
with notes about
Owen’s and John’s
character development
and relationship
A storyboard of the
selected flashbacks
Student brainstorms
What lessons can
Hebei Province learn
from our industrial
revolution? (Audience:
President Xi Jinping
and the Chinese
government)
How did technology
inventions affect the
way that our country
grew and changed?
Fishbone for the
causes and effects by
32. type
A display of the effects
of our industrialization
under snippets
from actual news
stories about China’s
industrial problems
Student brainstorms
Should child offenders
be sentenced to
life without parole?
(Audience: United
States Congress)
How does the United
States court system
currently handle
appeals from local
court decisions?
Hierarchical diagram
with flow chart lines
A chart of the process
for appealing decisions
from lower courts up to
the Supreme Court
Student brainstorms
What dog should
you get me for my
birthday? (Audience:
33. My parents)
Which dog is best for
a family with a small
apartment and young
children?
Venn diagram to
compare types of dogs
by three criteria
Pictures of dogs
grouped by signs
(e.g., “Easy to Train,”
“Small Size,” and “Low
Shedding”).
Student brainstorms
Figure 2. An Infographic Design Matrix to structure students’
thinking about how parts of the display will
address questions and sub-questions.
Infographic Design Matrix
53Volume 43, No. 2 | November/December 2014
All materials in this journal subject to copyright by the
American Library Association
may be used for the noncommercial purpose of scientific or
educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act
of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
34. Tools to Make an Infographic
TOOLS WAYS TO VISUALIZE DATA EASE OF USE THE
GOOD GOOD TO KNOW
Google [drawing tools]
Both of these use
drawing tools to
create posters /
infographics
Have standard drawing
tools; once you know
how the tools work,
the files are easy to
reuse
Download images, use
text boxes; a myriad of
options are available
Create in Google and
save to your drive.
PowerPoint PowerPoint: A single
slide with flexible
drawing tools
NCES Graphs Designed for younger
students; easy to use
Many graph templates
35. provided
Having previous
knowledge of how
graphs work will help
Chart Chooser Charts Knowledge of Excel
important
Many choices If you don’t know
Excel, learning will
take time
Infogr.am Graphs Easy to use, especially
if you have data ready
to go
Can download charts Easily sharable
Easel.y* Variety of
visualization options
Drop and drag visual is
intuitive; no previous
skills required
Text and images are
simple and can be
manipulated to create
various “looks”
Completed infographic
can be downloaded
for printing; has an
easel.y “look” to it
36. Piktochart Allows you to choose a
variety of presentation
styles
Intuitive editing
options
Many themes available
in the free version
Only Pro allows for
download; make
screenshot or share
via social media
Dipity* Timeline maker; social
media timelines
Allows inclusion of
events, images, and
text
Integrates Web
information easily
Online only
AASL is hosting an infographic recipe contest for adults.
Craft your own infographic to teach students how to create an
infographic as a product
of inquiry. Post your submission on A ASL’s Facebook page at
<www.facebook.com/
aaslala>. Test the rubric <http://bit.ly/EyeCandyRubric> on
your submission and post
your feedback as part of your submission. A ASL members will
37. then vote for the entry they
think best displays how to create an infographic through
inquiry. The winning entry will
be featured on A ASL’s website and through A ASL’s Hotlinks
newsletter.
AASL Infographic Contest
* Easel.y was named an A ASL Best Website in 2013; Dipity
was named an A ASL Best Website in 2011.
54 Knowledge Quest | Inquiry
All materials in this journal subject to copyright by the
American Library Association
may be used for the noncommercial purpose of scientific or
educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act
of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Connie Williams is the school librarian at Petaluma High
S chool in Petaluma, California. She is a past president of the
California S chool Librar y A ssociation; cofounder of
Classroom
L earning and S chool Librar y L earning 2.0 tutorials; author
of articles for Library Media Connection, Knowledge
Quest, and other journals; and author of the chapter “ T hey Call
38. It L earning” in
Growing Schools: Librarians as Professional Developers
(Libraries
Unlimited 2012). She presents at librar y, social studies, and
other conferences.
Debbie Abilock, a former school administrator and school
librarian, cofounded and directs the education vision of
NoodleTools.
She writes Adding Friction, a column in Library Media
Connection <http://bit.ly/FrictionLMC>, and her recent
publications include a co-authored award-winning reference
book
Growing Schools: Librarians as Professional Developers
(Libraries Unlimited
2012) and a contributed chapter in Mining Complex Text: Using
and Creating
Graphic Organizers to Grasp Content and Share New
Understandings
(Corwin 2014). She speaks internationally and consults in
schools.
Works Cited:
Abilock, Debbie. 2014a. “How to Design
Deliberate Thinking into the Research
39. Process.” Librar y Media Connection
(January/February): 44–45. <www.
librarymediaconnection.com/pdf/lmc/
reviews_and_articles/featured_articles/
Abilock_January_February2014.pdf>
(accessed August 18, 2014).
———. 2014b. “Analyze an
Infographic.” (May 20). <https://
docs.google.com/document/
d/1VzKQGjgDAPRCbarAfGXbTxW_
dy8ciLeFtYTIQjBD-uI/edit>
(accessed August 18, 2014).
Abilock, Debbie, Kristin Fontichiaro,
and Tasha Bergson-Michelson. 2014.
“Rubric: Under Construction.” (June
11). <http://bit.ly/EyeCandyRubric>
(accessed August 18, 2014).
Abilock, Debbie, Tasha Bergson-
Michelson, Kristin Fontichiaro, and
Jole Seroff. 2014. “No More Eye-
Candy! Inspiring Visual Imagination,
Assessing Visual Creativity.”
Presentation at ALA Annual
Conference, June 29. Las Vegas, NV.
Abilock, Debbie, Kristin Fontichiaro,
and Violet H. Harada, eds. 2012.
Growing Schools: Librarians as Professional
Developers. Santa Barbara, CA:
Libraries Unlimited.
America’s Test Kitchen. 2014. “What
40. Is America’s Test Kitchen?” <www.
americastestkitchen.com/about-us>
(accessed June 21, 2014).
Education Development Center. 2012.
“How To: Inquiry.” <www.youthlearn.
org/learning/planning/lesson-
planning/how-inquiry/how-inquiry>
(accessed June 22, 2014).
Fontichiaro, Kristin. 2014. “What Do
You Want the Students to Learn?”
School Librar y Monthly 30 (4): 50.
Gregory, Gayle, and Amy Burkman.
2012. Differentiated Literacy Strategies for
English Language Learners, Grades K-6.
Thousand Oaks, CA: Corwin.
Kuhlthau, Carol Collier. 2004. Seeking
Meaning: A Process Approach to Librar y
and Information Services, 2nd ed.
Westport, CT: Libraries Unlimited.
Levitov, Deborah. 2009. “Red Light,
Green Light: Guiding Questions.” In
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CA: Libraries Unlimited. Previously
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41. Robinson, Ken, and Amy M. Azzam.
2009. “Why Creativity Now? A
Conversation with Sir Ken Robinson.”
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26. <www.ascd.org/publications/
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August 19, 2014).
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Anxiet y 2. Indianapolis, IN: Que.
Michelson 2014). Join us in testing
this argument infographic rubric by
applying it to your students’ work or
asking your students to revise it to fit
infographics they are making.
We’ve only begun testing other parts
of our “recipe.” We know that by
closely observing individual student’s
visual choices we will gain a better
understanding of, for example, the
culturally constructed meanings
attached to color, composition, and
stylistic approaches. We feel sure
that cultivating an open-minded
disposition and thoughtful inquiry
strategies will benefit students’ civic
42. literacy and creativity. We expect
that students’ thinking about the
interaction between a complex text
and images in the service of a purpose
and audience will improve their
reading comprehension. But we need
your help. Join us in the collaborative
test kitchen to cook up a rigorous
learning experience that engages
students in imaginative inquiry and
high-quality learning.
55Volume 43, No. 2 | November/December 2014
All materials in this journal subject to copyright by the
American Library Association
may be used for the noncommercial purpose of scientific or
educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act
of 1976. Address
usage requests to the ALA Office of Rights and Permissions.