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cHAITER 2 Being Aware of Self and Others
&#*X#2"'l ldentifyins Your Social Stylel3
Following is a list of twenty personality characteristics. Please
indicate the degree to which
you believe you display each characteristic while interacting
with otherq-by marking whether
you (5) sfrong ty agreethatyou exhibit the characteristic ,l4l
agreethat you exhibit it, (3) are
undecided,l2ldisagreethatyouexhibitthecharacteristic,or(l)
stronglydisagreethatitap'
plies. There are no right or wrong answers. Work quickly;
record your first impressign,
_ 1. Helpful
-
2. Defend my own beliefs
-
3. lndependent

-
4. Responsive to others
-
5. Forceful
-
6. Have strong personalitY
_ 7. Sympathetic
_ L Compassionate
_ g. Assertive
-10.
Sensitive to the needs of others
-l
1. Dominant
-12.
Sincere
-13,
Gentle
_14. Willing to take a stand r
-15.

Warm
-16.
Tender
-17.
FriendlY
-18,
Act as a leader
-19.
Aggressive
20. Competitive
Scoring instructions:
Add your ratings for these characteristics to determine your
Assertiveness sc0re:
2 + 3 + 5 + 6 + I + 1 1 + 14 + 18 +19 + 20
Add your ratings of these characteristics to determine your
Hesponsiveness score:
1+ 4+7 + 8 + 10 + 12 + 13 + 15 + 16 + 17
Scores above 34 indicate high assertiveness or responsiveness,
Scores below 26 indicate
low assertiveness or responsiveness. Scores between 26 and 34
indicate moderate levels of

assertiveness or responsiveness.
Now map your assertiveness and responsiveness scores 0n the
graph belowto determine your
social style. First find the point on the vertical axis that
corresponds to your assertiveness
score, and draw a horizontal dotted line in from that point on
the axis. Then find the point on the
horizontal axis that corresponds t0 your responsiveness score,
and draw a vertical dotted line
up from that point on the axis. Place a dot at the point where
these two lines intersect; the
quadrant in which the dot falls indicates your social style. For
example, if you scored 35 on as'
sertiveness and 46 on responsiveness, you would fallwithin the
"Expressive" quadrant.
High Assertiveness
50
Expr.r6iyr 40 . Ddvat
x, ,:
30r 20 r..
' : .tAnity{al
10

Low As**irenesg
HighResponsiveness 50
IART oNE Communication Principles for Leadership
One of the ways you can make you awareness of social styles
work for you is to style flex.la
To style flex, follow three steps: (1) identify your social style,
(2) identif the other person's
social style, (3) use the following style-flexing strategies and
communication skills.
lf You Have an Amiable Social Style
When communicating
with an Analytical person
r Be punctual, focus on the task, use
a formal tone
r De-emphasize feelings: minimize
eye contact, avoid touch
r Be systematic: develop a plan,
follow the rules
o Be organized: prepare in
advance, use specific details
in presentations
When communicating with an
Expressive person

r lncrease your speed, respond
and decide promptly, minimize
paperwork
r lncrease your energy: stand up
straight, use expressive gestures
and eye contact/ talk louder,
faster, and with more intensity
than you might normally
. Focus on the big picture: prioritize
topics and focus on those of highest
priority; avoid specific details
. Initiate conversations, avoid tenta-
tive Ianguage, disagree tactfully
lf You Are a Driver
When communicating
with a Driver
r Set realistic goals and develop
a plan
r Prioritize topics and focus on
those of highest priority; avoid
the details
. Be 6rganized: present options,
anticipate questions and prepare
answers/ focus on results
. Avoid tentative language

. ldentify problems; disagree
tactfully
Analytical person
. Slow down: analyticals react
negatively to pressure to be
speedy; avoid pushing
r Listen more: drivers tend to want
to talk; invite the person to speak,
and paraphrase what she or he says
r Minimize expressive gestures and
monitor your speech; speak more
slowly and with less intensity than
you might normally
. Prepare thoroughly; gather all
necessary details and information
to build credibility
Exprcssive person
. Be aware of and acknowledge the
other person's feelings; be warm
and enthusiastic
r Allow for fun and joking; pay
attention to and comment on the
other person's physical space (office
decorations, photosl
. Be confirming: recognize the

other's contributions; be supportive;
provide incentives
. Be flexible with your time; listen and
respond; practice patience
Amiable person
e Be genuine: engage in personal
conversation and offer appropriate
self-disclosure
r Be supportive: be a good listener,
paraphrase what the other person
says and respond appropriately; be
appreciative and helpful
. Focus on feelings: pay attention to
the other person/s nonverbal cues;
amiables will not always voice their
unhappiness
o Slow down: as a driveq you often
speak fast because you like to get
things done; relax deadlines and
avoid rushing
FlGt!fi[ 2.2 Sgle Flexing Guidelines for Enhancing
Communication Effectiveness
Identifying Others' Social Styles
Although it's important for you to be aware of your own social
style, what may be more
important is how others perceive your social style. You may
consider yourself to be a driver

when others you work with perceive you to be an amiable. This
perceptual difference may
influence the communication that occurs between you and the
people you lead, For exam-
ple, ifyou supervise a team oflifeguards and they perceive you
to be very laid back and
easygoing (an amiable), they may consider you to be a
"pushoverl' Rather than you super-
vising them, they may supervise you, and you may become
frustrated at your inability to
take control and direct them, Itt important to remember that
others communicate not with
the person you perceive yourself to be, but with who they
perceive you to be. If the life-
guards perceive you to be an amiable, even though you perceive
yourselfto be a driver, the
lifeguards will communicate with you as though you were an
amiable. Effective leadership
begins with understanding this important perceptual difference.
lllril
rlitl
cHAnTER 2 Being Aware of Self and Others
lf You Have an
Analytical person
. Be task-focused, punctual, formal
. Be systematic: follow the rules,

have a plan
r Prepare thoroughly, focus on
facts and specific details,
provide evidence
o Minimize expressiveness; avoid
dramatic gestures and vocal
intensity
When communicating
with a Driver
. Be task-focused, purrtual, formal
. Plan your work: determine specific
goals and objectives
. Be organized: prepare thoroughly
and know what you intend to say;
use facts and be results-oriented
. Avoid power struggles: both
Expressives and Drivers are
assertive; make an effort to listen
more; slow down and be willing
to negotiate
Amiable per$on
. Allow the other person to speak
more; paraphrase what you hear
r Be supportive; make the other
person feel understood; listen

with empathy
. Minimize expressiveness, use tenta-
tive or provisional language ("pos-
sibly," "maybe," and "could")
. Slow your speech, relax deadlines,
' avoid rushing; amiables tend to
take longer to make decisions
lf You Have an
Expressive person
o Be warm, build rapport, offer
appropriate self-disclosure
. Speak more rapidly than you
might normally; react quickly
. Say what you think: speak up,
disagree tactful ly, identify problems
rather than ignoring them
. Be flexible; improvise, relax
the rules, be encouraging
When communicating
with a Driver
. Prioritize your information
and share the most important
points; avoid subpoints or details
unless asked

. Be results oriented and practical
. Say what you think
o Present options, but allow the per-
son to determine his or her own
objectives and goals; relax the rules
Amiable person
o Be genuine; build rapport; offer
appropriate self-disclosure; be loyal
. Provide structure: define the job,
assist in planning
. Avoid logical appeals; focus on
main points and leave out details
r Be suppottive and helpful; make the
other person feel understood; recog-
nize his or her contributions
FIG{rftE e.e {continued}
To become more aware of how others perceive you as well as of
how you perceive others'
social sryles, we encourage you to complete Rating Scale 2.1
again. This time, however, we
suggest using the measure in a couple of different ways, First,
you may want to ask a class-
mate or someone you work with to use the measure to evaluate
you, This way, you can

become more aware of how others perceive your social sryle
and you can compare those
perceptions with your own self-perception. This information
will also help you better un-
derstand why others communicate with you in a particular
manner. For example, maybe
you have always wondered why some people seem to be scared
ofyou or appear threatened
by you. It may be because they perceive you to be a driver, but
what they may not know is
that you're really an analytical.
Second, you may also want to complete the measure while
focusing on a real-life workplace
relationship that is important to you and could benefit from
more effective communication.
What you do with the feedback is important. The next section of
this chapter provides you with
some practical skills to help you put your new self-awareness of
social sryles to work for you.
Adapting to Social Styles
Being aware of your social style and the social styles of others
allows you to adapt your com-
munication, which enhances your ability to be effective. Style
flexing is a process of adapting
your communication to how others communicate. For example,
if youte an analytical leader
who is working with a team of drivers, you will enhance your
leadership effectiveness if you
communicate more like a driver. This would include being
direct with members of the team,
focusing on outcomes, and allowing them the freedom to
determine goals and objectives.

Again, this is not your preferred way of communicating with
others, but it's how drivers
communicate. Figure 2,2 suggests ways to help you style flex to
others' social sryles.
i*i*:t {ii:riii"riiii,;;"tt
Style flexing the process of
adapting your communication
to how others communicate.
PGCC Radiography Program
Student Name:
RAD 2410 Radiographic Procedures III
Emerging Trends Research Paper Rubric
Excellent
Good
Average
Below Average
Unsatisfactory
Program Outcome
Domain
A. Introduction & Thesis
Points: 15/14

Points: 13/12
Points: 13/12
Points: 10/9
Points: 8/4/0
Introduction is a well-developed, cohesive paragraph (or
paragraphs) that engage the readers’ attention by providing
relevant and detailed background information, establishing the
essay’s purpose and the context for the discussion.
Thesis clearly and precisely establishes the purpose and
organizational framework of the essay; the thesis is ambitious,
considers the complexities of the topic, and presents an
insightful and arguable point.
Introduction is a cohesive paragraph that engages the readers’
attention by providing relevant background information about
the topic, leading to the thesis statement.
Thesis clearly establishes the main point and purpose of the
essay; the thesis presents an insightful and arguable point.
Introduction includes details that engage the readers’ attention
and provide some background information, leading to the thesis,
but details need minor development or there are minor problems
with cohesion.
Thesis presents an arguable point, but the purpose and context
of the discussion may be ambiguous.
Introduction is formulaic, lacks details to engage the readers’
attention, or does not provide enough background information
to set the stage for the essay. May be missing transitions or
connections between sentences.
Thesis includes a sentence that makes a general statement about

the topic with no argument.
Introduction is underdeveloped (fewer than four sentences), its
ideas do not directly relate to the essay topic, or it lacks
cohesion.
Thesis is deficient because it is not relevant to the essay’s topic
or is vague, too broad, or unclear.
Goal 3: Students will explain the importance of continued
professional development.
Goal 4: Students will demonstrate effective written
B. Organization, Cohesion, and Unity
Points: 15/14
Points: 13/12
Points: 11.5/11
Points: 10/9
Points: 8/4/0
Body Paragraphs:
-Each paragraph’s topic sentence makes an insightful
connection to the thesis and establishes the focus for that
paragraph.
-The topic sentences include effective transitions within or
between paragraphs, establishing how each paragraph builds on
points made in previous paragraphs.
-Ideas are ordered logically/emphatically.
-All body paragraphs have a concluding sentence, again,
connecting to the essay’s thesis.

-The body paragraphs build on one another to give the reader a
clear sense of how the paragraphs cohere to the essay’s whole.
Body Paragraphs:
-Each paragraph’s topic sentence relates to the thesis and
establishes the focus for that paragraph.
-The topic sentences include effective transitions within or
between paragraphs.
-Ideas are ordered logically/emphatically.
-All body paragraphs have a concluding sentence that make a
connection between the supporting paragraph and the thesis.
Body Paragraphs:
-Each paragraph has a topic sentence, but they may not relate
clearly to the thesis or establish a clear focus for the paragraph.
-Transitions are present in appropriate areas but are formulaic.
-Ideas are ordered logically.
-Most body paragraphs contain a concluding sentence;
connections to thesis may be unclear.
Body Paragraphs:
-One or two topic sentences are missing, not adequate, or not
related to the thesis.
-A few key transitions are missing or inappropriate.
-There are a few gaps/problems with the logic used to order
ideas.
-Most body paragraphs do not contain a concluding sentence
that shows the connection to the thesis.
Body Paragraphs:
-Three or more topic sentences are missing, not adequate, or not
related to the thesis.
-Three or more transitions are missing or unclear.
-Ideas are not organized logically or emphatically.
-Concluding sentences are absent from most body paragraphs.

C. Conclusion
Points: 5
Points: 4
Points: 3
Points: 2
Points: 1
A fully- developed paragraph of at least six sentences, the
conclusion goes beyond restating the thesis to consider further
implications, present a call to action, or state an insight about
the importance of the issue.
A fully developed paragraph of at least six sentences, the
conclusion includes sentences that restate the thesis and
paraphrase key supporting points. The conclusion also adds
insight to the readers’ understanding of the topic or suggests an
application of the argument presented in the essay.
The conclusion is a cohesive paragraph of at least four
sentences that restates the thesis, but summary, insight, lesson,
or application needs further development.
The conclusion’s summary is incomplete or conclusion offers
little development of insight or application. Thesis may or may
not be restated.
The conclusion
does not relate clearly to the thesis stated in the introduction. It
does not provide insight or application.

D. Analysis
Points: 20/19
Points: 18/17/16
Points: 15/14
Points: 13/12/11
Points: 10/5/0
Reflects a thorough, insightful, and complex understanding of
topic, demonstrating critical thinking. Essay uses accurate,
comprehensive, and relevant information to provide evidence
for its argument. The essay clearly recognizes important
opposing arguments and addresses them in an effective and
insightful manner.
Reflects an accurate and complete understanding of key facts
related to the topic. Essay uses accurate and relevant
information to provide evidence for its argument. The essay
clearly recognizes some opposing argument(s) and addresses
them in an effective manner.
Reflects an adequate but perhaps somewhat superficial
understanding of the topic, but the evidence used to support the
argument could be more detailed and relevant. The essay
contains accurate information, but may oversimplify points in
some areas.
Reflects an incomplete or reductive understanding of the topic.
Supporting evidence may be underdeveloped or may not best
illustrate the points being made.
Reflects very little understanding of the topic. Little or no
supporting evidence is used, or the information used is
inaccurate or irrelevant.

E. Presentation of research using APA documentation; Signal
phrases and sentences; in-text citations, paraphrasing, and
quoting
Points: 10/9
Points: 8/7
Points: 6.5/6
Points: 5/4
Points: 3/0
Essay thoroughly and thoughtfully integrates well-chosen
material from sources through responsible and accurate use of
quotations, summaries, and paraphrases; in-text citations are
correct, and quotations (from both primary and secondary
sources) are set up correctly and integrated into the discussion
effectively, demonstrating the writer’s thorough understanding
of the sources.
Essay thoroughly and effectively incorporates material from
sources through responsible and accurate use of quotations,
summaries, and paraphrases; in-text citations are correct, and
quotations (from both primary and secondary sources) are set up
correctly and integrated into the discussion effectively.
Essay competently incorporates some material from secondary
sources through responsible use of quotations, summaries, and
paraphrases, although there may be some questions about
accuracy or relevance; in-text citations are mostly correct, and
quotations (from both primary and secondary sources) are set-up
correctly.
Essay demonstrates developing competence with sources,
although there may be some errors in the presentation of
quotations and paraphrases as well as in the use of in-text
citations. There may also be some problems with ineffective or
missing signal sentences.

Essay demonstrates lack of competence with sources, in terms
of integrating material into the discussion correctly and
responsibly and incomplete or inaccurate citations; it may also
contain passages that are plagiarized.
F. Presentation of research using APA documentation; Works
cited or references page
Points:10/9
Points: 8/7
Points: 6.5/6
Points: 5/4
Points: 3/0
Works Cited/References page is correctly-formatted and
complete.
Works Cited/References page contains a few minor formatting
errors (for instance, with punctuation) but is complete.
Works Cited/References page demonstrates competence and is
complete, but there are some significant formatting problems.
Works Cited/References page demonstrates some competence,
but there are missing or incomplete entries and/or some
significant formatting problems.
Works Cited/References page contains major errors; for
instance, all entries are incomplete or incorrectly-formatted.
G. Quality and number of sources used
Points: 5

Points: 4
Points: 3
Points: 2
Points: 1
Integrates material from at least four sources, including two or
more sources from the PGCC Library (including the research
databases). Sources are appropriate for an honors-level
academic essay (for instance, they include peer-reviewed
journal articles, articles from authoritative newspapers and
magazines, or .org or .gov websites).
Integrates material from at least four sources, including three or
more articles from the PGCC Library (including the research
databases). Sources are appropriate for an honors-level
academic essay (for instance, they include peer-reviewed
journal articles, articles from authoritative newspapers and
magazines, or .org or .gov websites).
Integrates material from at least four sources; however, fewer
than two are from the PGCC Library (including the research
databases). Sources may include a mix of sources that are
appropriate and some that are not appropriate for an honors-
level academic essay (for instance, .com websites, Wikipedia,
or articles from popular magazines).
Integrates material from at least three or four, but did not
include sources from PGCC library resources; sources may not
be appropriate for an academic essay.
Uses fewer than four sources.
H. Grammar, Mechanics, and Style

Points: 20/19
Points: 18/17/16
Points: 15/14
Points: 13/12/11
Points: 8/4/0
Very few, if any, minor grammatical or punctuation errors.
Style is appropriate for an academic essay: language is
precise, tone is consistent and authoritative, and sentence
structures are varied (some simple, some complex), reflecting
the writer’s control. The writer’s style and voice are engaging
and highly effective, contributing to the overall effectiveness of
the essay.
A few minor grammatical or punctuation errors. Style is
appropriate for an academic essay: language is clear, tone is
consistent, and sentence structures are varied (some simple,
some complex). The writer’s style contributes to the overall
effectiveness of the essay.
Some minor errors (for instance, with punctuation) do not
detract from the clarity of the meaning. Style is appropriate for
an academic essay: tone is consistent, language is clear, and
sentence structures are varied, but some sentences include
awkward
or unclear phrasing.
Style is appropriate for an academic essay, but there are some
major errors (for instance, occasional run-ons, fragments, or
verb tense errors), which do not affect the overall clarity of the
writing. Style may lack variety. The tone is inconsistent, and
word choice may not always be clear.
Some inappropriate style choices (for instance, an informal
voice), as well as significant errors which detract from the
clarity of the writing in places. The tone is inconsistent,

Points:
Points:
Points:
Points:
Points:
Final Grade: /100 possible points (Letter Grade: _____)
Evaluator/Date:
_________________________________________________
***Plagiarism will result in a grade of zero, no matter what the
scores in the individual columns might be. ***
PGCC Radiography Program
RAD 2410 Radiographic Procedures III
Emerging Technologies Assignment
Objective: The student will explain the necessity of continued
professional development and lifelong learning for imaging
professionals. Furthermore, the student will demonstrate
effective written communication skills necessary for imaging
professionals.
Purpose: Students will research and analyze an emerging
technology or movement in the imaging sciences according
following the instructions below. Students will gain a greater
appreciation for the scope of the imaging services field
including diagnostic, functional, and therapeutic uses. Through
these research and writing activities, students will develop
effective professional written communication skills as well as
an appreciation for the necessity of lifelong learning required to
keep abreast of changes and advancement within the profession.
Ideas topics students might consider are:
· CARE Bill/RadCARE bill
· Radiologist Assistants
· Emerging trends in:

· Cardiovascular interventional radiology
· Mammography
· Diagnostic imaging
· Nuclear medicine
· Sonography
· Magnetic resonance imaging (MRI)
· PET/CT
· SPECT/CT
· Computed tomography
· Bone densitometry
· Patient safety/Radiation Safety initiatives
· Quality control/quality assurance
· PACs
· Computer Aided Detection (CAD)
· Education
· Professional development issues:
· Leadership development
· Retention and job satisfaction
· Career advancement
· Continued practice proficiency/Methods for assessing
continued competency
· Other topics of student interest will also be considered for
approval
Research Paper Instructions
You will write a research paper in full APA formatting on
an emerging trend in the imaging sciences of your choosing
following the instructions below.
1. Choose an emerging trend for the topic of your research
paper.
a. Email your topic to Cathy McGee for approval by 11:59p on
Saturday 9/26/15.
2. Once your topic has been approved:
a. You will write a minimum of a four (4) page research paper,
not including title and reference pages.

b. Your paper must be written in full APA formatting including
running head, title page, abstract, appropriate headings and sub-
headings, in-text citations, and reference page.
i. You do not need an Author Note.
ii. You may include images, tables, graphs, etc. to add interest
in your paper, but they are not required.
1. Appropriate captions and citations are required for these
additions.
iii. A minimum of four sources are required. Only two may be
from your textbooks. The remaining sources should come from
the PGCC Library research data bases which include peer
reviewed journal articles, articles from authoritative
newspapers, and magazines. Reliable websites, such as .org or
.gov websites may also be used. Wiki’s are not acceptable
sources.
iv. A number of APA references and grading rubric have been
provided in this unit to assist you.
3. Your paper should at a minimum include:
a. A complete analysis of your emerging technology.
b. Compare & contrast the emerging technology with current
imaging modalities or practices.
c. Compare & Contrast the risks and benefits of your emerging
technology for the imaging community.
d. Discuss the implications of your new technology for the
Radiographer and Radiologist if applicable and the importance
of continued professional development.
e. Analyze the impact of your emerging technology for the
patient (e.g. improved diagnosis, improved turnaround times,
etc.)
4. Research papers are due by 11:59p, Tuesday, November 10,
2015. Research papers are to be submitted to Safe Assign in
Blackboard. Papers identified as being plagiarized will receive
a grade of zero for the assignment and handled according to the
college’s academic integrity policy.

Late submissions will not be accepted!
Electronic Media A P A S T Y L E G U I D E T O E L E C T
R O N I C R E F E R E N C E S i
APA Style Guide
Electronic
References
to
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Electronic Media
Elements to Include in References to Electronic Sources 1
Understanding a URL 5
Using the Archival Copy or Version of Record 6
Example References
Journal Articles
1. Article with DOI assigned 7
2. Article with no DOI assigned 7
3. Preprint version of article 8
4. In-press article, retrieved from institutional or personal
Web site 8
5. Manuscript in preparation, retrieved from institutional or
personal Web site 9

Electronic Books
6. Entire book 10
7. Book chapter 10
Dissertations and Theses
8. Thesis retrieved from database 10
9. Dissertation retrieved from institutional or personal
Web site 11
10. Dissertation defense 11
Contents
iii
Abstracts
11. Abstract as original source 12
12. Abstract submitted for meeting, symposium, or
poster session 12
13. Abstract from secondary source 12
Bibliographies
14. Bibliography from Web site 13
15. Bibliography from courseware 13
16. Bibliography as book chapter 13
Curriculum and Course Material

17. Curriculum guide 14
18. Lecture notes 14
Book Reviews and Journal Article Commentaries
19. Book review 14
20. Journal article peer commentary, no title 14
21. Peer commentary, titled 15
Reference Materials
22. Online encyclopedia 15
23. Online dictionary 15
24. Online handbook 15
25. Wiki 16
Raw Data
26. Data set 16
27. Graphic representation of data 16
28. Qualitative data 17
Computer Programs, Software, and Programming Languages
29. Software downloaded from Web site 17
Gray Literature
30. Annual report 18
31. Fact sheet 19
iv A P A S T Y L E G U I D E T O E L E C T R O N I C R E
F E R E N C E S Contents

32. Consumer brochure 19
33. Public service announcement 19
34. Conference hearing 19
35. Presentation slides 20
36. Technical or research report 20
37. Press release 20
38. Policy brief 20
39. Educational standards 21
40. White paper 21
41. Newsletter article 21
General Interest Media and Alternative Presses
42. Newspaper article 22
43. Television feature, podcast 22
44. Audio podcast 22
45. Online magazine content not found in print version 22
Undated Content on Web Site
46. Article on Web site, no date 23
Online Communities
47. Message posted to a newsgroup, online forum, or
discussion group 23
48. Message posted to an electronic mailing list 24
49. Weblog post 24
50. Video Weblog post 24
Contents A P A S T Y L E G U I D E T O E L E C T R O N I
C R E F E R E N C E S v

Researchers can now access electronically many of the same
types of author-
itative, current sources previously available only in print or
other fixed media
(i.e., microfilm, DVD, CD-ROM). Reference works, as well as
library cata-
logs at one’s own institution and around the world, can be found
on the
Internet. Many electronic research databases contain or link to
full-text con-
tent of journal articles and gray literature. Communications
posted to online
forums and Weblogs can be archived for retrieval by other
Internet users.
Images and other audiovisual sources can also be found on the
Internet in a
range of formats and delivery methods, including streaming
media and syn-
dicated feeds. Many types of content can be delivered to a
personal computer
or to handheld reading or listening devices.
Elements to Include in References to Electronic Sources
Because not all Internet sources have title and copyright pages,
the ele-

ments for a reference can be difficult to find. In general,
include the same
elements, in the same order, as you would for a reference to a
fixed-media
source, and add as much electronic retrieval information as
needed for
others to locate the sources you cited. Although the publisher’s
geograph-
ical location and name are included in references to
nonperiodicals
retrieved in print or other fixed media, these elements are
generally not
Electronic Media
1
This guide is a revised and updated version of section 4.16 of
the fifth edition of the Publication Man-
ual of the American Psychological Association (2001, pp. 268–
281).
necessary in references to materials retrieved electronically. If
the pub-
lisher identity is not clear from the author name, URL, database
name, or

other reference information, include it as part of the retrieval
statement
(see Examples 14 and 17).
For journal articles, always include the journal issue number (if
avail-
able) along with the volume number, regardless of whether the
journal is
paginated separately by issue or continuously by volume. This
change in
reference style from the fifth edition of the Publication Manual
is intended
to make the format for journal article references more
consistent.
Consistency in reference style is important, especially in light
of new
technologies in database indexing, such as automatic indexing
by database
crawlers. These computer programs use algorithms to capture
data from
primary articles as well as from the article reference list. If
reference ele-
ments are out of order or incomplete, the algorithm may not
recognize
them, lowering the likelihood that the reference will be captured

for
indexing. With this in mind, follow the general formats for
placement of
data, and use common sense to decide which data are necessary
to allow
readers to access the sources you used.
Retrieval date. The date an electronic source was retrieved is
important
if the content you are citing is likely to be changed or updated.
When no
fixed publication date, edition, or version number can be cited,
the
retrieval date offers a snapshot of the content at the time of
your research.
For undated or otherwise changeable content retrieved from the
open
Web, as well as in-preparation, in-press, or preprint journal
articles,
include the retrieval date. No retrieval date is necessary for
content that is
not likely to be changed or updated, such as a journal article or
book. See
the Example References section for more guidance on when the
retrieval

date is and is not needed.
Name and location of a source. Direct readers as closely as
possible to
the source you used. Along with this general principle, consider
these
guidelines for citing sources:
1. All content on the Internet is prone to being moved,
restructured, or
deleted, resulting in broken hyperlinks and nonworking URLs in
the
reference list. In an attempt to resolve this problem, many
scholarly
2 A P A S T Y L E G U I D E T O E L E C T R O N I C R E
F E R E N C E S Electronic Media
R O N I C R E F E R E N C E S 3
publishers have begun assigning a Digital Object Identifier
(DOI) to
journal articles and other documents. A DOI is a unique alpha-
numeric string assigned by a registration agency to identify
content

and provide a persistent link to its location on the Internet.
When a DOI is available, include the DOI instead of the URL in
the reference. Publishers who follow best practices will publish
the
DOI prominently on the first page of an article. Because the
DOI
string can be long, it is safest to copy and paste whenever
possible.
Provide the alphanumeric string for the DOI exactly as
published in
the article. When your article is published and made available
elec-
tronically, the DOI will be activated as a link to the content you
are
referencing.
The DOI may be hidden under a button labeled “Article,”
“Cross-
Ref,” “PubMed,” or another full-text vendor name. Readers who
wish to look up the source can then link to either the actual
article,
if they have authorized access, or an abstract and an opportunity
to
purchase a copy of the item (see the example below). If the link

is not
live or if the DOI is referenced in a print publication, the reader
can
simply enter the DOI into the “DOI resolver” search field
provided
by the registration agency CrossRef.org and be directed to the
arti-
cle or a link to purchase it (see Figure 1).
Example of reference in electronic document
with DOI hidden behind a button
Hedges, L. V., & Vevea, J. L. (1998). Fixed- and random-
effects
models in meta-analysis. Psychological Methods, 3,
486–504.
2. With the exception of hard-to-find books and other
documents of lim-
ited circulation delivered by electronic databases, the database
name is
no longer a necessary element of the reference. This change is
made in
the interest of simplifying reference format. If you do include
the data-

base name in a reference, do not include the database URL.
F E R E N C E S Electronic Media
3. Test URLs in your reference list at each stage prior to the
submission
and/or publication of your work. If the document you are citing
has
moved, update the URL so that it points to the correct location.
If
the document is no longer available, you may want to substitute
another source (e.g., if you originally cited a draft and a
formally
published version now exists) or drop it from the paper
altogether.
4. Give the home or menu page URL for works whose full text
is acces-
sible by subscription only.
5. Give the home or menu page URL for reference works, such
as
online dictionaries or encyclopedias.
6. Give the home or menu page URL for online material
presented in

frames. Frames are used in programming code to allow a Web
page to
be divided into two or more independent parts, with the result
that sev-
eral disparate items may share the same URL. Test your URLs
in a fresh
browser session or tab to be sure they lead directly to the
desired con-
tent. If they do not, reference the home or menu page instead.
Figure 1. Digital Object Identifier resolver provided by
CrossRef.org, a
registration agency for scholarly and professional publications.
R O N I C R E F E R E N C E S 5
Understanding a URL
Critical evaluation of sources from the Internet can be a
challenge; there are
fewer gatekeepers in electronic publishing than in print
publishing, and
author and copyright information can be absent or hard to
locate. Under-
standing the components of a URL can be helpful in this

evaluation process.
The components of a URL are as follows:
The protocol indicates what method a Web browser (or other
type of
Internet software) should use to exchange data with the file
server on
which the desired document resides. The protocols recognized
by most
browsers are hypertext transfer protocol (http), hypertext
transfer proto-
col secure (https), and file transfer protocol (ftp). In a URL,
protocol is
followed by a colon and two forward slashes (e.g., http://).
The domain name identifies the server on which the files reside.
On the
Web, it is often the address for an organization’s home page
(e.g.,
http://www.apa.org is the address for the home page of the
American Psy-
chological Association [APA]). Although many domain names
start with
“www,” not all do (e.g., http://journals.apa.org is the home page
for APA’s

electronic journals, and http://members.apa.org is the entry page
to the
members-only portion of the APA site). The domain name is not
case sen-
sitive; for consistency and ease of reading, always type it in
lowercase letters.
The domain name extension (in the preceding example, “.org”)
can
help you determine the appropriateness of the source for your
purpose.
Different extensions are used depending on what entity hosts
the site. For
example, the extensions “.edu” and “.org” are for educational
institutions
and nonprofit organizations; “.gov” and “.mil” are used for
government
and military sites, respectively; and “.com” and “.biz” are used
for com-
Protocol Host name Path to document
File name of specific
document
http://www.apa.org/monitor/oct00/workplace.html

mercial sites. Domain name extensions may also include a
country code
(e.g., “.ca” for Canada or “.nz” for New Zealand).
The rest of the address indicates the directory path leading to
the
desired document. This part of the URL is case sensitive;
transcribe the
URL correctly by copying it directly from the address window
in your
browser and pasting it into your working document (make sure
the auto-
matic hyphenation feature of your word processor is turned off).
Do not
insert a hyphen if you need to break a URL across lines;
instead, break the
URL before most punctuation (an exception would be http://).
Do not
add a period after the URL, to prevent the impression that the
period is
part of the URL.
Using the Archival Copy or Version of Record
As with references to material in print or other fixed media, it is
preferable

to cite the final version (i.e., archival copy or version of
record). In-
progress and final versions of the same work might coexist on
the Inter-
net, which can present challenges in determining which version
is most
current and most authoritative. Most journals now consider the
paper
version to be the archival copy; however, this is likely to
change in the
future. Some scholarly journals do not offer print; all their
content is
online. More and more publishers of print journals are adding
value to
their electronic content by publishing auxiliary electronic-only
items such
as peer commentary with author response, data analyses, and
enhanced or
extra graphics. For these items, the electronic version may be
considered
the version of record.
F E R E N C E S Example References

Journal Articles
1. Article with DOI assigned
Stultz, J. (2006). Integrating exposure therapy and analytic ther-
apy in trauma treatment. American Journal of Orthopsychi-
atry, 76(4), 482–488. doi:10.1037/0002-9432.76.4.482
� The final or archival version of the article is being
referenced, so
there is no need to include retrieval date.
� The article was retrieved from the PsycARTICLES database.
How-
ever, no database name or URL is needed because the DOI func-
tions as both a unique identifier of the content (taking the place
of a database name or accession number) and a link to the con-
tent (taking the place of a URL).
2. Article with no DOI assigned
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence
and
self-esteem mediate between perceived early parental love
and adult happiness. E-Journal of Applied Psychology, 2(2),

38–48. Retrieved from http://ojs.lib.swin.edu.au/index.php
/ejap/article/view/71/100
Example References
7
Hager, M. H. (2007). Therapeutic diet order writing: Current
issues
and considerations. Topics in Clinical Nutrition, 22(1), 28–36.
Retrieved from http://www.topicsinclinicalnutrition.com
� If there is no DOI assigned, give the exact URL (if the
content is
open-access) or the URL of the journal home page (if the
content
is accessible by subscription).
� No retrieval date is included because the final version of the
arti-
cle is being referenced.
3. Preprint version of article
Philippsen, C., Hahn, M., Schwabe, L., Richter, S., Drewe, J., &
Schachinger, H. (2007). Cardiovascular reactivity to mental

stress is not affected by alpha2-adrenoreceptor activation or
inhibition. Psychopharmacology, 190(2), 181–188. Advance
online publication. Retrieved January 22, 2007. doi:10.1007
/s00213-006-0597-7
� Preprints are articles published online before they appear in
print.
The article has been peer reviewed and revised and has been
assigned to a specific journal volume and issue. Final
copyediting
and pagination may or may not have been completed.
� The retrieval date is included because the version used at the
time
of the research was not the archival version.
� Readers who look up the article by DOI will be directed to
the
most recent version.
4. In-press article, retrieved from institutional or personal
Web site
Shanahan, M. (in press). Perception as abduction: Turning sen-
sor data into meaningful representation. Cognitive Science.
Retrieved August 25, 2004, from http://www.cs.utexas.edu

/users/kuipers/readings/Shanahan-cogsci-05.pdf
F E R E N C E S Example References
� Some journal publishers allow authors to post a
prepublication
version of their article on their personal or institutional Web
site.
The definition of “prepublication” may vary. Check to be sure
the
article has been accepted for publication before referencing it as
“in press.”
� If the article is a draft version, or has been submitted for
publica-
tion but not reviewed, do not list a journal title. Italicize the
title
of the article and add “Manuscript in preparation,”
“Unpublished
manuscript,” or “Manuscript submitted for publication” before
the retrieval information (see Example 5).
� Check and update your references as your paper’s submission
or

publication date approaches. For example, if you first referred
to
the preceding article in August 2004, before it appeared in
Cogni-
tive Science, and then submitted your paper to a journal editor
in
August 2008, you would need to update the reference to the fol-
lowing:
Shanahan, M. (2005). Perception as abduction: Turning sensor
data into meaningful representation. Cognitive Science,
29(1), 103–134. doi:10.1207/s15516709cog2901_5
5. Manuscript in preparation, retrieved from institutional
or personal Web site
Libarkin, J. C., & Anderson, S. W. (n.d.). Science Concept
Inven-
tory development in higher education: A mixed-methods
approach in the geosciences. Manuscript in preparation.
Retrieved March 12, 2007, from http://newton.bhsu.edu/eps
/LibAndJRST2005.pdf
Electronic Books
Electronic books are available in a variety of formats and
delivery meth-
ods. They may be viewed page-by-page on a public Web site,
downloaded

Example References A P A S T Y L E G U I D E T O E L E C
T R O N I C R E F E R E N C E S 9
in part or in whole from a database (e.g., netLibrary,
PsycBOOKS, Guten-
berg Project), or purchased as audio files. Text or audio files
can be deliv-
ered to computers and to personal audio devices or text readers.
If the content you are referencing is available only in electronic
format,
or is hard to find in print, include the source location.
6. Entire book
O’Keefe, E. (n.d.). Egoism & the crisis in Western values.
Avail-
able from http://www.onlineoriginals.com/showitem.asp
?itemID=135
� Use “Available from” instead of “Retrieved from” when the
URL
leads to information on how to obtain the cited material rather
than to the material itself.
7. Book chapter
Mitchell, H. W. (1913). Alcoholism and the alcoholic
psychoses.

In W. A. White & S. E. Jelliffe (Eds.), The modern treatment of
nervous and mental diseases (Vol. 1, pp. 287–330). Retrieved
from PsycBOOKS database.
� The database name is included in the reference to aid readers
in
finding an electronic version of the book because it may be
diffi-
cult to find in print.
Dissertations and Theses
8. Thesis retrieved from database
McNiel, D. S. (2006). Meaning through narrative: A personal
nar-
rative discussing growing up with an alcoholic mother.
Retrieved from ProQuest Digital Dissertations. (AAT 1434728)
10 A P A S T Y L E G U I D E T O E L E C T R O N I C R
E F E R E N C E S Example References
� The database name is included in the reference, followed by
the
accession number, if one is assigned.
9. Dissertation retrieved from institutional or personal
Web site
Bruckman, A. (1997). MOOSE Crossing: Construction, commu-

nity, and learning in a networked virtual world for kids
(Doctoral dissertation, Massachusetts Institute of Technol-
ogy, 1997). Retrieved from http://www-static.cc.gatech.edu
/~asb/thesis/
10. Dissertation defense
Pearsall, C. (2006, June 13). Detection and management of elder
abuse: Nurse practitioner self perceptions of barriers and
strategies [Multimedia presentation] (Dissertation defense,
Duquesne University School of Nursing). Retrieved from
http://mslweb.cr.duq.edu/nursing/Catalog/
� The format of the presentation is given in square brackets
after the
title for clarification.
� “Dissertation defense” is used rather than “Unpublished
disser-
tation” because the presentation, rather than the dissertation
itself, is being referenced.
� The catalog Web page is given rather than the full URL. In
this
case the full URL includes a long string of characters that

would
be burdensome to reproduce and that if transcribed incorrectly
would affect the credibility of your paper.
Abstracts
11. Abstract as original source
Morrissey, J. P. (2004). Medicaid benefits and recidivism of
mentally ill persons released from jail (NCJ No. 214169)
[Abstract]. Retrieved from National Criminal Justice Refer-
ence Service abstracts database.
� If a publication number is assigned, include it in parentheses
after
the title of the report.
12. Abstract submitted for meeting, symposium, or poster
session
Briers, B., Pandelaere, M., Dewitte, S., & Warlop, L. (2006,
June).
Hungry for money: The desire for caloric resources

increases the desire for financial resources and vice versa.
In S. Dewitte (Chair), Food & eating. Symposium conducted
at the 18th annual meeting of the Human Behavior and Evo-
lution Society. Abstract retrieved from http://www.hbes
.com/HBES/abst2006.pdf
13. Abstract from secondary source
Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The
relationship
of school-wide positive behavior support to academic
achievement in an urban middle school. Psychology in the
Schools, 43, 701–712. Abstract retrieved from Wiley Inter-
Science database.
� Although it is preferable to cite the full text of an article,
abstracts
can be used as sources and included in the reference list.
� The database is the source from which the abstract was
retrieved.

If you are citing the primary article as the source of the
abstract,
follow Examples 1 through 5 as applicable. In the last line, use
“Abstract retrieved from” instead of “Retrieved from.”
Bibliographies
14. Bibliography from Web site
Bernard, N., Holliday, B. G., Crump, S. L., & Sanchez, N.
(1998).
Annotated bibliography of psychology and racism.
Retrieved from American Psychological Association Office
of Ethnic Minority Affairs Web site: http://www.apa.org/pi
/oema/racebib/racebib.html
� The content is static, so no retrieval date is included.
15. Bibliography from courseware
Helmreich, S. (2004). The Anthropology of Computing, Fall
2004:
Readings [Bibliography]. Retrieved from Massachusetts Insti-
tute of Technology OpenCourseWare Web site: http://ocw
.mit.edu/index.html
� Insert a description of the source type in square brackets after

the
title, if needed for clarification.
16. Bibliography as book chapter
Strong, E. K., Jr., & Uhrbrock, R. S. (1923). Bibliography on
job
analysis. In L. Outhwaite (Series Ed.), Personnel Research
Series: Vol. 1. Job analysis and the curriculum (pp. 140–146).
doi:10.1037/10762-000
Curriculum and Course Material
17. Curriculum guide
Hoff, L. A. (1994). Violence issues: An interdisciplinary
curricu-
lum guide for health professionals. Retrieved from Public
Health Agency of Canada Web site: http://www.phac-aspc
.gc.ca/ncfv-cnivf/familyviolence/html/fviolencei_e.html
18. Lecture notes
Brieger, B. (2005). Lecture 3: Recruitment and involvement of

trainees [PowerPoint slides]. Retrieved from Johns Hopkins
Bloomberg School of Public Health OpenCourseWare
Web site: http://ocw.jhsph.edu/courses/TrainingMethods
ContinuingEducation/lectureNotes.cfm
Book Reviews and Journal Article Commentaries
19. Book review
Cramond, B. (2007). Enriching the brain? Probably not for psy-
chologists [Review of the book Enriching the brain: How to
maximize every learner’s potential]. PsycCRITIQUES, 52(4),
Article 2. Retrieved from http://www.apa.org/psyccritiques/
20. Journal article peer commentary, no title
Russell, L. (2006). [Peer comment on journal article “An
artefact
of colonial desire? Kimberley points and the technologies
of enchantment”]. Current Anthropology, 47(1), 81–82. Re-
trieved from http://www.journals.uchicago.edu/CA/

21. Peer commentary, titled
Wolf, K. S. (2005). The future for deaf individuals is not that
bleak
[Peer commentary on the paper “Decrease of Deaf potential
in a mainstreamed environment”]. Retrieved from http://
www.personalityresearch.org/papers/hall.html#wolf
� If the title of the book or article being reviewed is clear from
the
title of the review, no explanatory material in brackets is
needed.
Reference Materials
22. Online encyclopedia
Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stan-
ford encyclopedia of philosophy. Retrieved January 28,
2007, from http://plato.stanford.edu
� If an entry has no byline, place the title in the author
position.
� The date of the most recent change or update may not be
clear
from the entry, so include the retrieval date.

� Give the home or index page URL for reference works.
23. Online dictionary
Heuristic. (n.d.). In Merriam-Webster’s online dictionary. Re-
trieved October 20, 2005, from http://www.m-w.com
/dictionary/
24. Online handbook
Body dysmorphic disorder. (2005). In M. H. Beers, R. S. Porter,
T.
V. Jones, J. L. Kaplan, & M. Berkwits (Eds.), The Merck man-
ual of diagnosis and therapy online. Retrieved January 28,
2007, from http://www.merck.com/mmpe/index.html
25. Wiki
Psychometric assessment. (n.d.). Retrieved January 28, 2007,
from The Psychology Wiki: http://psychology.wikia.com
/wiki/Psychometric_assessment
� Wikis (including Wikipedia) are collaborative Web pages that
any-

one can write, review, and edit. They are “refereed” in the sense
that
anyone who reads the information and wishes to change it can
do
so. There is no guarantee that professionals or subject experts
have
contributed to the information found in a wiki.
Raw Data
26. Data set
Pew Hispanic Center. (2004). Changing channels and criss-
crossing cultures: A survey of Latinos on the news media
[Data file and code book]. Available from Pew Hispanic
Center Web site: http://pewhispanic.org/datasets/
� Use “Available from” to indicate that the URL will lead users
to a
download site rather than directly to the data.
27. Graphic representation of data
Centers for Disease Control and Prevention. (2005). [Interactive
map showing percentage of respondents reporting “no” to,
During the past month, did you participate in any physical

activities?]. Behavioral Risk Factor Surveillance System.
Retrieved from http://apps.nccd.cdc.gov/gisbrfss/default
.aspx
28. Qualitative data
Moist, J. (Interviewer) & Guy, R. (Interviewee). (2006). Mrs.
Rose
Guy [Interview transcript]. Retrieved from Alive in Truth:
The New Orleans Disaster Oral History and Memory Project
Web site: http://www.aliveintruth.org
� Interviews that are not retrievable (i.e., not captured in
transcript or
audio) should be cited in text as a personal communication
(includ-
ing month, day, year) and not included in the reference list.
Computer Programs, Software,
and Programming Languages
Reference entries are not necessary for standard off-the-shelf
software and

programming languages, such as Microsoft Word, Excel, Java,
Adobe
Photoshop, SAS, and SPSS. Do provide reference entries for
specialized
software or computer programs with limited distribution. In
text, give the
proper name of the software, along with the version number and
year.
29. Software downloaded from Web site
Friedlander, M. L., Escudero, V., & Heatherington, L. (2002).
E-SOFTA: System for Observing Family Therapy Alliances
[Software and training videos]. Unpublished instrument.
Retrieved May 5, 2005. Available from http://www.softa
-soatif.com/
St. James, J., Schneider, W., & Eschman, A. (2003). PsychMate
Student Guide (Version 2.0) [Software]. Available from Psy-
chology Software Tools: http://www.pstnet.com/products
/PsychMate/default.htm

� If an individual has proprietary rights to the software, name
him
or her as the author; otherwise, treat such references as unau-
thored works.
� Do not italicize names of software, programs, or languages.
� In brackets immediately after the title and version number,
iden-
tify the source type: for example, [computer program], [com-
puter language], or [software]. Do not use a period between the
title and the bracketed material.
� To reference a manual, give the same information. However,
in
the brackets after the title, identify the source as a computer
pro-
gram or software manual.
� If no version number is available, include the retrieval date.
Gray Literature
Gray literature is scientific information that falls outside the
peer review
process but is written by scholars or summarizes a body of

scholarly work.
Government departments, corporations and trade groups,
independent
research institutes (i.e., “think tanks”), advocacy groups, and
other for-
profit and nonprofit organizations produce gray literature.
Target audiences
for gray literature are broad and include policymakers and the
general pub-
lic. The examples that follow reflect the range of literature
types and meth-
ods of retrieval currently available; it is not an exhaustive list.
30. Annual report
Pearson PLC. (2005). Reading allowed: Annual review and
summary financial statements 2004. Retrieved from
http://www.pearson.com/investor/ar2004/pdfs/summary
_report_2004.pdf
� Refer to the latest edition of The Bluebook: A Uniform
System of
Citation for reference style of annual reports filed with the
Secu-
rities and Exchange Commission.

31. Fact sheet
RAND Corporation. (2006). Three steps for improving the qual-
ity of mental health care in the United States [Fact sheet].
Retrieved from http://www.rand.org/pubs/research_briefs
/2006/RAND_RB9190.pdf
� A description of the work is included in square brackets to
aid in
document identification and retrieval.
32. Consumer brochure
California Board of Psychology. (2005). For your peace of
mind: A
consumer guide to psychological services [Brochure]. Re-
trieved from http://www.psychboard.ca.gov/pubs/consumer
-brochure.pdf
33. Public service announcement
National Institute on Drug Abuse (Producer). (2005). Steroids:

Not in my game plan [Video file]. Retrieved from http://
www.drugabuse.gov/drugpages/PSAGamePlan.html
34. Conference hearing
Walton, C., Yasnoff, W. A., & Janger, E. (Panelists). (2007,
Janu-
ary 23). Non-covered health data benefits and services
[Audio file]. Panel hearing at the meeting of the National
Committee on Vital and Health Statistics, Subcommittee on
Privacy and Confidentiality. Retrieved from the Department
of Veterans Affairs Virtual Conferences Web site: http://
www.va.gov/virtconf.htm
35. Presentation slides
Columbia University, Teachers College, Institute for Learning
Technologies. (2000). Smart cities: New York: Electronic
education for the new millennium [PowerPoint slides].
Retrieved from http://www.ilt.columbia.edu/publications

/index.html
36. Technical or research report
Kutner, M., Greenberg, E., Jin, Y., & Paulsen, C. (2006). The
health literacy of America’s adults: Results from the 2003
National Assessment of Adult Literacy (Report No. NCES
2006–483). Retrieved from National Center for Education
Statistics: http://nces.ed.gov/pubs2006/2006483.pdf
� If a report number is given, insert it in parentheses after the
title,
as shown.
37. Press release
American Psychological Association. (2006, April 30). Internet
use involves both pros and cons for children and adoles-
cents, according to special issue of Developmental Psychol-
ogy [Press release]. Retrieved from http://www.apa.org
/releases/youthwww0406.html
38. Policy brief
Vierra, V. V. (1991). Motor vehicle pursuit (General Order
No. 602). Retrieved from http://www.hawaiipolice.com/gen

Orders/go602.html
39. Educational standards
Virginia Department of Education. (2001). Virginia standards
of learning: Grade three, health. Retrieved from http://
www.pen.k12.va.us/VDOE/Superintendent/Sols/health3
.pdf
40. White paper
Furst, M., & DeMillo, R. A. (2006). Creating symphonic-
thinking
computer science graduates for an increasingly com-
petitive global environment [White paper]. Retrieved
from Georgia Tech College of Computing: http://www.cc
.gatech.edu/images/pdfs/threads_whitepaper.pdf
� A white paper is a short document that presents an
organization’s
philosophy, position, or policy on a particular issue.

41. Newsletter article
Gibson, M. (2005, Winter). Care conference tests mobility.
Con-
nections: Newsletter of the University of New Mexico Center
for Telehealth, 3(2). Retrieved from http://hsc.unm.edu
/telemedicine/documents/Newsletters/newsletter0105
/Winter2005.pdf
� Use the complete publication date given on the article.
� Some online newsletters are unpaginated, so no page numbers
can be given in the reference.
� In an Internet periodical, volume and issue numbers often are
not
relevant. If they are not used, the name of the periodical is all
that
can be provided in the reference.
General Interest Media and Alternative Presses
42. Newspaper article

Hilts, P. J. (1999, February 16). In forecasting their emotions,
most
people flunk out. The New York Times. Retrieved from
http://www.nytimes.com
43. Television feature, podcast
Kloft, M. (Producer/Director). (2006). The Nuremberg Trials
[Motion picture]. In M. Samuels (Executive Producer), Amer-
ican experience. Podcast retrieved from WGBH: http://www
.pbs.org/wgbh/amex/rss/podcast_pb.xml
44. Audio podcast
Van Nuys, D. (Producer). (2006, October 13). Understanding
autism [Show 54]. Shrink Rap Radio. Podcast retrieved from
http://www.shrinkrapradio.com/
� Include as much information as possible, either date, title, or
identifier.
45. Online magazine content not found in print version
Gutierrez, D. (n.d.). On state political torture [Online
exclusive].
Tikkun. Retrieved January 28, 2007, from http://www.tikkun

.org/magazine/specials/statetorture
Undated Content on Web Site
46. Article on Web site, no date
Dvoretsky, D. P. (n.d.). History: Pavlov Institute of Physiology
of
the Russian Academy of Sciences. Retrieved January 27,
2007, from http://www.infran.ru/history_eng.htm
� The menu page URL is given because the article is presented
within a frame and shares the same URL with other documents.
Online Communities
The Internet offers several options for people around the world
to spon-
sor and join discussions devoted to particular subjects. These
options
include Weblogs (“blogs”), newsgroups, online forums and
discussion
groups, and electronic mailing lists. (The last are often referred
to as “list-

servs.” However, LISTSERV is a trademarked name for a
particular soft-
ware program; “electronic mailing list” is the appropriate
generic term.)
Care should be taken when citing electronic discussion sources.
47. Message posted to a newsgroup, online forum, or discus-
sion group
Chalmers, D. (2000, November 17). Seeing with sound [Msg 1].
Message posted to news://sci.psychology.consiousness,
archived at http://groups.google.com/group/sci.psychology
.consciousness/
� If the author’s full name is available, list the last name first
fol-
lowed by initials. If only a screen name is available, use the
screen
name.
� Provide the exact date of the posting.
� Follow the date with the subject line of the message (also
referred

to as the “thread”); do not italicize it. Provide any identifier for
the message in brackets after the title.
� Provide the address for the archived version of the message.
48. Message posted to an electronic mailing list
Smith, S. (2006, January 5). Re: Disputed estimates of IQ [Msg
670]. Message posted to ForensicNetwork electronic mail-
ing list, archived at http://tech.groups.yahoo.com/group
/ForensicNetwork/message/670
� Include the information “Message posted to” followed by the
name of the list to which the message was posted.
� Provide the address for the archived version of the message.
49. Weblog post
bfy. (2007, January 22). Re: The unfortunate prerequisites and
consequences of partitioning your mind. Message posted to
http://scienceblogs.com/pharyngula/
50. Video Weblog post
Norton, R. (2006, November 4). How to train a cat to operate a
light switch [Video file]. Video posted to http://www.you

tube.com/watch?v=Vja83KLQXZs
Running head: SHORT TITLE OF PAPER (50 CHARACTERS
OR LESS) 1
SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
6
Paper Title
Author
Institutional Affiliation
Author Note
The author note is used to provide information about the
author’s departmental affiliation, acknowledgments of
assistance or financial support, and a mailing address for
correspondence. An example follows:
Nelson L. Eby, Department of Computer Fraud Investigation,
Columbian School of Arts and Sciences, the George Washington
University; Douglas Degelman, Department of Psychology,
Vanguard University of Southern California.
Correspondence concerning this article should be addressed to
Douglas Degelman, Department of Psychology, Vanguard
University of Southern California, Costa Mesa, CA 92626.
E-mail: [email protected]
Abstract
The abstract (in block format) begins on the line following the
Abstract heading. The abstract is a one-paragraph, self-

contained summary of the most important elements of the paper.
Nothing should appear in the abstract that is not included in the
body of the paper. Word limits for abstracts are set by
individual journals. Most journals have word limits for
abstracts between 150 and 250 words. All numbers in the
abstract (except those beginning a sentence) should be typed as
digits rather than words. The abstract (in block format) begins
on the line following the Abstract heading. This is an example.
This is an example of what 150 words looks like. This is an
example of what 150 words looks like. This is an example of
what 150 words looks like. This is an example of what 150
words looks like. This is an example of what 150 words looks
like.
Title of Paper
The introduction of the paper begins here. Double-space
throughout the paper, including the title page, abstract, body of
the document, and references. The body of the paper begins on
a new page (page 3). Subsections of the body of the paper do
not begin on a new page. The title of the paper (in uppercase
and lowercase letters) is centered on the first line below the
running head. The introduction (which is not labeled) begins on
the line following the paper title. Headings are used to organize
the document and reflect the relative importance of sections.
For example, many empirical research articles utilize Methods,
Results, Discussion, and References headings. In turn, the
Method section often has subheadings of Participants,
Apparatus, and Procedure. Main headings (when the paper has
either one or two levels of headings) use centered, boldface,
uppercase and lowercase letters (e.g., Method, Results).
Subheadings (when the paper has two levels of headings) use
flush left, boldface, uppercase and lowercase letters (e.g.,
Participants, Apparatus).
Text citations. Source material must be documented in the body
of the paper by citing the author(s) and date(s) of the sources.

This is to give proper credit to the ideas and words of others.
The reader can obtain the full source citation from the list of
references that follows the body of the paper. When the names
of the authors of a source are part of the formal structure of the
sentence, the year of the publication appears in parenthesis
following the identification of the authors, e.g., Eby (2001).
When the authors of a source are not part of the formal structure
of the sentence, both the authors and years of publication appear
in parentheses, separated by semicolons, e.g. (Eby and Mitchell,
2001; Passerallo, Pearson, & Brock, 2000). When a source that
has three, four, or five authors is cited, all authors are included
the first time the source is cited. When that source is cited
again, the first authors’ surname and “et al.” are used.
When a source that has two authors is cited, both authors are
cited every time. If there are six or more authors to be cited,
use the first authors’ surname and “et al.” the first and each
subsequent time it is cited. When a direct quotation is used,
always include the author, year, and page number as part of the
citation. A quotation of fewer than 40 words should be
enclosed in double quotation marks and should be incorporated
into the formal structure of the sentence. A longer quote of 40
or more words should appear (without quotes) in block format
with each line indented five spaces from the left margin.
The references section begins on a new page. The heading is
centered on the first line below the manuscript page header.
The references (with hanging indent) begin on the line
following the references heading. Entries are organized
alphabetically by surnames of first authors. Most reference
entries have three components:
1. Authors: Authors are listed in the same order as specified in
the source, using surnames and initials. Commas separate all
authors.

2. Year of Publication: In parentheses following authors, with a
period following the closing parenthesis. If no publication date
is identified, use “n.d.” in parentheses following the authors.
3. Source Reference: Includes title, journal, volume, pages (for
journal article) or title, city of publication, publisher (for book).
References
American Psychiatric Association. (2000). Diagnostic and
statistical manual of mental disorders (4th ed., text rev.).
Washington, DC: Author.
Degelman, D. (2009). APA style essentials. Degelman, D.
(2009). APA style essentials. Retrieved from
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id
=796
Garrity, K., & Degelman, D. (1990). Effect of server
introduction on restaurant tipping. Journal of Applied Social
Psychology, 20, 168-172. doi:10.1111/j.1559-
1816.1990.tb00405.x
Hien, D., & Honeyman, T. (2000). A closer look at the drug
abuse-maternal aggression link. Journal of Interpersonal
Violence, 15, 503-522. Retrieved from http://jiv.sagepub.com/
Murzynski, J., & Degelman, D. (1996). Body language of
women and judgments of vulnerability to sexual assault. Journal
of Applied Social Psychology, 26, 1617-1626.
doi:10.1111/j.1559-1816.1996.tb00088.x
Nielsen, M. E. (n.d.). Notable people in psychology of religion.
Retrieved from http://www.psywww.com/psyrelig/psyrelpr.htm
Paloutzian, R. F. (1996). Invitation to the psychology of
religion (2nd ed.). Boston: Allyn and Bacon.
Shea, J. D. (1992). Religion and sexual adjustment. In J. F.
Schumaker (Ed.), Religion and mental health (pp. 70-84). New
York: Oxford University Press.

Template created by:
Nelson L. Eby – Graduate student of Computer Fraud
Investigation
Columbian School of Arts and Sciences
The George Washington University
[email protected]
In collaboration with Dr. Douglas Degelman, Professor of
Psychology, Vanguard University of Southern California

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