ESSAY PLANNER
**before submission remove the instructions (in brackets),
only include your work
Add a ‘working title’ here.Introduction
Opening Sentence: (One sentence on the essay topic – time, place, context: where is the issue/what is the issue/when is/did it occur? Be SPECIFIC. Avoid broad sweeping statements such as “The whole world faces a crisis…” OR “Since the dawn of time…”.)
Essential background information that the reader needs to get the CONTEXT/SIGNIFICANCE. Do NOT go into huge detail here. The body paragraphs are for detail and explanation. Guide the reader into your specific thesis focus.
Thesis: (Clearly state your argument with the position you are taking and the implications/because/so what/why this is significant. Avoid the use of personal pronouns. Do NOT phrase this as a question – it is the answer to your initial research question)
Body
(One point discussed per paragraph)
Key Point 1: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis)
(One point discussed per paragraph)
Key Point 2: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument.)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis.)
(One point discussed per paragraph)
Key Point 3: (Topic sentence to introduce focus of paragraph. Do NOT include quotes or references in the topic sentences. The topic sentence should be YOUR words and allow the reader a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support point, counter argument.)
Linking Sentence: (States how the point in this paragraph can be further supported by the next key point or link it back to the thesis.)
Conclusion
(What the essay was about – link to thesis. Remind the reader of the main argument)
Summary of Key Points.NO new information – you can restate a key point or use new words/paraphrase a main point but do no introduce new ideas:
Concluding Sentence: (Final stance on essay topic.)
Reference List
Edit your Reference list to show the 5 ...
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
2TYPE ABBREVIATED TITLE HERE Assignment 1 Topic.docxlorainedeserre
2
TYPE ABBREVIATED TITLE HERE
Assignment 1: Topic Outline and Objectives
Student Name Here
Date
EDU528
Dr. Sheri Burnett
Strayer University
Running head: TYPE ABBREVIATED TITLE HERE 1
Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 150-200 words. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that you cannot write this section until the paper is completed. REMOVE THIS SECTION UNLESS YOU ARE REQUIRED TO WRITE AN ABSTRACT.
The Topic Outline and Objectives
Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to “0”). Instead, just double space as usual, indent a full ½ inch (use the tab key), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction. If you use headings, follow the instructions below. NOTE THAT NOT ALL ASSIGNMENTS REQUIRE HEADINGS.
Description
Summarize the subject that you would teach and the value of the subject for yourself and others.
Text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention—many shorter paragraphs are better than a few long ones. In short, think: new idea, new paragraph.
Create a Topic Outline for the Subject of your Course
#1. Identify The Purpose Of The Paper.
#2. Identify Your Key Points.
#3. Add Supporting Details.
#4. Write Your Introduction.
#5. Write Your Conclusion.
Here is another Level 1 heading. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another:
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2004), largely due to the state’s recent financial cutbacks of fine arts programs (Pennsylvania Educational System, 2004).
2. Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Johnson & Hammer, 2003; Christianson, 2004).
Write at least one over-arching objective (terminal objective ...
Special Education Synthesis
Examples Of Synthesis
Synthesis Essay Technology
Synthesis Essay: The Writing Process
Synthesis Essay : Curriculum By Design
Psychology: A Synthesis Essay
Collaboration And Synthesis Essay
Synthesis Essay Ideas
Synthesis Essay Prompt
Synthesis Essay : Synthesis Of Articles
Synthesis Essay Technology
Synthesis Paper : Leadership And Leadership
Synthesis Essay Examples
Summary Of A Synthesis Essay
Synthesis Essay Examples
Environmental Synthesis Essay
Synthesis Essay On Global Warming
Synthesis Essay On Plagiarism
Synthesis Essay Sample Research Paper
Synthesis Essay On Technology
Name Case Study Title Briefly What happened Provimaple8qvlisbey
Name:
Case Study Title:
Briefly What happened? Provide the article title, URL and a one sentence summary of the case.
Key Stakeholders and how were they negatively impacted: [This does not need to be a complete list, just several major stakeholders (not stockholders, though the stockholders may be stakeholders). Briefly explain the relationship with the company – why they are stakeholders
What was the final outcome? [prison, fines, termination, and for how many individuals]
Describe why you feel the actions were morally wrong? [Be sure to use keywords describing your moral base (consequentialist, care, duty, act utilitarian, prima facie duties, etc.) and why your compass would justify classifying the action as morally wrong. Alternatively, discuss why you may feel the action was morally acceptable.]
Put yourself in a position of leadership and describe what you would put in place that would have prevented this in the first place or keep it from happening again. Or, alternatively what rules would you implement to justify the action:
Criteria Ratings Points
Scholarly
Tone and
literature
35 to >32.0 pts
Advanced
Level one and two
headings are coherently
aligned with the theory
and research and are
supported throughout the
body of the paper using
scholarly literature and
written in a scholarly
tone.
32 to >22.0 pts
Proficient
Level one and two
headings are coherently
aligned with the theory
and research and are
mostly supported
throughout the body of
the paper using scholarly
literature and somewhat
written in a scholarly
tone.
22 to >0.0 pts
Developing
Some headings are missing
or are not coherently aligned
with the theory and research
and are not well supported
throughout the body of the
paper using scholarly
literature. Lacks scholarly
tone.
0 pts
Not
Present
35 pts
Content 70 to >63.0 pts
Advanced
The theory and theorist
are included. One theory
is well-developed. An
explanation for how the
theory is appropriate for
the research is clearly
described. The author’s
voice is heard throughout
the paper.
63 to >58.0 pts
Proficient
The theory and theorist
are included. One theory
is mostly well-developed.
An explanation for how
the theory is appropriate
for the research is mostly
described. The author’s
voice is somewhat heard
throughout the paper.
58 to >0.0 pts
Developing
The theory and/or theorist are
missing. The theory lacks
development. An explanation
for how the theory is
appropriate for the research
is vaguely described or
missing. The author’s voice is
vaguely heard throughout the
paper.
0 pts
Not
Present
70 pts
Current
APA,
Mechanics,
Format &
Length
45 to >38.0 pts
Advanced
Paper is free of
mechanical and current
APA errors. 100% of the
length requirement is
met. All five sources are
peer-reviewed and clearly
related to the topic. One
source may be non-peer
reviewed to account for
the original theorist.
38 to >36.0 pts
Proficient
Few mechanical and ...
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
2TYPE ABBREVIATED TITLE HERE Assignment 1 Topic.docxlorainedeserre
2
TYPE ABBREVIATED TITLE HERE
Assignment 1: Topic Outline and Objectives
Student Name Here
Date
EDU528
Dr. Sheri Burnett
Strayer University
Running head: TYPE ABBREVIATED TITLE HERE 1
Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 150-200 words. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that you cannot write this section until the paper is completed. REMOVE THIS SECTION UNLESS YOU ARE REQUIRED TO WRITE AN ABSTRACT.
The Topic Outline and Objectives
Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to “0”). Instead, just double space as usual, indent a full ½ inch (use the tab key), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction. If you use headings, follow the instructions below. NOTE THAT NOT ALL ASSIGNMENTS REQUIRE HEADINGS.
Description
Summarize the subject that you would teach and the value of the subject for yourself and others.
Text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention—many shorter paragraphs are better than a few long ones. In short, think: new idea, new paragraph.
Create a Topic Outline for the Subject of your Course
#1. Identify The Purpose Of The Paper.
#2. Identify Your Key Points.
#3. Add Supporting Details.
#4. Write Your Introduction.
#5. Write Your Conclusion.
Here is another Level 1 heading. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another:
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2004), largely due to the state’s recent financial cutbacks of fine arts programs (Pennsylvania Educational System, 2004).
2. Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Johnson & Hammer, 2003; Christianson, 2004).
Write at least one over-arching objective (terminal objective ...
Special Education Synthesis
Examples Of Synthesis
Synthesis Essay Technology
Synthesis Essay: The Writing Process
Synthesis Essay : Curriculum By Design
Psychology: A Synthesis Essay
Collaboration And Synthesis Essay
Synthesis Essay Ideas
Synthesis Essay Prompt
Synthesis Essay : Synthesis Of Articles
Synthesis Essay Technology
Synthesis Paper : Leadership And Leadership
Synthesis Essay Examples
Summary Of A Synthesis Essay
Synthesis Essay Examples
Environmental Synthesis Essay
Synthesis Essay On Global Warming
Synthesis Essay On Plagiarism
Synthesis Essay Sample Research Paper
Synthesis Essay On Technology
Name Case Study Title Briefly What happened Provimaple8qvlisbey
Name:
Case Study Title:
Briefly What happened? Provide the article title, URL and a one sentence summary of the case.
Key Stakeholders and how were they negatively impacted: [This does not need to be a complete list, just several major stakeholders (not stockholders, though the stockholders may be stakeholders). Briefly explain the relationship with the company – why they are stakeholders
What was the final outcome? [prison, fines, termination, and for how many individuals]
Describe why you feel the actions were morally wrong? [Be sure to use keywords describing your moral base (consequentialist, care, duty, act utilitarian, prima facie duties, etc.) and why your compass would justify classifying the action as morally wrong. Alternatively, discuss why you may feel the action was morally acceptable.]
Put yourself in a position of leadership and describe what you would put in place that would have prevented this in the first place or keep it from happening again. Or, alternatively what rules would you implement to justify the action:
Criteria Ratings Points
Scholarly
Tone and
literature
35 to >32.0 pts
Advanced
Level one and two
headings are coherently
aligned with the theory
and research and are
supported throughout the
body of the paper using
scholarly literature and
written in a scholarly
tone.
32 to >22.0 pts
Proficient
Level one and two
headings are coherently
aligned with the theory
and research and are
mostly supported
throughout the body of
the paper using scholarly
literature and somewhat
written in a scholarly
tone.
22 to >0.0 pts
Developing
Some headings are missing
or are not coherently aligned
with the theory and research
and are not well supported
throughout the body of the
paper using scholarly
literature. Lacks scholarly
tone.
0 pts
Not
Present
35 pts
Content 70 to >63.0 pts
Advanced
The theory and theorist
are included. One theory
is well-developed. An
explanation for how the
theory is appropriate for
the research is clearly
described. The author’s
voice is heard throughout
the paper.
63 to >58.0 pts
Proficient
The theory and theorist
are included. One theory
is mostly well-developed.
An explanation for how
the theory is appropriate
for the research is mostly
described. The author’s
voice is somewhat heard
throughout the paper.
58 to >0.0 pts
Developing
The theory and/or theorist are
missing. The theory lacks
development. An explanation
for how the theory is
appropriate for the research
is vaguely described or
missing. The author’s voice is
vaguely heard throughout the
paper.
0 pts
Not
Present
70 pts
Current
APA,
Mechanics,
Format &
Length
45 to >38.0 pts
Advanced
Paper is free of
mechanical and current
APA errors. 100% of the
length requirement is
met. All five sources are
peer-reviewed and clearly
related to the topic. One
source may be non-peer
reviewed to account for
the original theorist.
38 to >36.0 pts
Proficient
Few mechanical and ...
Literature Review and AnalysisFor the final assignment, stud.docxjeremylockett77
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
Name __________________________________ Writing for Thinking .docxroushhsiu
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
Research Paper Rubric Writing for Thinking Section 03
2 1.5 1 .5
APA Format Running head and page
number are placed correctly
on all pages. Title page
gives title, your name,
University name, course
information, instructor’s
name, date.
Includes 5 or 6 of the
requirements.
Includes 3 or 4 of the
requirements.
Includes 1 or 2 of the
requirements.
APA Style
Abstract
The overall purpose of the
abstract is clear; the abstract
expresses only the main
idea and major points of the
original selection; Word
choice is consistently
efficient and concise.
The purpose is generally
clear; the abstract expresses
only the main idea and most
major points of the original
selection; word choice is
fairly concise.
The purpose wavers; the
abstract does not accurately
express the main idea or
most major points of the
original selection; Word
choice is vague or repetitive.
The purpose is unclear; the
abstract does not convey the
main idea or major points of
the original selection; word
choice is confusing or
misleading.
Citations Includes and cites all data
obtained from other sources
(at least 5 sources). APA
citation style is used
correctly for all citations.
Cites at least 4 sources,
correctly using APA style.
Cites at least 3 sources,
correctly using APA style.
Cites 2 or less sources,
correctly using APA style.
Reference Page Written in APA format with
no errors.
Written in APA format with
1-3 errors.
Written in APA format with
4-5 errors.
Written in APA format with
more than 5 errors.
4 3 2 1
Thesis Statement Clearly and concisely states
the paper’s purpose in a
single sentence, which is
engaging, and thought
provoking.
Clearly states the paper’s
purpose in a single sentence.
States the paper’s purpose in
a single sentence.
Incomplete and/or
unfocused.
Introductory
Paragraphs
Well-developed
introductory paragraph(s)
that contains a clear
explanation, or definition of
the problem, a thesis
statement,
detailed background
information, and gives the
Introductory paragraph states
the problem, but does not
explain using details. Thesis
is stated. Some background
information is included.
Structure of the paper is
previewed.
Introduction states the thesis
but does not adequately
explain the background or
the problem. No structure of
paper is previewed.
Thesis and/or problem is
vague or unclear.
Explanations and
background information is
unclear, not present, or not
related to the topic. No
preview of structure is given.
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
reader an idea of how the
essay is organized.
Bo ...
CHAPTER 2 REVIEW OF THE LITERATUREBesides selecting a quantitaEstelaJeffery653
CHAPTER 2 REVIEW OF THE LITERATURE
Besides selecting a quantitative, qualitative, or mixed methods approach, the proposal or study designer also needs to review the literature about a topic. This literature review helps to determine whether the topic is worth studying, and it provides insight into ways in which the researcher can limit the scope to a needed area of inquiry.
This chapter continues the discussion about preliminary considerations before launching into a proposal or project. It begins with a discussion about selecting a topic and writing this topic down so that the researcher can continually reflect on it. At this point, researchers also need to consider whether the topic can and should be researched. Then the discussion moves into the actual process of reviewing the literature; addressing the general purpose for using literature in a study; and then turning to principles helpful in designing literature into qualitative, quantitative, and mixed methods studies.
THE RESEARCH TOPIC
Before considering what literature to use in a project, first identify a topic to study and reflect on whether it is practical and useful to undertake the study. The topic is the subject or subject matter of a proposed study, such as “faculty teaching,” “organizational creativity,” or “psychological stress.” Describe the topic in a few words or in a short phrase. The topic becomes the central idea to learn about or to explore.
There are several ways that researchers gain some insight into their topics when they are initially planning their research (our assumption is that the topic is chosen by the researcher and not by an adviser or committee member). One way is to draft a brief working title to the study. We are surprised at how often researchers fail to draft a title early in the development of their projects. In our opinion, the working or draft title becomes a major road sign in research—a tangible idea that the researcher can keep refocusing on and changing as the project goes on (see Glesne, 2015; Glesne & Peshkin, 1992). It becomes an orienting device. We find that, in our research, this topic grounds us and provides a sign of what we are studying, as well as a sign useful for conveying to others the central notion of the study. When students first provide their research project ideas to us, we often ask them to supply a working title if they do not already have one written down on paper.
How would this working title be written? Try completing this sentence: “My study is about . . .” A response might be, “My study is about at-risk children in the junior high,” or “My study is about helping college faculty become better researchers.” At this stage in the design, frame the answer to the question so that another scholar might easily grasp the meaning of the project. A common shortcoming of beginning researchers is that they frame their study in complex and erudite language. This perspective may result from reading published articles that have ...
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
Running head COMPLETING THE ANNOTATED BIBLIOGRAPHY1COMPLETI.docxSUBHI7
Running head: COMPLETING THE ANNOTATED BIBLIOGRAPHY 1
COMPLETING THE ANNOTATED BIBLIOGRAPHY 4
Completing the Annotated Bibliography
Student Name
Instructor Name
Date
Thesis Statement: Convert your research question into. a thesis statement, type your thesis statement here.
Annotation 1: Scholarly Article 1:
Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article.
Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be at least two paragraphs long and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source.
2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your research question.
Annotation 2: Scholarly Article 2:
Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article.
Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be at least two paragraphs long and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source.
2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your research question.
Annotation 3: Web Page 1:
Reference: Include a complete reference for the source. Format your reference according to APA style for a website.
Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be at least two paragraphs long and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and eleme ...
THEORETICAL REVIEW Please read through these extensive assignmen.docxsusannr
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-QualCritiques written o.docxwhittemorelucilla
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-Qual
Critiques written on articles that are not research articles will receive no points (0). If you are not sure if your article is a quantitative research article, check with your instructor.
· Students must provide copies of the articles (If a copy of the article is not provided, no grade will be given, resulting in no points (0) for that critique.
· Critiques should be double-spaced, with 12 point font, and 1 inch margins on all sides. Do NOT use a cover sheet.
· Organize your paper into paragraphs using the subsections and headings listed below.
· Total length of the critique should not be longer than 4 pages.
SPECIFIC DIRECTIONS and SCORING CRITERIA
(1) Identify the research article using the APA reference format (2 points)
(2) Summarize BRIEFLY (no more than ¾ page) (10 points)
· Research problem
· Research design
· Sample
· Instruments
· Method of analysis
· Conclusion
Critique:
(3) Introduction and Literature Review (4 points)
Use the criteria to evaluate the article. Prepare a written critique according to the criteria set. You do not need to answer each specific question. Summarize and cover the relevant points.
Criteria
Is the general purpose of the study clear?
Is the study significant? Will it make a practical or theoretical contribution?
Is the introduction well organized and clear?
Is the review comprehensive?
Is the review up to date?
Is there an emphasis on primary sources?
Is there a critical review or summary of findings?
Is the review well organized? Does it contain extraneous information?
Does the review clearly relate previous studies to the current research problem?
Does the review help establish the importance of the research?
(4) Research Problem or Question (2 points)
Is the problem or question clear and concise?
Does the problem communicate the type of research and population?
Is the context clearly delineated?
Methodology: Sampling (4 points)
Is the population described adequately?
Is the sample clearly described?
Is the method of selecting the sample clear?
Could the method of selection affect the results?
Are subjects likely to be motivated to give biased responses?
Is the sample known to the researcher? Could this result in researcher bias?
Methodology: Data Collection(5 points)
For each method of collection used in the study consider the following:
Is there a clear description of the instrument and how it was used?
Is there a clear description if how the instrument was administered?
Is it likely that subjects would fake their responses?
Are interviewers and observers trained?
Design/Theoretical Framework (8 points)
What kind of approach is being used?
Is there a stated theoretical viewpoint?
Are there any clear weaknesses in the design of the study?
Are the procedures for collecting information described fully?
Is it likely that the researcher is biased?
Is there evidence of trustworthiness built ...
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
Personal Philosophy of Education Paper Instructions & Rubrics.docxssuser562afc1
Personal Philosophy of Education Paper: Instructions & Rubrics
This assignment is due on Monday of Module/Week 7, 11:59 pm (EST).
Using feedback from the other written assignments, the instructions for the Personal Philosophy of Education paper, and the grading rubric for the final Personal Philosophy of Education Paper, write this paper. This is the benchmark assignment for this course, so do your best work. The paper is to be 4 to 5 double-spaced pages (not including the title page, abstract, and reference page) in current APA format and include a minimum of 4 references. Submit the paper in Blackboard through SafeAssign by 11:59 p.m. (ET) on
Monday
of Module/Week 7.
DESCRIPTION OF THE PERSONAL PHILOSOPHY OF EDUCATION PAPER:
This paper is a statement of your personal philosophy of education, which should focus on the purpose of education, which is
why
education is carried out and not so much
how
it is carried out. Your purpose of education is to emphasize the long-range impact you believe education should have on individuals and on society—the outcome of education. As you convey your philosophy, you are to focus on its outcome rather than on the methods, practices, instruction, or classroom activities. Those are tools of carrying out your philosophy; therefore, a simple discussion of teaching strategies does not make up your philosophy of education.
As an academic paper, it is to be supported by the body of knowledge in the field, which is to include references to the literature from educational philosophy, psychology, curriculum, and learning theory. Treat this as a position statement, a persuasive paper. Make declarative statements of “ought” and “should.”
HEADINGS:
To ensure the paper meets the requirements of the grading rubric, you are to include the elements listed below. Note the required headings that are to be placed in the same order in your paper as they appear in the outline below.
1.
Title Page
a.
Title:
Consider the title of your paper to be your motto, slogan, or bumper-sticker version of your philosophy. It should be clear enough to give the reader some idea of what you believe about the purpose of education. Avoid statements that sound vague or flippant or that focus on the process of education. Consider adding a subtitle. Subtitles can bring clarity to the main title.
b.
Other Information on Title Page
· Student Name
· Liberty University
2.
Abstract
· Write this last as it is a summary of the entire paper.
· Place the abstract after the title page and before the introduction to the paper.
· The abstract should be what you would write on an employment application or what you would say verbally in an interview if asked directly about your philosophy of education.
·
First Sentence:
Write your thesis statement first. It should state what you believe the long-range impact education should have on students and society.
·
Paragraph:
Subsequent sentences should practically explain what you w.
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Literature Review and AnalysisFor the final assignment, stud.docxjeremylockett77
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
Name __________________________________ Writing for Thinking .docxroushhsiu
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
Research Paper Rubric Writing for Thinking Section 03
2 1.5 1 .5
APA Format Running head and page
number are placed correctly
on all pages. Title page
gives title, your name,
University name, course
information, instructor’s
name, date.
Includes 5 or 6 of the
requirements.
Includes 3 or 4 of the
requirements.
Includes 1 or 2 of the
requirements.
APA Style
Abstract
The overall purpose of the
abstract is clear; the abstract
expresses only the main
idea and major points of the
original selection; Word
choice is consistently
efficient and concise.
The purpose is generally
clear; the abstract expresses
only the main idea and most
major points of the original
selection; word choice is
fairly concise.
The purpose wavers; the
abstract does not accurately
express the main idea or
most major points of the
original selection; Word
choice is vague or repetitive.
The purpose is unclear; the
abstract does not convey the
main idea or major points of
the original selection; word
choice is confusing or
misleading.
Citations Includes and cites all data
obtained from other sources
(at least 5 sources). APA
citation style is used
correctly for all citations.
Cites at least 4 sources,
correctly using APA style.
Cites at least 3 sources,
correctly using APA style.
Cites 2 or less sources,
correctly using APA style.
Reference Page Written in APA format with
no errors.
Written in APA format with
1-3 errors.
Written in APA format with
4-5 errors.
Written in APA format with
more than 5 errors.
4 3 2 1
Thesis Statement Clearly and concisely states
the paper’s purpose in a
single sentence, which is
engaging, and thought
provoking.
Clearly states the paper’s
purpose in a single sentence.
States the paper’s purpose in
a single sentence.
Incomplete and/or
unfocused.
Introductory
Paragraphs
Well-developed
introductory paragraph(s)
that contains a clear
explanation, or definition of
the problem, a thesis
statement,
detailed background
information, and gives the
Introductory paragraph states
the problem, but does not
explain using details. Thesis
is stated. Some background
information is included.
Structure of the paper is
previewed.
Introduction states the thesis
but does not adequately
explain the background or
the problem. No structure of
paper is previewed.
Thesis and/or problem is
vague or unclear.
Explanations and
background information is
unclear, not present, or not
related to the topic. No
preview of structure is given.
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
reader an idea of how the
essay is organized.
Bo ...
CHAPTER 2 REVIEW OF THE LITERATUREBesides selecting a quantitaEstelaJeffery653
CHAPTER 2 REVIEW OF THE LITERATURE
Besides selecting a quantitative, qualitative, or mixed methods approach, the proposal or study designer also needs to review the literature about a topic. This literature review helps to determine whether the topic is worth studying, and it provides insight into ways in which the researcher can limit the scope to a needed area of inquiry.
This chapter continues the discussion about preliminary considerations before launching into a proposal or project. It begins with a discussion about selecting a topic and writing this topic down so that the researcher can continually reflect on it. At this point, researchers also need to consider whether the topic can and should be researched. Then the discussion moves into the actual process of reviewing the literature; addressing the general purpose for using literature in a study; and then turning to principles helpful in designing literature into qualitative, quantitative, and mixed methods studies.
THE RESEARCH TOPIC
Before considering what literature to use in a project, first identify a topic to study and reflect on whether it is practical and useful to undertake the study. The topic is the subject or subject matter of a proposed study, such as “faculty teaching,” “organizational creativity,” or “psychological stress.” Describe the topic in a few words or in a short phrase. The topic becomes the central idea to learn about or to explore.
There are several ways that researchers gain some insight into their topics when they are initially planning their research (our assumption is that the topic is chosen by the researcher and not by an adviser or committee member). One way is to draft a brief working title to the study. We are surprised at how often researchers fail to draft a title early in the development of their projects. In our opinion, the working or draft title becomes a major road sign in research—a tangible idea that the researcher can keep refocusing on and changing as the project goes on (see Glesne, 2015; Glesne & Peshkin, 1992). It becomes an orienting device. We find that, in our research, this topic grounds us and provides a sign of what we are studying, as well as a sign useful for conveying to others the central notion of the study. When students first provide their research project ideas to us, we often ask them to supply a working title if they do not already have one written down on paper.
How would this working title be written? Try completing this sentence: “My study is about . . .” A response might be, “My study is about at-risk children in the junior high,” or “My study is about helping college faculty become better researchers.” At this stage in the design, frame the answer to the question so that another scholar might easily grasp the meaning of the project. A common shortcoming of beginning researchers is that they frame their study in complex and erudite language. This perspective may result from reading published articles that have ...
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
Running head COMPLETING THE ANNOTATED BIBLIOGRAPHY1COMPLETI.docxSUBHI7
Running head: COMPLETING THE ANNOTATED BIBLIOGRAPHY 1
COMPLETING THE ANNOTATED BIBLIOGRAPHY 4
Completing the Annotated Bibliography
Student Name
Instructor Name
Date
Thesis Statement: Convert your research question into. a thesis statement, type your thesis statement here.
Annotation 1: Scholarly Article 1:
Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article.
Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be at least two paragraphs long and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source.
2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your research question.
Annotation 2: Scholarly Article 2:
Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article.
Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be at least two paragraphs long and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source.
2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your research question.
Annotation 3: Web Page 1:
Reference: Include a complete reference for the source. Format your reference according to APA style for a website.
Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be at least two paragraphs long and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and eleme ...
THEORETICAL REVIEW Please read through these extensive assignmen.docxsusannr
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-QualCritiques written o.docxwhittemorelucilla
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-Qual
Critiques written on articles that are not research articles will receive no points (0). If you are not sure if your article is a quantitative research article, check with your instructor.
· Students must provide copies of the articles (If a copy of the article is not provided, no grade will be given, resulting in no points (0) for that critique.
· Critiques should be double-spaced, with 12 point font, and 1 inch margins on all sides. Do NOT use a cover sheet.
· Organize your paper into paragraphs using the subsections and headings listed below.
· Total length of the critique should not be longer than 4 pages.
SPECIFIC DIRECTIONS and SCORING CRITERIA
(1) Identify the research article using the APA reference format (2 points)
(2) Summarize BRIEFLY (no more than ¾ page) (10 points)
· Research problem
· Research design
· Sample
· Instruments
· Method of analysis
· Conclusion
Critique:
(3) Introduction and Literature Review (4 points)
Use the criteria to evaluate the article. Prepare a written critique according to the criteria set. You do not need to answer each specific question. Summarize and cover the relevant points.
Criteria
Is the general purpose of the study clear?
Is the study significant? Will it make a practical or theoretical contribution?
Is the introduction well organized and clear?
Is the review comprehensive?
Is the review up to date?
Is there an emphasis on primary sources?
Is there a critical review or summary of findings?
Is the review well organized? Does it contain extraneous information?
Does the review clearly relate previous studies to the current research problem?
Does the review help establish the importance of the research?
(4) Research Problem or Question (2 points)
Is the problem or question clear and concise?
Does the problem communicate the type of research and population?
Is the context clearly delineated?
Methodology: Sampling (4 points)
Is the population described adequately?
Is the sample clearly described?
Is the method of selecting the sample clear?
Could the method of selection affect the results?
Are subjects likely to be motivated to give biased responses?
Is the sample known to the researcher? Could this result in researcher bias?
Methodology: Data Collection(5 points)
For each method of collection used in the study consider the following:
Is there a clear description of the instrument and how it was used?
Is there a clear description if how the instrument was administered?
Is it likely that subjects would fake their responses?
Are interviewers and observers trained?
Design/Theoretical Framework (8 points)
What kind of approach is being used?
Is there a stated theoretical viewpoint?
Are there any clear weaknesses in the design of the study?
Are the procedures for collecting information described fully?
Is it likely that the researcher is biased?
Is there evidence of trustworthiness built ...
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
Personal Philosophy of Education Paper Instructions & Rubrics.docxssuser562afc1
Personal Philosophy of Education Paper: Instructions & Rubrics
This assignment is due on Monday of Module/Week 7, 11:59 pm (EST).
Using feedback from the other written assignments, the instructions for the Personal Philosophy of Education paper, and the grading rubric for the final Personal Philosophy of Education Paper, write this paper. This is the benchmark assignment for this course, so do your best work. The paper is to be 4 to 5 double-spaced pages (not including the title page, abstract, and reference page) in current APA format and include a minimum of 4 references. Submit the paper in Blackboard through SafeAssign by 11:59 p.m. (ET) on
Monday
of Module/Week 7.
DESCRIPTION OF THE PERSONAL PHILOSOPHY OF EDUCATION PAPER:
This paper is a statement of your personal philosophy of education, which should focus on the purpose of education, which is
why
education is carried out and not so much
how
it is carried out. Your purpose of education is to emphasize the long-range impact you believe education should have on individuals and on society—the outcome of education. As you convey your philosophy, you are to focus on its outcome rather than on the methods, practices, instruction, or classroom activities. Those are tools of carrying out your philosophy; therefore, a simple discussion of teaching strategies does not make up your philosophy of education.
As an academic paper, it is to be supported by the body of knowledge in the field, which is to include references to the literature from educational philosophy, psychology, curriculum, and learning theory. Treat this as a position statement, a persuasive paper. Make declarative statements of “ought” and “should.”
HEADINGS:
To ensure the paper meets the requirements of the grading rubric, you are to include the elements listed below. Note the required headings that are to be placed in the same order in your paper as they appear in the outline below.
1.
Title Page
a.
Title:
Consider the title of your paper to be your motto, slogan, or bumper-sticker version of your philosophy. It should be clear enough to give the reader some idea of what you believe about the purpose of education. Avoid statements that sound vague or flippant or that focus on the process of education. Consider adding a subtitle. Subtitles can bring clarity to the main title.
b.
Other Information on Title Page
· Student Name
· Liberty University
2.
Abstract
· Write this last as it is a summary of the entire paper.
· Place the abstract after the title page and before the introduction to the paper.
· The abstract should be what you would write on an employment application or what you would say verbally in an interview if asked directly about your philosophy of education.
·
First Sentence:
Write your thesis statement first. It should state what you believe the long-range impact education should have on students and society.
·
Paragraph:
Subsequent sentences should practically explain what you w.
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docxelbanglis
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
Exercise Package 2 Systems and its properties (Tip Alwa.docxelbanglis
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docxelbanglis
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docxelbanglis
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docxelbanglis
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docxelbanglis
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docxelbanglis
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How libraries can support authors with open access requirements for UKRI fund...
ESSAY PLANNER before submission remove the instructions (in br.docx
1. ESSAY PLANNER
**before submission remove the instructions (in brackets),
only include your work
Add a ‘working title’ here.Introduction
Opening Sentence: (One sentence on the essay topic – time,
place, context: where is the issue/what is the issue/when is/did
it occur? Be SPECIFIC. Avoid broad sweeping statements such
as “The whole world faces a crisis…” OR “Since the dawn of
time…”.)
Essential background information that the reader needs to get
the CONTEXT/SIGNIFICANCE. Do NOT go into huge detail
here. The body paragraphs are for detail and explanation.
Guide the reader into your specific thesis focus.
Thesis: (Clearly state your argument with the position you are
taking and the implications/because/so what/why this is
significant. Avoid the use of personal pronouns. Do NOT
phrase this as a question – it is the answer to your initial
research question)
Body
(One point discussed per paragraph)
Key Point 1: (Topic sentence to introduce focus of paragraph.
Do NOT include quotes or references in the topic sentences.
The topic sentence should be YOUR words and allow the reader
a snapshot of the main idea of the paragraph)
2. Explanatory Sentence: (Why is this important to the focus of the
essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support
point, counter argument)
Linking Sentence: (States how the point in this paragraph can
be further supported by the next key point or link it back to the
thesis)
(One point discussed per paragraph)
Key Point 2: (Topic sentence to introduce focus of paragraph.
Do NOT include quotes or references in the topic sentences.
The topic sentence should be YOUR words and allow the reader
a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the
essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support
point, counter argument.)
Linking Sentence: (States how the point in this paragraph can
be further supported by the next key point or link it back to the
thesis.)
3. (One point discussed per paragraph)
Key Point 3: (Topic sentence to introduce focus of paragraph.
Do NOT include quotes or references in the topic sentences.
The topic sentence should be YOUR words and allow the reader
a snapshot of the main idea of the paragraph.)
Explanatory Sentence: (Why is this important to the focus of the
essay? Links to thesis)
Evidence: (Basic explanation, Examples, quotes, to support
point, counter argument.)
Linking Sentence: (States how the point in this paragraph can
be further supported by the next key point or link it back to the
thesis.)
Conclusion
(What the essay was about – link to thesis. Remind the reader
of the main argument)
Summary of Key Points.NO new information – you can restate a
key point or use new words/paraphrase a main point but do no
introduce new ideas:
Concluding Sentence: (Final stance on essay topic.)
Reference List
Edit your Reference list to show the 5 + 1 (minimum) sources
you plan to use, as cited in your plan
4. Assignment Pack
CU1000 English for Academic Purposes
Study Period 53
2019
James Cook University
School of [Insert School] [Insert Subject Code]
5. Page 2
SOURCES FOR CRITICAL ESSAY
Read the instructions in the Subject Outline before commencing
the final
written assignment – critical essay.
Topic
Discuss the most important characteristics of a successful adult
learner enrolled in
tertiary education in a digital era.
N.B. ‘An adult learner’ refers to anyone seventeen or over who
is enrolled in a
university or other formal tertiary education institution.
Use at least five (5) sources provided below.
Plus at least one (1) originally sourced academic text
(i.e. a text you found yourself)
3
Final Essay source material
6. Please note when reading this material:
The numbers that appear in front of the quotes are page
numbers. APA style requires you to
quote page numbers after every direct quote.
Ellipses (…) indicate material has been omitted that is not
relevant to the topic; as the
instructions above state, you only need to draw on the material
provided here.
Citations are not provided in APA style. You must demonstrate
your knowledge of APA by
ensuring the citations conform to APA style in the in-text
citations and reference list in the
essays. In some cases, your ability to find citation information
online may be tested.
However, there is no need to research any further material.
Source one
Title: Garrison’s model of self-directed learning: preliminary
validation and the relationship
to academic achievement
7. Author: Sabry M.bd-El-Fattah
Source: Spanish Journal of Psychology 13.1 Nov 2010 p.586-
601
587: Self-directed learning (SDL) is a central concept in the
study and practice of adult
education (Brockett & Hiemstra, 1991)…However, SDL has
largely been defined in terms of
external control and facilitation, rather than internal cognitive
processing and learning.
To address these concerns, Garrison (1997) proposed a SDL
model which integrated external
management (contextual control), internal monitoring (cognitive
responsibility), and
motivational (entering and task) factors associated with learning
in an educational context.
According to Garrison (1997), self-management concerns task
control issues including the
enactment of learning goals and the management of learning
resources and support. Task
control is determined by balancing the factors of proficiency,
resources and interdependence.
Proficiency represents the abilities and skills of the facilitator
and the learner. Resources
8. encompass a range of support and assistance available in an
education setting.
Interdependence reflects institutional or subject norms and
standards as well as a learner’s
integrity and choice. Self-management of learning represents a
collaborative experience
between teacher and learner. The teacher maintains an
appropriate dynamic balance of
external control necessary for successful educational outcomes.
Another component of Garrion’s SDL model is self-monitoring.
It addresses the cognitive
and metacognitive processes which include monitoring the
repertoire of learning strategies as
well as awareness and an ability to think about thinking. It is
the process where the learning
takes responsibility for the construction of personal meaning
through integrating new ideas
and concepts with previous knowledge.
Lastly, motivation helps initiate and maintain effector towards
learning and the achievement
of cognitive goals.
4
9. The literature on SDL asserts that self-directed learners
demonstrate great awareness of their
responsibility in making learning meaningful and monitoring
themselves (Garrison, 1997).
They were found to be curious and willing to try new things,
view problems as challenges,
desire change, and enjoy learning (Temple & Rodero, 1995).
Guthrie, McGough, Bennett,
and Rice (1996) reported that in a Concept-Oriented Reading
Instruction (CORI) program,
self-directed learners demonstrated the ability to search for
information in multiple texts,
employ different strategies to achieve goals, and to represent
ideas in different forms
(drawing and writing). Morrow and Young (1997) observed that
with proper planning and
implementation, self-directed learning can encourage students
to develop their own rules and
leadership patterns. Thus, self-directed learners take
responsibility for the construction
588: of personal meaning, initiation and maintenance of effort
toward learning tasks, and
achievement of cognitive goals, and therefore they are more
10. likely to be promoted as high
achievers (Garrison, 1997).
Several studies have reported a significant positive relationship
between SDL and academic
achievement in a traditional classroom setting (Darmayanti,
1994), a non-web based distance
learning setting (Hsu & Shiue, 2005), a web-based learning
setting (Haron, 2003), and a
distant education setting (Harriman, 1990). Other studies have
reported a significant positive
relationship within a specific content areas including nursing
(Savoie, 1979), social and
political sciences (Anderson, 1993), business (Morris, 1995),
business, communication,
public administration, and hospitality management (Ogazon,
1995), and biology (Haggerty,
2000). In a recent study, Stewart (2007), for example, found a
positive relationship between
SDL readiness and the overall learning outcome ratings in
project-based learning in
engineering with self-management being the strongest predictor.
593: This means that increasing a learner’s control through self-
management brings with it
11. elevated responsibilities, particularly with regard to the learning
process itself and the
construction of meaning. The immediate benefit of increased
self-management is increased
awareness of the need to make learning more meaningful, that
is, to take greater
responsibility in the monitoring of the learning process itself. It
is difficult to get learners to
accept responsibility for meaningful learning outcomes when
they have little control of, and
input into, the learning process (Garrison, 1991, 1997).
594: Finally, the analyses of the present study indicated a
relationship between SDL aptitude
and academic achievement. These findings can also be
explained within the framework of the
self-regulated motivational literature which indicates that
successful learners have more
effective and efficient learning strategies for accessing and
using their knowledge, are self-
motivated, and can monitor and change their strategies to
improve their learning outcomes
(Corno, 1989; Pintrich & DeGroot, 1990). When learners
recognize their learning needs,
12. formulate learning objectives, select contents, draw up learning
strategies, procure teaching
materials and media, identify additional human and physical
resources and make use of them,
and they themselves organize, control, inspect, and evaluate
their own learning, they are more
likely to perform highly on learning tasks.
5
Source two
Sanacore, Joseph. (2008). Turning reluctant learners into
inspired learners. Clearing House:
A Journal of Educational Strategies, Issues and Ideas , 82(1),
40-44. Retrieved from
http://search.proquest.com/docview/196893799?accountid=1628
5
40: Creating a foundation for academic success requires a
number of factors, and in the
forefront is motivation. Although some students come to school
highly motivated, others are
13. reluctant to learn.
According to Protheroe (2004), reluctant learners do not
complete tasks, do avoid challenges,
and are satisfied with just getting by. They are often capable of
excelling but do not seem
concerned about achieving in school.
…Another related issue is how these individuals perceive
themselves. If they consistently
receive negative comments about their school performance, they
may develop low self-
esteem, low-efficacy, or learned helplessness. When students
believe they are incapable of
completing meaningful assignments, their motivation to learn
diminishes.
41: What is motivation?
Ryan and Cooper (2007b) write that “the intrinsic rewards of an
occupation are the internal
psychic or spiritual satisfactions one receives from one’s work,
such as a personal sense of
accomplishment or an enjoyment of the work itself” (5).
Although seemingly idealistic when
14. applied to students, moving from reluctance to inspiration
requires a serious shift in
classroom philosophy and practice.
…Specifically, teachers need to remind themselves that
emphasizing external constraints
weakens intrinsic motivation and performance. These
constraints include surveillance,
deadlines, bribes, threats, evaluation by others, and rewards.
How can we turn reluctant learners into inspired learners?
One major goal of educators is to increase their students’
independence and interest in
learning. Although tokenism can be useful to immediately hook
reluctant learners, teachers
should not forget the big picture.
Create a learning environment that is encouraging and
challenging.
Whether we are teaching or learning, we all benefit from
support. Reluctant learners, in
particular, thrive on a balance of being praised for specific
accomplishments and challenged
15. to attain high expectations.
42: Provide students with opportunities to make learning
choices.
Students’ self-determination flourishes when they have some
degree of power and control
over classroom activities, but their self-determination is
compromised, or negated, when
teachers require them to rigidly follow curricula, rules, and
assessments.
By giving students freedom to act responsibly, we increase their
autonomous behavior, which
in turn elicits cognitive flexibility, high task interest, positive
emotion, creativity, and
persistence (Clifford 2007;Deci and Ryan 1987).
Increase students’ participation in classroom activities.
Some students participate minimally during classroom activities
because they are bored, shy,
embarrassed, nonresilient, passive, or learning disabled.
Furthermore, individuals who fail
http://search.proquest.com/docview/196893799?accountid=1628
5
16. 6
repeatedly or who perceive academic requirements to be
irrelevant to their lives might refuse
to demonstrate effort in fulfilling curricular requirements.
43: Encourage students to love learning. If teachers provide
optimal conditions for enjoying
learning, students will likely develop intrinsic motivation to
learn. Encouraging intrinsic
learning, however, can sometimes be as much of a challenge for
teachers as it is for students
attempting to develop an inner desire to learn.
Source three
Bruce, Christine S., Hughes, Hilary E., & Somerville, Mary M.
(2012) Supporting
informed learners in the 21st century. Library Trends, 60(3), pp.
522-545.
522: This paper elaborates the idea of informed learning (the
kind of learning made possible
through evolving and transferable capacity to use information to
learn), as an important
17. aspect of information literacy, and a key to realising the
potential of the information society.
…In the last ten years information literacy has taken the
international political stage,
receiving a high level of profiling that has ushered the agenda
into a new era. The United
Nations Educational and Scientific Organisation (UNESCO), the
United States
National Forum for Information Literacy (NFIL), and the United
States National Commission
for Library and Information Science
523: (NCLIS) in particular have engaged in international and
crosssectoral advocacy,
establishing the value of information literacy in all parts of
society. At the same time, we
have seen the widespread adoption of information literacy and
lifelong learning as required
graduate attributes in many educational institutions and
professional associations.
525: Attention to the question of diversity and contextualisation
[of information literacy
learning] must involve asking: what does effective information
18. use look like across contexts,
national borders, complex organisations, and community sub-
cultures, including the
innovative cultures emerging in digital landscapes.
526: The idea of informed learning was developed to direct
attention towards those
interpretations of information literacy that involve using
information to learn. The notion of
learning lies at the heart of information literacy.
…Informed learning may be defined as using information to
learn. It is learning through
engaging with or interacting with information.
527: Thus, informed learning is a holistic pedagogy (Bruce &
Hughes, 2010), which builds
upon information skills and develops effective, critical,
creative, reflective and ethical
information use for learning in any of life’s paths.
…It [informed learning] encourages learners to become aware
of themselves as information
users, of what informs them and how they are being informed
and transformed, as learners.
19. Informed learning occurs as people encounter information, as
they engage with information
in any context and work with it to ‘form’ their information
using experiences. Informed
learning is grounded in, and emerges from, the information
practices of professional,
community or academic life. Information
528: practices are here interpreted as broad processes of
information use, such as
organizational or personal decision-making, collaborative
design, evidence-based practice,
7
disciplinary research, professional and private problem-solving,
or more focussed activities
such as preparing a travel itinerary, report writing, web-page
development, musical score
composition, or art work creation (Bruce, 2008). By extension,
informed learning is also
grounded in interactive, collaborative information practices
associated with information
exchange and knowledge creation through interactive web
20. technologies.
…Once learners (in whatever role, for example, as parents,
citizens, researchers, or
employees) recognise what constitutes information in their
context, and how they are using
that information to learn, they can be more in charge of their
information environment and
how they encounter, source, control, engage with and learn from
information.
Information might take the form of pictures, sound, or text and
it could be static, moving, two
– or three - dimensional. It may take the form of research
outcomes or community discourse;
it may be an element of our physical environment (Lupton,
2008) or our physical presence
(Lloyd, 2010).
529: Our global information society is one in which much
information is available. An
information literate society is one where people are empowered
to use information for
personal, social, political or economic benefit.
Informed scholars, an informed workforce and an informed
citizenry are key benefits to be
21. gained from an emphasis on informed learning across society.
Informed scholars are
informed learners in formal learning communities, such as
schools, universities and research
centres, who engage with information to learn in various ways.
An informed workforce,
similarly, is one that adapts to change, innovates and uses
knowledge creatively and wisely
for many purposes. An informed citizenry is a community of
citizens that uses information
effectively to learn for health, financial, educational, political,
recreational and other
purposes. The following sections identify key experiences of
these groups.
Informed scholars use information to learn individually and
collectively. This occurs
naturally throughout the transformative inquiry processes in the
disciplinary,
multidisciplinary, and transdisciplinary information practices
associated with study and
research.
530: In contemporary profit and not-for-profit environments,
organisations worldwide are
22. experiencing increasing complexity. Therefore, workplace
communities must necessarily
become engaged in informed learning. In maintaining
competitiveness or market-niche and in
anticipating current and potential clients’ expectations,
awareness of and capacity to use
information to learn as individuals, in teams and within the
wider organisation is vital.
531: In the wider community, people need to use information to
learn for everyday life
purposes in a wide variety of contexts. For example, individuals
engage in informed learning
to pursue interests around health, finance, politics, recreation or
religion, in settings that
include libraries, cultural heritage centers, voluntary
organizations, social clubs, and online
forums.
535: Supportive scholarly contexts, such as schools, universities
and research centres, are
learner-centred and foster collaborative and independent
learning. Vital elements of informed
learning in scholarly contexts include: reflective learning,
23. which promotes inquiry, reflection,
and problem-solving; thoughtful and effective management of
information resources; self-
directed learning individually and in teams; research-based
learning which activates and
extends prior learning; and curriculum that encourages
reflection on the implications for self
and others of learning.
8
Students continuously engage in thoughtful dialog and
reflection about what they are learning
as they engage with their information environment. They are
encouraged to consider how
their learning is influenced by different sources and
technologies and understand which
information processes best suit their learning needs and styles.
(Bruce, 2008; Bruce &
Hughes, 2010; Jacobs, 2008).
Informed educators act as learning guides and consultants to
their students, fostering
independent research and co-creation of new knowledge. They
24. ensure students are equipped
with understandings and capabilities to take advantage of a
range of established and emerging
technologies and to interact safely, responsibly and
productively in online
environments. Informed educators embrace social and cultural
diversity, creating inclusive
learning environments that enable students to share varied
knowledge and experiences and so
develop rich, inquiring and mutually respectful world views.
Librarians, technologists,
learning designers, learning support staff as well as discipline
based teachers must all work
together to support such contexts.
537: While ICTs [information communication technologies] are
important and influential
sources of information, they often represent barriers for those
struggling to use the
technologies due to limited capabilities or access. Today’s
digital/virtual environments make
it harder for people to be information literate (Lorenzo &
Dziuban, 2006). The sheer volume
of content and software available makes successful and creative
25. use of what is available an
ongoing challenge. A British report shows that while people
may use technology extensively,
they do not have the capabilities required to make the most of
their information
environments, due to limitations in their information literacy
(Rowlands & Nicholas, 2008).
High levels of technology without informed learning or
information skills of the conceptual
kind may mean that we become poor learners.
538: A writer must seek history, context, inspiration,
collaboration and review with or
without technology. While technology may simplify or make the
process more complex, it
may also act as a barrier or may add new facets to the
experience.
Source four
Humanities 2.0: E-Learning in the Digital World
Guerlac, Suzanne
Representations; Fall 2011; 116; ProQuest Research Library
26. pp. 102-128
102: The global economy is changing at a dizzying pace, largely
because of the accelerating
speed of information technology.
…Knowledge, in this context, is redefined. It no longer serves
us with the task of solving the
mysteries of the physical world, of constructing an orderly
sense of the past, or of shaping a
share culture heritage. It is now placed in the service of, and
often identified with, innovation.
Knowledge implies the effective management of information
and the conversion of it into
capital. Learning is re-definted in accordance with software
platforms that link corporate
training for employees and the delivery of content. E-learning
gathers both together in a new
business of education that is now tracked by financial
specialists as a new profit sector.
103: The global competition in e-learning generates new
software capabilities, which in turn
stimulate domestic demand for online alternatives to traditional
education at all levels.
27. 9
106: With e-learning the discourse of public education—access,
affordability and so on—
flips over to become a discourse of revenue production and cost
effectiveness in the business
of education.
108: In 1994, the sociologist Martin Trow noted the “tendency
of ICTs [information
communication technologies] to blur and weaken institutional
and intellectual boundaries of
all kinds.” One of the most significant boundaries was the one
between public and private/
the combination of higher tuition, increased enrollments and the
e-learning solution bring the
public university closer and closer to the business model of for-
profit institutions of higher
education.
110: Obviously, e-learning is best suited to “right answer”
disciplines such as basic
28. mathematics, foreign languages, business at an introductory
level, engineering and computer
services, as well as skills training. Blended approaches [use of
both online and face-to-face],
however, can incorporate experiments with the potential of
digital media to enrich teaching
and research in the humanities.
Countering those who, Cassandra-line, announce the demise of
the humanities (Stanley
Fisher being the most vocal, younger voices embrace digital
tools they believe capable of
regenerating the humanities, which they feel have been
weakened by decades of conflict over
issues relating to the cannon, multiculturalism,
interdisciplinarity and the critique of
humanism.
113: Carol Twigg of the National Center for Academic
Transformations estimates that three-
quarters of the costs of colleges and universities are personnel
costs. What is the point of this
expense, which gets passed along to students who incur a
massive debt, if most of what one
29. learns, as John Seely Brown maintains, will become outdated in
five years? What is the point,
when Web 2.0 has taught us that the best way to learn is not
from specialists or professionals
but peer-to-peer collaborations? The new model for learning is
Wikipedia, where
collaboration occurs on a massive scale, and knowledge, always
subject to revision, is
universally available to be remixed or adapted as one sees fit.
115: The task of the humanities becomes one of creating and
critically examining new modes
of knowledge production.
Source five
Karakas, Fahri and Alperen Manisaligil. 2012. Reorienting self-
directed learning for the
creative, digital era. European Journal of Training and
Development. Vol 36, no. 7. Pp.712-
731.
712: As the scale of economic and social changes in Europe
demand new approaches to
30. education and training, the significance and centrality of self-
directed learning (SDL) in
European workplaces is increasing.
713: SDL has been defined as “a process in which individuals
take the initiative, with or
without the help of others, in diagnosing their learning needs,
formulating learning goals,
identifying human and material resources for learning, choosing
and implementing
appropriate learning strategies, and evaluating learning
outcomes” (Knowles, 1975, p. 18). It
has also been defined as an independent pursuit involving a
philosophy of personal autonomy
10
and self-management (Candy, 1991); learners’ psychological
processes that are purposefully
directed to gain knowledge, solve problems, or develop a skill
(Long, 1994); self-directed
study where an individual accepts responsibility for designing
and pursuing an educative
activity (Houle, 1988, p. 92); a training design where trainees
31. master packages of material at
their own pace without instructor’s aid (Piskurich, 1993); and
the most basic response to
newness, problems, or challenges in the environment
(Guglielmino, 2008).
Empirical research has demonstrated a number of positive
effects of SDL in the workplaces
including increased performance (Artis and Harris, 2007), cost
savings in training and
development programs (Durr, 1992; Guglielmino and Murdick,
1997), increased ability for
critical thinking and questioning (Candy, 1991), increased
confidence and problem solving
capabilities (Durr, 1992), sharing knowledge and building
networks with others (Rowland
and Volet, 1996), stronger affective commitment (Cho and
Kwon, 2005), and a sense of
meaning at work (Kops, 1997).
714: The dramatic shifts in technology and the workplaces are
transforming the landscape
and dynamics of SDL. Some of the technological shifts include
the popularisation of online
learning or web-based learning, digital tools, Web 2.0
32. technologies, social networking tools,
and social media (Song and Hill, 2007). The new learning
environments are convenient,
versatile, enjoyable, non-linear, interactive, and
user-tailored (Fischer and Scharff, 1998; Candy, 2004). In this
context, self-directed
learners’ responsibility, control, and effectiveness are higher
than the past (Vonderwell
and Turner, 2005). Furthermore, with the help of these
technologies self-directed
learners are constructing knowledge instead of recording or
memorising it (Harel and
Papert, 1991).
Web 2.0 technologies (i.e. web-based interactive and connective
read/write
technologies) are at the heart of this new digital ecosystem. The
new generation
internet tools, so-called Web 2.0 technologies (O’Reilly, 2005)
have fostered the growth
and popularisation of web-based communities, social
networking sites, video sharing
sites, wikis, and blogs. Web 2.0 technologies have changed the
digital ecosystem such
33. that information is constantly being generated, updated, and
converged into new
patterns and forms expanding the utility and life of the original
content.
715: We describe five transformations that characterise the
changing landscape of
learning in the creative digital age:
(1) virtual collaboration;
(2) technological convergence;
(3) global connectivity;
(4) online communities; and
(5) digital creativity; which we will describe in terms of their
implications for SDL
716: Virtual collaboration
The first transformation is virtual collaboration, which is best
described in the
path-breaking work of Tapscott and Williams (2006):
“Wikinomics”. Wikinomics is defined
as the new art and science of collaboration (Tapscott and
Williams, 2006)
34. where billions of connected people collaborate and participate
in innovation, wealth
creation, and social development on the virtual global platform
of the Internet.
717: These trends have been changing the nature and the face of
SDL. In the past,
self-directed learners pursued learning in relative isolation
(listening to radio or TV,
11
receiving information by post, or using CDs). SDL now takes
place in collaborative
virtual environments where users share knowledge, offer each
other resources,
recommend learning tips, and exchange ideas with each other.
Technological convergence
The second transformation entails the convergence of new
technologies of information
and communications. Technological convergence is the
principle that the various
media, such as radio, TV, newspapers, CD players, video
35. recorders, telephones, mobile
devices, and the Internet, are all coming together to form one
global information
channel.
The implication of technological convergence is that employees
can use a variety of
digital tools and mobile devices available to them (including
iPhone, iPad, Blackberry,
social networking sites, video sharing sites, wikis, and blogs)
for continuous learning
in their lives.
718: Global connectivity
The third transformation is global connectivity; which can be
defined as the ability to
link or connect to the internet – the global brain – providing
access to worldwide
online information resources just by sitting in front of and
clicking on your computer,
laptop, or mobile device.
One significant implication of global connectivity is that
individuals act and feel as
global citizens of a hyper-connected knowledge platform. There
36. is a natural affinity and
alignment between SDL and global
connectivity. As self-directed learners are embedded in a set of
relationships and
networks within the digital ecosystem, they are well equipped to
be active citizens and
informed decision makers in a hyper-connected society.
719: Online communities
The fourth transformation is the usage of internet platforms and
new media for social
change and community benefits. The new media, also called
“social media” has been
used extensively by social movements to educate, communicate,
lobby, protest,
fundraise, democratise information and increase social
awareness.
In sum, online communities enable self-directed learners to:
. pursue hobbies or share similar interests and passions with
like-minded people;
. expand their networks and meet new people;
. post queries and learn from experts or peers;
37. . engage in meaningful and lively conversations; and
. engage in issue-oriented non-partisan social activism.
720: Digital creativity
The final transformation is the increasing importance of
creativity and innovativeness
in digital platforms and future business models. Creativity is
becoming increasingly
significant to find new ways to bridge and resolve wider global
issues, social divides,
and poverty gaps of the twenty-first century (Waddock, 2007).
721: In this new paradigm, self-directed learners can:
. customise and design their learning based on their unique
needs, skills, and
interests;
. build on their inner creative abilities and strengths; and
. hold responsibility for planning, implementing and evaluating
their own
12
38. learning processes (Brockett and Hiemstra, 1991; Park, 2009).
Source six
Cari Kenner and Jason Weinerman. ‘Adult Learning Theory:
Application and non-traditional
students.’ Journal of College Reading and Learning. 41 (2): 87-
96.
89: Adult Learning Strategy and Theory
Schraw and Moshman (1995) lay out three metacognitive
frameworks that identify how
people structure their own learning theories. These three
frameworks are tacit theory,
informal theory, and formal theory. Academic experts use the
formal theory when they apply
complex theoretical frameworks to generate new knowledge
(Schraw and Moshman, 1995).
As formal theory is rare and only found within the higher
realms of academic expertise, it
will not be discussed further in this article.
Tacit theory frames the acquisition of metacognitive skills as
occurring without any specific
learning framework. According to tacit theory, adult learners
39. acquire their metacognitive
skills from peers, teachers, and the local culture. Adult learners
likely have these skills deeply
ingrained into their conceptual framework, which may make it
difficult for them to change,
regardless of the degree of error resulting from a flawed tacitly-
developed learning theory
(Guzzetti, Snyder, Glass, & Gamas, 1993).
90: One step up the formalization chain of individual
metacognitive theory is informal
theory, describing the learner as possessing some recognition of
metacognition. Individuals
who use informal theory still acquire their metacognitive skills
over time from their peers and
their environment, but they have at least a rudimentary
conscious thought process regarding
their metacognitive framework (Schraw & Moshman, 1995). For
adult students, much of
their informal metacognitive strategies develop in workplace
environments, where
metacognitive development is recognized by their peers as a
sign of wisdom, which brings
together intelligence, experience, and reflection (Prewitt, 2003).
40. Adult learners beginning their post secondary education are
likely to have a gap in their
academic development process.
91: Instead of continuing to acquire academic knowledge and
skills, they have increased the
development of practical knowledge in the workplace.
While this practical knowledge is useful in navigating daily life,
it likely proves inadequate in
meeting the specific challenges of the academic environment.
Entry level coursework can provide activities for adult learners
to compare academic and
non-academic knowledge. Specific questions that can encourage
adult learners to compare
their practical knowledge with the skills needed in their
academic career can include
analyzing citation usage in academic writing but not in
professional memos and the role of
first person in different writing forms. Other material that can
be presented in this framework
include introducing the role of bias and informational versus
persuasive writing styles. These
additional assignments can demonstrate that not all written
41. material needs to be taken as the
ultimate truth.
92: Framing
As adult learners are likely to be more task and goal-oriented
(Knowles, 1984), it is important
to frame their reintroduction to collegiate learning in such a
way that they can see the benefits
as directly relating to their academic careers.
13
93: By understanding their existing learning preferences, adult
learners can compare the new
study strategies taught in the developmental courses with their
previous learning models.
Since many adult learners will have models based on practical
knowledge from workplace
environments, the newer models should prove superior in the
academic environment.
Source seven
Littlejohn, A. H. Beetham and L. McGill
42. Journal of Computer Assisted Learning
‘Learning at the digital frontier: a review of digital literacies in
theory and practice.’ 2012.
Volume 28. 547-556.
547: Digital forms of information and communication are
transforming what it means to
work, study, research, express oneself, perhaps even to think.
These transformations
challenge the core business of universities – to produce and
disseminate knowledge through
research and teaching – and could have a profound impact on
learning.
These changes are framed by a number of societal trends. First,
workplaces are being
transformed such that production and practice are increasingly
knowledge
driven (Hardt&Negri 2008, p. 290). Not only are workplaces
making extensive use of
networked technology, they are beginning to model themselves
on such technologies,
becoming distributed, dynamic and highly mediated
environments (Fiedler & Pata 2009).
43. Second, work problems are becoming more complex such that
people have to constantly
build new knowledge to solve these problems, requiring
updating of expertise and continuous
learning (Fiedler & Pata 2009; Littlejohn et al. 2012). Third,
people are regularly and
repeatedly transitioning into new roles and careers,
necessitating lifelong learning (Kirpal et
al. 2007). Fourth, expertise is becoming more distributed,
creating a need to learn across sites
(Ludvigsen et al. 2011). Finally, learning itself is increasingly
mediated by technology and is
being redefined by technology.
Digital literacy is, therefore, becoming central to what higher
and vocational (further)
education can offer. By ‘digital literacy’ we mean the
capabilities required to thrive in and
beyond education, in an age when digital forms of information
and communication
predominate.
549: The formulation of literacies as ‘social practices of using
codes for making and
exchanging meanings’ (Street 1996) reappeared continuously
44. throughout the literature.
‘Social practices’ here signify not only that the relevant
activities involve other people, but
that they are situated in specific social and cultural contexts
from which they derive their
meaning and on which they are significantly dependent for their
performance. Similarly
‘making and exchanging meanings’ are informational and
communicational activities whose
value is determined by factors extending beyond the immediate
context. The word
‘knowledge’ can be used to denote this value, and has
historically been used to assert the
cultural value of meaning-making practices acquired through
formal education and training.
550: An understanding of literacies as situated knowledge
practices has several implications
for the development of digital literacies by learners, for which
there is some support in the
available research.
First, literacies must be foundational capabilities such as
reading, writing or numeracy on
which more particular skills depend. Literacies (and their lack)
45. will therefore have a lifelong
and lifewide impact. They are practices without which a learner
is impoverished in relation to
culturally valued knowledge. On these grounds, it makes sense
to talk about literacy, or
literacies, of the digital. Governments around the world have
begun to acknowledge an
14
entitlement to digital capability alongside the entitlement to
read-write literacy and numeracy
for their citizens.
Second, extended literacy practice should be developed
continuously. Literacies are acquired
through continued development and refinement in different
contexts, not through one-off
instruction (see for example Bruner 1990; Graff 1995). Personal
styles and preferences will
emerge, just as with writing or musical and artistic expression.
Third, the digital practice that emerges in a complex situation
such as a learning activity will
46. involve an interaction between personal capabilities or
dispositions and the environment
supporting action. There is emerging evidence, discussed in
detail in the next section, that
transferring digital capabilities from one environment to another
– from social life to learning
for example – is more problematic for learners than has been
acknowledged (Cranmer 2006;
Facer & Selwyn 2010). Tacit situational knowledge seems to
play a vital role in competent
performance, as does participation with competent others in
digitally mediated environments
(Fowler & Edwards 2005). The implication for learner
development is clear. Generic virtual
environments such as virtual learning environments (or learning
management systems) and
search engines support the practice of generic digital
capabilities. It is participation in subject
specific tasks, with (where relevant) subject-specialist
technologies, that enables learners to
become competent actors in specialized knowledge
communities.
Fourth, and relatedly, digital literacies must have a bearing on
47. individual identity –
specifically on how one adopts a stance towards knowledge in
digital forms.
551: Finally, literacies are continually evolving in response to
changes in the technical,
epistemological, and cultural order. Changes associated with the
‘digital’ age include the
need to adopt multiple modes of meaning making (Kress 2003;
Siemens 2006; Seely
Brown &Adler 2008) because of a multiplicity of available
media and the rise of hyperlinked
and hybrid media forms.
Therefore, digital literacy extends beyond technical
competence, such as the ability to form
letters in writing, or use a keyboard. Digitally based knowledge
practices are meaningful and
generative of meaning: they depend on the learner’s previous
experiences (Goodyear & Ellis
2008), on dispositions such as confidence, self-efficacy and
motivation (Candy 1991), and on
qualities of the environment where that practicetakes place,
including of course the available
48. digital technologies (Engeström 1999). Digital literacies are
both constitutive of and
expressive of personal identity.
However, other research has highlighted the difficulties of
transposing practices from social
contexts into formal learning (Cranmer 2006; Facer&Selwyn
2010). Some aspects of
learners’ everyday practices with technology are in fact at odds
with the practices valued in
traditional academic teaching and assessment, as we argued in
an earlier work (Beetham
2009). For example, academics report that learners struggle
particularly with tasks of
judgement and evaluation, and with issues of originality in
representing their ideas. These
have always been difficult issues for students, but they are now
being posed in a context
where identities are being constantly renegotiated online, where
new ideas become instantly
available in multiple fragments and copies and reinscriptions of
themselves, and where ‘the
power of the crowd’ dominates how opinion is expressed.
49. 15
Source eight
Jeff Shephard and Barbara Mullins. 2012, ‘Balancing Act: A
Phenomelogical Study of
Female Adult Learners who successfully persisted to graduate
school.’ The Qualitative
Report. Vol 17, 1-21.
1: After a significant review of literature related to adult
learning, Cross (1981) found there is
“enough consistency in the findings to give a generalized
picture of what people say deters
them from participating in adult learning activities” (p. 98). She
grouped these deterrents into
situational, institutional and dispositional barriers, describing
them as follows:
Situational barriers are those arising from one’s situation in life
at a given time. Lack of time
due to job and home responsibilities, for example, deters large
numbers of potential learners
in the 25– to 45–year–old age group. Lack of money is a
50. problem for young people and
others of low income. Lack of child care is a problem for young
parents; transportation is a
situational barrier for geographically isolated and physically
handicapped learners.
Institutional barriers consist of all those practices and
procedures that exclude or discourage
working adults from participating in educational activities –
inconvenient schedules or
locations, full–time fees for part–time study, inappropriate
courses of study and so forth.
Dispositional barriers are those related to attitudes and self–
perceptions about oneself as a
learner. Many older citizens, for example, feel that they are too
old to learn. Adults with poor
educational backgrounds frequently lack interest in learning or
confidence in their ability to
learn. (p. 98)
p. 2 While some may argue the barriers described by Cross
(1981) are dated, we believe they
take on new meanings for adult learners in the 21st century.
4: It is widely known and accepted that higher levels of
educational attainment have a
51. positive effect on individuals, society and higher education
(Bowen, Chingos, & McPherson,
2009; Nevill & Chen, 2007; Wendler et al., 2010). Income
levels for individuals are
positively correlated with educational levels; higher educational
levels increase contributions
to and participation in society; and participation in higher
education benefits academies via
increased enrollment rates and completion levels which has a
positive effect on funding.
5: In the study presented here, Cross’ (1981) barriers for adult
learners were utilized as a
framework for discussion with adult learners who have
successfully persisted in their
graduate studies while maintaining multiple responsibilities in
addition to their academic
pursuits.
18: The three interviews with Alice, Betty, and Charla suggest
that the barriers identified by
Cross (1981) 30 years ago are still relevant for graduate adult
learners. However, it appears
that institutional barriers may be less of an issue than at the
time of her writings due to more
52. learning options for adult learners due to advancements in
technology. For example, Alice
was able to take advantage of an online program to complete her
graduate studies. However,
Betty still had to succumb to inflexible course schedules in
order to complete her graduate
degree. This was a result of her choice to attend an on–campus
program at the same
university where she completed her baccalaureate degree. While
Betty may have been able to
complete her degree via an online program and mitigate the
barriers associated with the
inflexible course schedule and commuting, her comfort level
with a familiar setting – the
campus, faculty and administrators – took precedent.
The institutional barriers that Charla encountered began to form
a dispositional barrier related
to her confidence level and created doubts in her ability to
persist. While Alice may have had
some slight hesitation regarding her abilities to complete a
master’s degree, it was quickly
surmounted when she successfully completed her first major
assignment. Choosing to attend
53. 16
the same university where she completed her baccalaureate
degree gave Betty a sense of
comfort that enabled her to overcome her initial concerns with
the perceived rigors of
graduate school. Like Alice, Betty’s initial experiences in the
classroom made her more
confident and comfortable with graduate studies.
Interview data related to the situational barrier provided rich
material for understanding how
graduate adult learners successfully persist and complete
graduate studies. As most graduate
adult learners will surely have to balance family and work with
their academic desires, keys
to successful persistence can provide hope and
19: The keys to overcoming situational barriers included the
importance of family support,
the ability to prioritize activities and tasks and the unforeseen
benefit of attending graduate
school as an adult.
54. Source nine
Education and Information Technologies 10:1/2, 109–121, 2005.
Self Organising Wayfinding Support for Lifelong Learners
COLIN TATTERSALL ∗ , JOCELYN MANDERVELD, BERT
VAN DEN BERG, REN´E
VAN ES, JOS´E JANSSEN and ROB KOPER
109: Lifelong learning refers to the activities people perform
throughout their lives to
improve their knowledge, skills and competence in a particular
field, given some personal,
societal or employment related motives (Field, 2001). The
European Commission has
designated lifelong learning as one of its priorities, identified
targets for lifelong learning in
Europe, and is monitoring the implementation of strategies in
its member states (European
Commission, 2003).
110: However, taking on new responsibilities is not without its
challenges. Brookfield (1985)
notes that although self-directed learning “has connotations of
autonomy, independence and
55. isolation”, investigations have highlighted that “adults would
like more, rather than less,
assistance in their learning pursuits”. Similarly, Candy (1991)
writes that self-directed
learners are often challenged to assume certain responsibilities,
and that when deciding how
to approach learning tasks, the self-directed learner is
“confronted with the problem of how to
find a way into and through a body of knowledge that is
unknown at the outset. Without the
benefit of any explicit guidance, a self-directed learner is
obliged to map out a course of
inquiry that seems appropriate, but that may involve a certain
amount of difficulty and
disappointment that could have been averted.”
We use the term “Educational wayfinding” to describe the
cognitive, decision-making
process carried out by self-directed learners as they assume
responsibility for choosing
and sequencing their learning events.
111: As a response to this issue of financing support for
lifelong learners, a significant
amount of research has explored the application of information
56. technologies to lifelong
learning support (Dicheva and McLoughlin, 2003; Sinitsa,
2000). Much of this research
revolves around the use of the World Wide Web in lifelong
learning, facilitating the creation
of distributed networks of learning resources (Zahariadis and
Voliotis, 2003). These
educational hypermedia systems (De Bra, 2002) are part of the
Adaptive Hypermedia
research area (Brusilovsky, 2001; Cristea and De Bra, 2002).
The authors of a recent
CEDEFOP thematic workshop report (CEDEFOP, 2003) contend
that Adaptive Hypermedia
Systems (AHSs) are “particularly suited to implementing
lifelong learning . . . because they
17
can tailor the learning environment and content to each
individual learner’s needs and
aptitudes”.
112: The previous section reviewed three sources of wayfinding
support—course designers,
57. attempting to predict efficient paths for lifelong learners,
learner support services, providing
flexible advice but at price, and adaptive hypermedia systems,
still challenged to prove their
practical application. A fourth source can be found in the “other
learners”, a point noted by
Brookfield (1985) when he states that the “successful self-
directed learners . . . place their
learning within a social setting in which the advice,
information, and skill modelling provided
by other learners are crucial conditions for successful learning”.
Source ten
Learn Inq (2007) 1:41–49
DOI 10.1007/s11519-007-0001-5
The paradoxical future of digital learning
Mark Warschauer
41: There is little doubt that this rapid diffusion of new
technologies will broadly
impact the nature of learning and literacy. As Ong (1982) wrote,
‘‘Technologies are
58. not mere exterior aids but also interior transformations of
consciousness, and never
more than when they affect the word’’ (p. 82).
42: However, technology does not transform learning and
literacy by itself, but only in
conjunction with other social and economic factors. This
transitional stage suggests that the
future of learning in the 21st century will be quite complex, as
we strive toward post-
industrial forms of knowledge acquisition and production
without having yet overcome the
educational contradictions and failings of the industrial age. In
the remainder of this essay, I
examine the paradoxes that emerge when we examine three
widely accepted beliefs about the
future of digital learning, related to what people learn, how they
learn, and where they learn
in the digital era.
The first paradox relates to what students need to learn in the
new digital classroom.
A wide range of organizations (e.g., North Central Regional
Educational Laboratory
59. & the Metiri Group, 2003; Partnership for 21st Century Skills,
2004) and individuals
(e.g., Gee, 2003, 2004; Lemke, 1998) have argued that the
literacies of the print era
are being superceded by a new set of digital-age literacies, the
most frequently
mentioned of which are information literacy and multimedia
literacy.
Information literacy refers to the ability to define what sorts of
information are
needed; locate the needed information efficiently; evaluate
information and its
sources critically; incorporate selected information into one’s
knowledge base;
understand the economic, legal, and social issues surrounding
the use of information;
and access and use information ethically and legally (American
Library Association,
2000). Though the need for information literacy pre-dates the
digital era, its
importance has now greatly expanded in a world where vast
amounts of unfiltered
data are available online. The ability to draw on draw rote
answers is inadequate in a
60. world where yesterday’s answers are outdated faster than ever.
Education must
equip students to aim further ahead of a faster target.
43: Multimedia literacy refers to the ability to interpret, design,
and create content that makes
use of images, photographs, video, animation, music, sounds,
texts, and
18
typography (for overviews, see Daley, 2003; Kress, 2003).
Among other things, it includes an
understanding of frame composition; color palette; audio,
image, and video editing
techniques; sound–text–image relations; the effects of
typography; transitional effects;
navigation and interface construction; and generic conventions
in diverse media (Daley,
2003). In the 21st century, multimedia literacy is viewed as
important for occupational
purposes (with an increasing amount of jobs requiring
production of multimodal content),
civic purposes (with full participation in society enhanced by
61. the ability to interpret and
produce multimedia through blogging, podcasting, Website
creation, etc.), and artistic
purposes (with digital photography,digital video, and other
forms of new media emerging as
important forms of art and self-expression).
While the rationale behind the need for both information and
multimedia literacy is thus
clear, what often gets lost in discussions of new literacies is
their relationship to more
traditional literacies of print-based reading and writing. Two
points deserve consideration.
First, the same digital media that are fostering the need for new
literacies are also making
traditional literacies more valuable then ever before. For
example, the development of a
computer-based informational economy has brought about the
loss of millions of
manufacturing, mining, and agricultural jobs in the US that
demanded little or no literacy,
while creating in their place large numbers of office jobs
requiring substantial amounts of
reading and writing (see discussion in Warschauer, 2006).
62. Second, competence in traditional literacies is often a gateway
to successful entry into the
world of new literacies.
44: None of this negates the necessity of promoting multimedia
literacy and information
literacy in schools, but approaches need to be found that
simultaneously develop diverse
students’ reading, writing, cultural literacy, and academic
literacy, rather than relying on
basic drills (see, for example, Becker, 2000; Wenglinsky,1998),
haphazard cutting and
pasting from the Internet (Warschauer, Knobel, & Stone, 2004),
or production of superficial
PowerPoint presentations. Cummins’s (2001) framework for
academic language learning,
emphasizing maximum cognitive engagement, maximum
identity investment, and a critical
focus on linguistic meaning, form, and use, is particularly
suitable for combining new and
traditional forms of literacy.
45: A second element of conventional wisdom about digital
learning relates to how students
63. learn. Simply put, the belief is that the best forms of digital
learning involve autonomous
learning, following the mantra that the teacher must become a
guide on the side rather than a
sage on the stage.
Digital media undoubtedly provides greater opportunities for
youth to learn autonomously.
Yet the paradox is that people develop the ability to work
autonomously, whether in online or
offline realms, only through processes of being instructed or
mentored by others. This study
of network science, backed up by studies of other online
projects (Warschauer, 2003b),
strongly calls into question the notion of the teacher being a
guide on the side. Rather, the
teacher must be centrally involved, actively instructing and
mentoring students, especially at
the initial stages of work on a project.
46: In summary, the ability to learn autonomously will indeed
be critical in the digital future.
However, paradoxically, strong mentorship is required for
students to achieve this autonomy,
64. while an overemphasis on student independence can leave
students floundering.
19
The how paradox is closely related to the where paradox.
Autonomous learners can learn
anywhere. Particularly using digital media, people of all ages
can learn in out of school
settings like never before, through accessing online information,
using educational or
edutainment software, participating in online communities, or
playing individual or
multiplayer games. These powerful forms of out-of-school
learning are viewed as making
formal education less relevant, especially when schools prove
less
than fully capable of successfully incorporating new media in
instruction (see, e.g.,
Gee, 2003, 2004).
The paradox here is that, at the same time that new
opportunities increase for powerful out-
65. of-school learning, formal education is actually rising rather
than falling in its impact on
people’s lives.
48: Curricular and pedagogical approaches to educational
technology exist that can foster
improved digital learning for all. Such approaches emphasize
scaffolding in reading, writing,
and cultural literacy while providing access to new digital-era
literacies; involve strong
person guidance and mentorship from teachers and peers; and
serve to make links between
in-school and out-of-school learning, rather than devaluing
either (see examples and
discussion in Brown, Cummins, & Sayers, 2007;Warschauer,
2006; Warschauer, Grant, Del
Real, & Rousseau, 2004). Such approaches will not magically
overcome educational
inequity; that is a broader challenge involving much more than
good use of computers in
schools. But simplistic views of digital learning, which pit new
literacies against old,
autonomy versus mentorship, or home versus school, will only
serve to worsen educational