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/ ...
This presentation will provide you the basic information on the APA Formatting and Style Guide. The following are the basic information that includes in this presentation:
1) Point of View, Voice, & Language
2) Type of APA Papers
3) General APA Format
4) References & Citations
5) Headings, Tables & Figures
Running head SHORT TITLE 1 [The words Running head” only app.docxtoltonkendal
Running head: SHORT TITLE 1
[The words “Running head” only appear on page 1. The short title should be all capital letters and no longer than 50 characters. Page numbering starts on the cover page.]
SHORT TITLE 15
Title of Report
Student Name
Argosy University Online
*Course ID—Course Name
*Module x, Assignment x
*Instructor Name
*Date
[The title page content should be centered on the top half of the page. APA Style requires Title, Name, and Academic Affiliation. * denotes additional required fields for your assignment.]
Text throughout the paper should be 12 point, Times New Roman font.
[The bottom of the title page may include an Author note. An author note identifies an author’s departmental affiliation, provides acknowledgements, disclaimers, point of contact or reader interest.]
Key: [Material in brackets] in this document is explanatory information that has been inserted for guidance. This information should not be included in your papers.
Abstract [Centered, Not bold]
If an abstract is required it would appear here. An abstract should be between 150–250 words. It consists of a single block of text with no indents (APA, 2010). See Section 2.04 in the Publication Manual of the APA for details on what should appear in an abstract.
Title of Report
[The title of the report appears centered on the top of the 1st page of the body content. It will appear in normal (not bold) 12 pt. Times New Roman text. All major words should be capitalized.]
[If a level one heading is used, skip one line and center the heading]
Skip one line (or doublespace). Use the tab key to indent ½ inch and begin writing the text of the paper. Each paragraph should be similarly indented.
Headings are useful to organize the paper. In most papers, Introduction is assumed and does not need to be used as a heading. Summary or Conclusions may be a good heading to use at the end of the paper.
Select the most important topics to use as headings, keeping in mind that headings are organized hierarchically. If your paper has three main ideas, those ideas should become level one headings. Additional sub-headings are used to add more details. In many papers one or two levels of headings are enough. When using APA style headings, they will appear as follows:
Level One: Centered, Bold, Major Words Capitalized
Level Two: Left Justified, Bold, Major Words Capitalized. Skip two spaces and begin text.
Level Three: Indented, bold, lowercase, ends with a period. Text follows immediately.
Level Four: Indented, bold, italics, lowercase, ends with a period. Text follows immediately.
Level Five: Indented, italics, lowercase, ends with a period. Text follows immediately.
[An example of all 5 levels of APA Style Headings]
(
Level 1
)Chapter Four: Findings
(
Level
2
)Restatement of the Purpose
This study was designed to evaluate learning outcomes for students in DE classes using MS PowerPoint presentations, in which some of the presentations were accompani ...
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
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A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
jforte
Line
jforte
Line
jforte
Line
jforte
.
This presentation will provide you the basic information on the APA Formatting and Style Guide. The following are the basic information that includes in this presentation:
1) Point of View, Voice, & Language
2) Type of APA Papers
3) General APA Format
4) References & Citations
5) Headings, Tables & Figures
Running head SHORT TITLE 1 [The words Running head” only app.docxtoltonkendal
Running head: SHORT TITLE 1
[The words “Running head” only appear on page 1. The short title should be all capital letters and no longer than 50 characters. Page numbering starts on the cover page.]
SHORT TITLE 15
Title of Report
Student Name
Argosy University Online
*Course ID—Course Name
*Module x, Assignment x
*Instructor Name
*Date
[The title page content should be centered on the top half of the page. APA Style requires Title, Name, and Academic Affiliation. * denotes additional required fields for your assignment.]
Text throughout the paper should be 12 point, Times New Roman font.
[The bottom of the title page may include an Author note. An author note identifies an author’s departmental affiliation, provides acknowledgements, disclaimers, point of contact or reader interest.]
Key: [Material in brackets] in this document is explanatory information that has been inserted for guidance. This information should not be included in your papers.
Abstract [Centered, Not bold]
If an abstract is required it would appear here. An abstract should be between 150–250 words. It consists of a single block of text with no indents (APA, 2010). See Section 2.04 in the Publication Manual of the APA for details on what should appear in an abstract.
Title of Report
[The title of the report appears centered on the top of the 1st page of the body content. It will appear in normal (not bold) 12 pt. Times New Roman text. All major words should be capitalized.]
[If a level one heading is used, skip one line and center the heading]
Skip one line (or doublespace). Use the tab key to indent ½ inch and begin writing the text of the paper. Each paragraph should be similarly indented.
Headings are useful to organize the paper. In most papers, Introduction is assumed and does not need to be used as a heading. Summary or Conclusions may be a good heading to use at the end of the paper.
Select the most important topics to use as headings, keeping in mind that headings are organized hierarchically. If your paper has three main ideas, those ideas should become level one headings. Additional sub-headings are used to add more details. In many papers one or two levels of headings are enough. When using APA style headings, they will appear as follows:
Level One: Centered, Bold, Major Words Capitalized
Level Two: Left Justified, Bold, Major Words Capitalized. Skip two spaces and begin text.
Level Three: Indented, bold, lowercase, ends with a period. Text follows immediately.
Level Four: Indented, bold, italics, lowercase, ends with a period. Text follows immediately.
Level Five: Indented, italics, lowercase, ends with a period. Text follows immediately.
[An example of all 5 levels of APA Style Headings]
(
Level 1
)Chapter Four: Findings
(
Level
2
)Restatement of the Purpose
This study was designed to evaluate learning outcomes for students in DE classes using MS PowerPoint presentations, in which some of the presentations were accompani ...
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
jforte
Line
jforte
Line
jforte
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jforte
.
A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
jforte
Line
jforte
Line
jforte
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jforte
.
Reference and bibliography are essential components of the writing process, particularly in academic and scholarly work. They serve distinct purposes and play a crucial role in providing credibility, supporting claims, and acknowledging the sources of information used in a written work.
Assignment 3b Threats Defense ArgumentDue in Week 10 and wo.docxdanielfoster65629
Assignment 3b: Threats Defense Argument
Due in Week 10 and worth 100 points
The information you provided in your presentation on Threats to the Global Environment has led to productive debates at
the UN General Assembly! There are now questions about prioritizing the issues at hand. Some of the countries are
challenging your recommendations and questioning your reasons for not including the issues they believe are priority.
From the initial eight global threats, there are four remaining threats that you did not choose in the list of major global
issues. Review the list of topics and reflect on two that you did not use in last week’s assignment. Defend your reason for
considering these topics lower in priority than the ones in your presentation.
Energy sources Civil war
Globalization Poor health of entire populations
Lack of educational opportunities Cultural taboos
Inappropriate uses of technology Climate change
The completed version of this assignment will consist of the following:
1. Select two threats from the list above that you did not use in your Assignment 3a presentation.
2. Create a minimum two-page document in which you outline a counterargument for the two threats you selected:
Write an opening statement describing the perception of each threat.
Write one paragraph for each threat (two paragraphs total) in which you give three reasons to explain
why the threat is less of a priority to the global environment than the four you selected in Assignment
3a. Support your reasons with at least three credible sources.
A conclusion statement for each threat.
3. Cite at least three credible sources excluding Wikipedia, dictionaries, and encyclopedias for your assessment. A
brief list of suggested resources has been provided at the end of the course guide.
The specific course learning outcome associated with this assignment is:
Examine the factors that account for why the growth in the world’s population can negatively affect the
global society
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing
skills, using the following rubric:
APA Formatting
This document has the summarized, high points of the APA format that all students need to be aware in writing papers academically. There are many more details and requirements in the APA than in this condensed version. If the item needed is not included here, please refer to the APA manual or visit the Purdue University Online Writing Lab (OWL) website for more specific information in APA formatting.
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. Indent 5 spaces or ½ inch on the first line of every paragraph. You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font. There are two aspects of essay formats that you should keep in mind:
· Every other line in the entire paper will have text.
· Consistency and unifor.
EH 1010, English Composition I 1 Course Description .docxjack60216
EH 1010, English Composition I 1
Course Description
Introduction to the basic concepts and requirements of college-level writing. Provides students with the ability to
implement effective communication skills via the written word.
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research
papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Define the term “academic writing.”
2. Classify and apply the various elements of the writing situation including the context, subject, audience, purpose,
research, deadline and length, and the document design.
3. Outline good writing practices.
4. Differentiate and distinguish between reading strategies, specifically those related to reading as a critic and as a
writer.
5. Explain methods for developing effective sentences.
6. Duplicate in-text parenthetical citations according to APA style.
7. Demonstrate knowledge of the conventions of the paragraph.
8. Demonstrate the ability to effectively plan and draft a piece of academic writing.
9. Distinguish between and reproduce the skills of revising and editing.
10. Summarize the concept of “disciplinarity” while analyzing and classifying examples of writing in the humanities,
social sciences, and the natural and applied sciences.
11. Identify the elements of the essay examination.
12. Examine the conventions of the definition, illustration, cause-and-effect, and argumentative essays.
13. Create a definition, an illustration, a cause-and-effect, and an argumentative essay, incorporating the unique
conventions of each.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks.
Supplemental Readings are provided in Units I-III, V, and VI to aid students in their course of study.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These non-graded Learning Activities appear in Units I-VI and VIII and are
provided to aid students in their course of study. The answer key to the learning activities can be found here.
EH 1010, English Composition I
Course Syllabus
EH 1010, Eng ...
Finding an articleGo to library.gsu.edu.Find the sociologica.docxlmelaine
Finding an article
Go to library.gsu.edu.
Find the sociological abstracts database. You can get to it by subject (sociology) or by name a-z (s).
Search for an article by topic, title, journal or author.
Choosing an article
You will choose an article of interest to you. The article you choose must 1) contain sociological content related to something we’ve discussed in class 2) have been written in the last 10 years 3) come from one of these approved journals AND 4) be an empirical study:
Possible Article Topics
School Shootings
Immigration
Climate Change and Energy
The Bathroom Bill
Reparations
Prostitution and Sex-work
Criminal Justice Reform
Universal Basic Income
Drug Legalization
Gender Wage Gap
Affirmative Action
Cost of College and Student Loan Debt
Human Trafficking
Sex Education in Schools
Welfare Reform
Gentrification
Football Players Kneeling
Activist movements
Gerrymandering
Domestic Violence
Elite university admissions
Mental Illness in the US
Medicalization
Environmental Racism/Classism
How to read a research article
Main components of a scholarly article
Abstract – summary of the paper
Introduction/Background (not usually labeled)
You will usually find the Research Questions here
Literature Review (not usually labeled)
This section often has subheadings by theme or topic
You will usually find specific hypotheses here and any theory used will be here
Data/measurements/methods (may use one or several of these labels depending on the journal)
Here you will find the source of the data, the list of variables, and the type of study
Results/analysis
This section is usually tables along with analysis and interpretation (written description of the findings)
Discussion/conclusion
Restate the research question/hypotheses along with the relevant results
Some interpretation, application, policy proposals, future research etc.
Tips for reading a scholarly article
Read the abstract and discussion first. This gives you the best overview of the entire paper.
Then read the other sections based on what you want to know.
Want to know what they learned? Read the results.
Want to know what theoretical perspective they’re using? Read the background/literature review.
Want to know how they set up their study? Read the methods section.
How to write an article review
Questions to answer
What is the purpose of the article? What are the research questions and why are they of sociological importance?
What research methods did the author(s) use to answer their research questions? Where did their data come from and how was it collected?
What were the key findings?
What conclusions did the author(s) make?
Choose one of the following areas to address as a critique:
Alternate explanations for the findings
A different methodological approach
An additional research question or hypothesis that would have added clarity or weight to the argument
Problems with the methods such as selection bias, sampling error, etc.
An ethical concern or que ...
Finding an articleGo to library.gsu.edu.Find the sociologica.docxernestc3
Finding an article
Go to library.gsu.edu.
Find the sociological abstracts database. You can get to it by subject (sociology) or by name a-z (s).
Search for an article by topic, title, journal or author.
Choosing an article
You will choose an article of interest to you. The article you choose must 1) contain sociological content related to something we’ve discussed in class 2) have been written in the last 10 years 3) come from one of these approved journals AND 4) be an empirical study:
Possible Article Topics
School Shootings
Immigration
Climate Change and Energy
The Bathroom Bill
Reparations
Prostitution and Sex-work
Criminal Justice Reform
Universal Basic Income
Drug Legalization
Gender Wage Gap
Affirmative Action
Cost of College and Student Loan Debt
Human Trafficking
Sex Education in Schools
Welfare Reform
Gentrification
Football Players Kneeling
Activist movements
Gerrymandering
Domestic Violence
Elite university admissions
Mental Illness in the US
Medicalization
Environmental Racism/Classism
How to read a research article
Main components of a scholarly article
Abstract – summary of the paper
Introduction/Background (not usually labeled)
You will usually find the Research Questions here
Literature Review (not usually labeled)
This section often has subheadings by theme or topic
You will usually find specific hypotheses here and any theory used will be here
Data/measurements/methods (may use one or several of these labels depending on the journal)
Here you will find the source of the data, the list of variables, and the type of study
Results/analysis
This section is usually tables along with analysis and interpretation (written description of the findings)
Discussion/conclusion
Restate the research question/hypotheses along with the relevant results
Some interpretation, application, policy proposals, future research etc.
Tips for reading a scholarly article
Read the abstract and discussion first. This gives you the best overview of the entire paper.
Then read the other sections based on what you want to know.
Want to know what they learned? Read the results.
Want to know what theoretical perspective they’re using? Read the background/literature review.
Want to know how they set up their study? Read the methods section.
How to write an article review
Questions to answer
What is the purpose of the article? What are the research questions and why are they of sociological importance?
What research methods did the author(s) use to answer their research questions? Where did their data come from and how was it collected?
What were the key findings?
What conclusions did the author(s) make?
Choose one of the following areas to address as a critique:
Alternate explanations for the findings
A different methodological approach
An additional research question or hypothesis that would have added clarity or weight to the argument
Problems with the methods such as selection bias, sampling error, etc.
An ethical concern or que.
1
APA Style Reference Citations
Library Resource Guide
WHAT IS A REFERENCE CITATION?
A reference citation is the documentation needed to make your paper acceptable for academic purposes. It
gives authoritative sources for your statements, helps the reader gain access to those sources, and acknowledges
the fact that the information used in a paper did not originate with the writer.
WHAT IS APA'S STYLE OF REFERENCE CITATION?
APA style uses the author/date method of citation in which the author's last name and the year of the
publication are inserted in the actual text of the paper. It is the style recommended by the American
Psychological Association and used in many of the social sciences. The American Psychological Association
addresses new electronic formats in a separate guide, which UT students can access in book format or online
through the library. Several of the examples in this guide come from one of these sources. The American
Psychological Association offers some guidance and examples at http://www.apastyle.org/. The Writing
Center, on the first floor of Carlson, also offers help to students who are writing papers. This guide only
summarizes a few main points regarding APA style. For full information, please consult the two APA guides
below.
BF 76.7 .P83 2001 REF (available in Reference and Reserves at Carlson Library)
Publication Manual of the American Psychological Association (5th ed.) by The American
Psychological Association.
BF 76.7 .P833 2007 REF (available in Reference or at http://utmost.cl.utoledo.edu/record=b2574984)
APA Style Guide to Electronic References by The American Psychological Association.
WHEN USING APA STYLE, DO I NEED TO USE FOOTNOTES AT THE BOTTOM OF THE PAGE?
No, by inserting reference citations in the text, you eliminate the need to use footnotes at the bottom of the page
or at the end of your paper. The citations in your end-of-paper references list should give readers enough
information to locate each source.
NOTE: It is suggested that you consult with your instructor or advisor for the style preferred by your
department. Be consistent and do not mix styles! Inquire at the Information/Reference Desk for style
manuals available at Carlson Library.
EXAMPLES OF REFERENCE CITATIONS IN TEXT--APA STYLE
1. If author's name occurs in the text, follow it with year of publication in parentheses.
Example: Piaget (1970) compared reaction times...
2. If author's name is not in the text, insert last name, comma, year in parenthesis.
Example: In a recent study of reaction times (Piaget, 1978)…
2
3. If author's name and the date of publication have been mentioned in the text of your paper, they
should not be repeated within parentheses.
Example: In 1978, Piaget compared reaction times...
4. Because material within a book or on a web page is often difficult to locate, authors should,
whenever possible, give page ...
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 ...
Reference and bibliography are essential components of the writing process, particularly in academic and scholarly work. They serve distinct purposes and play a crucial role in providing credibility, supporting claims, and acknowledging the sources of information used in a written work.
Assignment 3b Threats Defense ArgumentDue in Week 10 and wo.docxdanielfoster65629
Assignment 3b: Threats Defense Argument
Due in Week 10 and worth 100 points
The information you provided in your presentation on Threats to the Global Environment has led to productive debates at
the UN General Assembly! There are now questions about prioritizing the issues at hand. Some of the countries are
challenging your recommendations and questioning your reasons for not including the issues they believe are priority.
From the initial eight global threats, there are four remaining threats that you did not choose in the list of major global
issues. Review the list of topics and reflect on two that you did not use in last week’s assignment. Defend your reason for
considering these topics lower in priority than the ones in your presentation.
Energy sources Civil war
Globalization Poor health of entire populations
Lack of educational opportunities Cultural taboos
Inappropriate uses of technology Climate change
The completed version of this assignment will consist of the following:
1. Select two threats from the list above that you did not use in your Assignment 3a presentation.
2. Create a minimum two-page document in which you outline a counterargument for the two threats you selected:
Write an opening statement describing the perception of each threat.
Write one paragraph for each threat (two paragraphs total) in which you give three reasons to explain
why the threat is less of a priority to the global environment than the four you selected in Assignment
3a. Support your reasons with at least three credible sources.
A conclusion statement for each threat.
3. Cite at least three credible sources excluding Wikipedia, dictionaries, and encyclopedias for your assessment. A
brief list of suggested resources has been provided at the end of the course guide.
The specific course learning outcome associated with this assignment is:
Examine the factors that account for why the growth in the world’s population can negatively affect the
global society
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing
skills, using the following rubric:
APA Formatting
This document has the summarized, high points of the APA format that all students need to be aware in writing papers academically. There are many more details and requirements in the APA than in this condensed version. If the item needed is not included here, please refer to the APA manual or visit the Purdue University Online Writing Lab (OWL) website for more specific information in APA formatting.
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. Indent 5 spaces or ½ inch on the first line of every paragraph. You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font. There are two aspects of essay formats that you should keep in mind:
· Every other line in the entire paper will have text.
· Consistency and unifor.
EH 1010, English Composition I 1 Course Description .docxjack60216
EH 1010, English Composition I 1
Course Description
Introduction to the basic concepts and requirements of college-level writing. Provides students with the ability to
implement effective communication skills via the written word.
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research
papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Define the term “academic writing.”
2. Classify and apply the various elements of the writing situation including the context, subject, audience, purpose,
research, deadline and length, and the document design.
3. Outline good writing practices.
4. Differentiate and distinguish between reading strategies, specifically those related to reading as a critic and as a
writer.
5. Explain methods for developing effective sentences.
6. Duplicate in-text parenthetical citations according to APA style.
7. Demonstrate knowledge of the conventions of the paragraph.
8. Demonstrate the ability to effectively plan and draft a piece of academic writing.
9. Distinguish between and reproduce the skills of revising and editing.
10. Summarize the concept of “disciplinarity” while analyzing and classifying examples of writing in the humanities,
social sciences, and the natural and applied sciences.
11. Identify the elements of the essay examination.
12. Examine the conventions of the definition, illustration, cause-and-effect, and argumentative essays.
13. Create a definition, an illustration, a cause-and-effect, and an argumentative essay, incorporating the unique
conventions of each.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks.
Supplemental Readings are provided in Units I-III, V, and VI to aid students in their course of study.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These non-graded Learning Activities appear in Units I-VI and VIII and are
provided to aid students in their course of study. The answer key to the learning activities can be found here.
EH 1010, English Composition I
Course Syllabus
EH 1010, Eng ...
Finding an articleGo to library.gsu.edu.Find the sociologica.docxlmelaine
Finding an article
Go to library.gsu.edu.
Find the sociological abstracts database. You can get to it by subject (sociology) or by name a-z (s).
Search for an article by topic, title, journal or author.
Choosing an article
You will choose an article of interest to you. The article you choose must 1) contain sociological content related to something we’ve discussed in class 2) have been written in the last 10 years 3) come from one of these approved journals AND 4) be an empirical study:
Possible Article Topics
School Shootings
Immigration
Climate Change and Energy
The Bathroom Bill
Reparations
Prostitution and Sex-work
Criminal Justice Reform
Universal Basic Income
Drug Legalization
Gender Wage Gap
Affirmative Action
Cost of College and Student Loan Debt
Human Trafficking
Sex Education in Schools
Welfare Reform
Gentrification
Football Players Kneeling
Activist movements
Gerrymandering
Domestic Violence
Elite university admissions
Mental Illness in the US
Medicalization
Environmental Racism/Classism
How to read a research article
Main components of a scholarly article
Abstract – summary of the paper
Introduction/Background (not usually labeled)
You will usually find the Research Questions here
Literature Review (not usually labeled)
This section often has subheadings by theme or topic
You will usually find specific hypotheses here and any theory used will be here
Data/measurements/methods (may use one or several of these labels depending on the journal)
Here you will find the source of the data, the list of variables, and the type of study
Results/analysis
This section is usually tables along with analysis and interpretation (written description of the findings)
Discussion/conclusion
Restate the research question/hypotheses along with the relevant results
Some interpretation, application, policy proposals, future research etc.
Tips for reading a scholarly article
Read the abstract and discussion first. This gives you the best overview of the entire paper.
Then read the other sections based on what you want to know.
Want to know what they learned? Read the results.
Want to know what theoretical perspective they’re using? Read the background/literature review.
Want to know how they set up their study? Read the methods section.
How to write an article review
Questions to answer
What is the purpose of the article? What are the research questions and why are they of sociological importance?
What research methods did the author(s) use to answer their research questions? Where did their data come from and how was it collected?
What were the key findings?
What conclusions did the author(s) make?
Choose one of the following areas to address as a critique:
Alternate explanations for the findings
A different methodological approach
An additional research question or hypothesis that would have added clarity or weight to the argument
Problems with the methods such as selection bias, sampling error, etc.
An ethical concern or que ...
Finding an articleGo to library.gsu.edu.Find the sociologica.docxernestc3
Finding an article
Go to library.gsu.edu.
Find the sociological abstracts database. You can get to it by subject (sociology) or by name a-z (s).
Search for an article by topic, title, journal or author.
Choosing an article
You will choose an article of interest to you. The article you choose must 1) contain sociological content related to something we’ve discussed in class 2) have been written in the last 10 years 3) come from one of these approved journals AND 4) be an empirical study:
Possible Article Topics
School Shootings
Immigration
Climate Change and Energy
The Bathroom Bill
Reparations
Prostitution and Sex-work
Criminal Justice Reform
Universal Basic Income
Drug Legalization
Gender Wage Gap
Affirmative Action
Cost of College and Student Loan Debt
Human Trafficking
Sex Education in Schools
Welfare Reform
Gentrification
Football Players Kneeling
Activist movements
Gerrymandering
Domestic Violence
Elite university admissions
Mental Illness in the US
Medicalization
Environmental Racism/Classism
How to read a research article
Main components of a scholarly article
Abstract – summary of the paper
Introduction/Background (not usually labeled)
You will usually find the Research Questions here
Literature Review (not usually labeled)
This section often has subheadings by theme or topic
You will usually find specific hypotheses here and any theory used will be here
Data/measurements/methods (may use one or several of these labels depending on the journal)
Here you will find the source of the data, the list of variables, and the type of study
Results/analysis
This section is usually tables along with analysis and interpretation (written description of the findings)
Discussion/conclusion
Restate the research question/hypotheses along with the relevant results
Some interpretation, application, policy proposals, future research etc.
Tips for reading a scholarly article
Read the abstract and discussion first. This gives you the best overview of the entire paper.
Then read the other sections based on what you want to know.
Want to know what they learned? Read the results.
Want to know what theoretical perspective they’re using? Read the background/literature review.
Want to know how they set up their study? Read the methods section.
How to write an article review
Questions to answer
What is the purpose of the article? What are the research questions and why are they of sociological importance?
What research methods did the author(s) use to answer their research questions? Where did their data come from and how was it collected?
What were the key findings?
What conclusions did the author(s) make?
Choose one of the following areas to address as a critique:
Alternate explanations for the findings
A different methodological approach
An additional research question or hypothesis that would have added clarity or weight to the argument
Problems with the methods such as selection bias, sampling error, etc.
An ethical concern or que.
1
APA Style Reference Citations
Library Resource Guide
WHAT IS A REFERENCE CITATION?
A reference citation is the documentation needed to make your paper acceptable for academic purposes. It
gives authoritative sources for your statements, helps the reader gain access to those sources, and acknowledges
the fact that the information used in a paper did not originate with the writer.
WHAT IS APA'S STYLE OF REFERENCE CITATION?
APA style uses the author/date method of citation in which the author's last name and the year of the
publication are inserted in the actual text of the paper. It is the style recommended by the American
Psychological Association and used in many of the social sciences. The American Psychological Association
addresses new electronic formats in a separate guide, which UT students can access in book format or online
through the library. Several of the examples in this guide come from one of these sources. The American
Psychological Association offers some guidance and examples at http://www.apastyle.org/. The Writing
Center, on the first floor of Carlson, also offers help to students who are writing papers. This guide only
summarizes a few main points regarding APA style. For full information, please consult the two APA guides
below.
BF 76.7 .P83 2001 REF (available in Reference and Reserves at Carlson Library)
Publication Manual of the American Psychological Association (5th ed.) by The American
Psychological Association.
BF 76.7 .P833 2007 REF (available in Reference or at http://utmost.cl.utoledo.edu/record=b2574984)
APA Style Guide to Electronic References by The American Psychological Association.
WHEN USING APA STYLE, DO I NEED TO USE FOOTNOTES AT THE BOTTOM OF THE PAGE?
No, by inserting reference citations in the text, you eliminate the need to use footnotes at the bottom of the page
or at the end of your paper. The citations in your end-of-paper references list should give readers enough
information to locate each source.
NOTE: It is suggested that you consult with your instructor or advisor for the style preferred by your
department. Be consistent and do not mix styles! Inquire at the Information/Reference Desk for style
manuals available at Carlson Library.
EXAMPLES OF REFERENCE CITATIONS IN TEXT--APA STYLE
1. If author's name occurs in the text, follow it with year of publication in parentheses.
Example: Piaget (1970) compared reaction times...
2. If author's name is not in the text, insert last name, comma, year in parenthesis.
Example: In a recent study of reaction times (Piaget, 1978)…
2
3. If author's name and the date of publication have been mentioned in the text of your paper, they
should not be repeated within parentheses.
Example: In 1978, Piaget compared reaction times...
4. Because material within a book or on a web page is often difficult to locate, authors should,
whenever possible, give page ...
Similar to EXP4304.521F19 Motivation 1 EXP4304.521F19 Motivatio.docx (20)
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 ...
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 ...
Executive SummaryBuilding Information Modelling (BIM) is a modelli.docxelbanglis
Executive Summary
Building Information Modelling (BIM) is a modelling software defined by its unique approach towards building and construction. It is designed to operate through modelling technology which is comprised of multiple processes for production, communication, and analysis of building information and data models. The use of BIM is aimed at improving the efficiency of designing, construction and operation of buildings and other structures through information retrieval, 3D visualization, and integrated automated drawing production. BIM also helps in automatic detection of conflicts in data and information continuity, intelligent documentation, and the automation of material take. Despite the fact that there are several benefits associated with the use and application of BIM in the construction industry, there is a wide perception among stakeholders that it is not fully implemented as it should be due to factors such as the initial cost of implementation which is quite high and lack of client demand in the design and construction of buildings. These barriers act as a major hindrance towards the implementation of BIM on a wider scale. For the process to be more effective, clients need to have adequate knowledge and understanding on the application and benefits of BIM and the processes involved in the implementation. This research includes a detailed literature review on building designs and various application models including 2D models which have been used in the construction industry. A detailed analysis of the limitations of visualization, cost estimation, as well as consistency in information and data retrieval is also outlined in the paper. In addition, the challenges faced in building design and have been addressed using 3D models have also been addressed.
Table of Contents
Executive Summary 1
Introduction 4
Literature Review 6
The Original Design Model 6
Initial 2D CAD Method 6
Current Design Tools 7
Building Information Modelling (BIM) 7
The Concept used in BIM 8
The Maturity and Capability BIM Models 9
Aim(s) and Scope of the Project 9
Significance of the Project 10
Methodology 10
Research Gaps 11
Resources Requirements for BIM 11
Application of Building Information Modelling In the Construction Industry 11
Structural Information 13
Structural Design Process 13
Structural Workflows 13
Construction Analysis 14
Benefits of Building Information Modelling 14
a. Proper Coordination 15
Collaboration 16
Visualisation 17
Cost Estimation 18
Conclusion 19
Reference 22
Introduction
BIM modelling is a digital representation of both the physical and functional features of a building structure. With the increasing adoption of Information Technology (IT) within the construction industry, BIM is slowly become a very popular concept. It is capable of sharing data and information on particular facilities thus providing a reliable platform for informed decision making (Ibrahim, & Komali, 2018, p. 13). These details are critic ...
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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1. 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
2. [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)
3. 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/560/02/
4. EXP4304.521F19: Motivation 2
APA citation basics
(from Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/):
When using APA format, follow the author-date method of in-
text citation. This means that the author's last name and
the year of publication for the source should appear in the text,
for example, (Jones, 1998), and a complete reference
should appear in the reference list at the end of the paper.
If you are referring to an idea from another work but NOT
directly quoting the material, or making reference to an entire
book, article or other work, you only have to make reference to
the author and year of publication and not the page
number in your in-text reference. All sources that are cited in
the text must appear in the reference list at the end of the
paper.
In-text citation capitalization, quotes, and italics/underlining
• Always capitalize proper nouns, including author names and
initials: D. Jones.
• If you refer to the title of a source within your paper,
capitalize all words that are four letters long or greater
5. within the title of a source: Permanence and Change. Exceptions
apply to short words that are verbs, nouns,
pronouns, adjectives, and adverbs: Writing New Media, There Is
Nothing Left to Lose.
o (Note: in your References list, only the first word of a title
will be capitalized: Writing new media.)
• When capitalizing titles, capitalize both words in a hyphenated
compound word: Natural-Born Cyborgs.
• Capitalize the first word after a dash or colon: "Defining Film
Rhetoric: The Case of Hitchcock's Vertigo."
• Italicize or underline the titles of longer works such as books,
edited collections, movies, television series,
documentaries, or albums: The Closing of the American Mind;
The Wizard of Oz; Friends.
• Put quotation marks around the titles of shorter works such as
journal articles, articles from edited collections,
television series episodes, and song titles: "Multimedia
Narration: Constructing Possible Worlds"; "The One
Where Chandler Can't Cry."
Short quotations
If you are directly quoting from a work, you will need to
include the author, year of publication, and the page number
for the reference (preceded by "p."). Introduce the quotation
with a signal phrase that includes the author's last name
6. followed by the date of publication in parentheses.
According to Jones (1998), "Students often had difficulty using
APA style, especially when it was their first time"
(p. 199).
Jones (1998) found "students often had difficulty using APA
style" (p. 199); what implications does this have for
teachers?
If the author is not named in a signal phrase, place the author's
last name, the year of publication, and the page number
in parentheses after the quotation.
She stated, "Students often had difficulty using APA style"
(Jones, 1998, p. 199), but she did not offer an
explanation as to why.
https://owl.english.purdue.edu/owl/resource/560/02/
EXP4304.521F19: Motivation 3
Long quotations
Place direct quotations that are 40 words, or longer, in a free-
standing block of typewritten lines, and omit quotation
7. marks. Start the quotation on a new line, indented 1/2 inch from
the left margin, i.e., in the same place you would begin
a new paragraph. Type the entire quotation on the new margin,
and indent the first line of any subsequent paragraph
within the quotation 1/2 inch from the new margin. Maintain
double-spacing throughout. The parenthetical citation
should come after the closing punctuation mark.
Jones's (1998) study found the following:
Students often had difficulty using APA style, especially when
it was their first time citing sources. This difficulty
could be attributed to the fact that many students failed to
purchase a style manual or to ask their teacher for
help. (p. 199)
Summary or paraphrase
If you are paraphrasing an idea from another work, you only
have to make reference to the author and year of
publication in your in-text reference, but APA guidelines
encourage you to also provide the page number (although it is
not required.)
According to Jones (1998), APA style is a difficult citation
format for first-time learners.
APA style is a difficult citation format for first-time learners
8. (Jones, 1998, p. 199).
Paiz, J.M., Angeli, E., Wagner, J., Lawrick, E., Moore, K.,
Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2013,
November 13). In-text citations: The basics. Retrieved from
https://owl.english.purdue.edu/owl/resource/560/02/
https://owl.english.purdue.edu/owl/resource/560/02/
EXP4304.521F19: Motivation 4
FSS #1
Student Name
University of South Florida
9. For EXP 4304 with Dr. Jennifer Gillespie
EXP4304.521F19: Motivation 5
1. The article that I chose to read for my further study summary
is titled New Directions in Goal-Setting Theory located in
the Current Direction in Psychological Science journal. The
authors of this article were Edwin A. Locke and Gary P.
Latham.
2. The source of this article was from your Chapter 2 slideshow:
Chapter 2, slide 21 – see
http://www.wku.edu/cebs/doctorate/documents/readings/locke_l
atham_2006_goal-setting_theory.pdf
3. This study is mainly about the different reasons people set
goals for themselves, whether it be goals that they have to
10. strive to achieve or more realistic goals. There were a few
different studies compiled into this article. Eight categories
were created that included individual studies: Affect, Framing,
Goal Choice, Goals and Subconscious Priming, Goals
and Traits, Group Goals, Learning Goals, and Macro-Level
Goals. Affect had the result of showing that a change in
affect after making a goal was only reality for those individuals
that set goals that could have been viewed as “difficult
to attain” (Weise and Freund, 2005). Framing discusses the
result of a study performed by Drach-Zahavy and Erez
(2002) showing that people that viewed a newer and more
difficult situation as a challenge did better overall than
those that viewed this situation as a threat. Goal Choice, based
off the study done by Donovan and Williams (2003),
wanted to know if setting goals for an athlete’s next
performance were affected by their previous performance and it
resulted in athletes setting a higher goal for the future to make
up for a lower current performance.
Goals and Subconscious Priming focused its study on the
relationship between subconscious goals and conscious
goals in relation to performance. This study, created by Bargh
& Williams (2006), used a 2X2 design that showed that
subconscious goals did not have much of an effect on
performance while conscious goals did. I found the Goals and
11. Traits category interesting because it discussed that people may
choose to make different goals based on their
desired result (Seijts, Latham, Tasa, and Latham 2004). Group
Goals was a study done by DeShon, Kozlowski, Schmidt,
Milner, and Wiechmann (2004) that compared the goal effects
of people in groups vs. being alone and it resulted in
showing that the stand alone people focused on their own
performance while groups focused on the overall
performance of the group. Learning Goals showed a study done
by Lathan and Brown (in press) that showed how
knowledge based goals that were more specific resulted in
higher GPA’s for MBA athletes rather than goals that were
more broad and long-term. Finally, the category of Macro-Level
Goals included a study by Baum and Locke (2004)
http://www.wku.edu/cebs/doctorate/documents/readings/locke_l
atham_2006_goal-setting_theory.pdf
EXP4304.521F19: Motivation 6
showing the results of a longitudinal study using motivational
and goal growth to study performance of individuals
over a 6 year time span.
These categories briefly describe how research has grown in the
concern for goal setting in reference to motivational
12. studies. All of these categories, and the other 400 + studies that
were created pertaining to the topic of goal setting
resulted in showing that the higher the goal, the higher the
performance of the person that set the goal. I did not
come across any ethical concerns in this article.
4. I found this study to be well done in the fact that it included
many other cited studies to back up the overall result of
the topic they were defending. I think, however, that more
information on the 400+ studies that were discussed in
the beginning section would have better solidified the article.
5. I feel this article was an option for further investigation
because it directly addressed motivation in the form of goal
setting. It, in my opinion, will help all that are taking this class
see that to set goals, or to do much of anything, you
have to have some form of motivation driving that action.
6. One thing in this article that related to the textbook was the
fact that motivation is always changing just as setting
goals can be changing, like when someone sets a goal and then
changes it due to a past performance. Another thing
that I found similar between this article and the textbook was
that studying motivation has been able to show what
people want out of certain situations. This is the same with goal
setting because a goal someone sets usually shows
13. what they desire and are striving for.
References
Bargh, J., & Williams, E. (2006). The automaticity of social
life. Current Directions in Psychological Science, 15, 1–4.
EXP4304.521F19: Motivation 7
Baum, J.R., & Locke, E.A. (2004). The relationship of
entrepreneurial traits, skill, and motivation to subsequent
venture
growth. Journal of Applied Psychology, 89, 587–598.
DeShon, R.P., Kozlowski, W.J., Schmidt, A.M., Milner, K.R., &
Wiechmann, D. (2004). Multiple-goal, multilevel model of
feedback effects on the regulation of individual and team
performance. Journal of Applied Psychology, 89, 1035–
1056.
Donovan, J.J., & Williams, K.J. (2003). Missing the mark:
Effects of time and causal attributions on goal revision in
response to goal performance discrepancies. Journal of Applied
Psychology, 88, 379–390.
14. Drach-Zahavy, A.,& Erez, M. (2002). Challenge versus threat
effects on the goal-performance relationship.
Organizational Behavior and Human Performance, 88, 667–682.
Latham, G.P.,& Brown, T.C. (in press). The effect of learning,
distal, and proximal goals on MBA self-efficacy and
satisfaction. Applied Psychology: An International Review.
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal-
Setting Theory. Current Directions in Psychological Science,
15, 265-268.
Seijts, G.H., Latham, G.P., Tasa, K., & Latham, B.W. (2004).
Goal setting and goal orientation: An integration of two
different yet related literatures. Academy of Management
Journal, 47, 227–239.
Wiese, B.S., & Freund, A.M. (2005). Goal progress makes one
happy, or does it? Longitudinal findings from the work
domain. Journal of Occupational and Organizational
Psychology, 78,1–19.
The Strength Model of
Self-Control
Roy F. Baumeister,1 Kathleen D. Vohs,2 and Dianne M. Tice1
15. 1
Florida State University and
2
University of Minnesota
ABSTRACT—Self-control is a central function of the self
and an important key to success in life. The exertion of
self-control appears to depend on a limited resource. Just
as a muscle gets tired from exertion, acts of self-control
cause short-term impairments (ego depletion) in subsequent
self-control, even on unrelated tasks. Research has
supported the strength model in the domains of eating,
drinking, spending, sexuality, intelligent thought, making
choices, and interpersonal behavior. Motivational or
framing factors can temporarily block the deleterious effects
of being in a state of ego depletion. Blood glucose is an
important component of the energy.
KEYWORDS—self-control; ego depletion; willpower; impulse;
strength
Every day, people resist impulses to go back to sleep, to eat
16. fattening or forbidden foods, to say or do hurtful things to their
relationship partners, to play instead of work, to engage in in-
appropriate sexual or violent acts, and to do countless other
sorts
of problematic behaviors—that is, ones that might feel good
immediately or be easy but that carry long-term costs or violate
the rules and guidelines of proper behavior. What enables the
human animal to follow rules and norms prescribed by society
and to resist doing what it selfishly wants?
Self-control refers to the capacity for altering one’s own re-
sponses, especially to bring them into line with standards such
as ideals, values, morals, and social expectations, and to
support
the pursuit of long-term goals. Many writers use the terms self-
control and self-regulation interchangeably, but those who make
a distinction typically consider self-control to be the deliberate,
conscious, effortful subset of self-regulation. In contrast,
homeostatic processes such as maintaining a constant body
temperature may be called self-regulation but not self-control.
17. Self-control enables a person to restrain or override one re-
sponse, thereby making a different response possible.
Self-control has attracted increasing attention from psychol-
ogists for two main reasons. At the theoretical level, self-
control
holds important keys to understanding the nature and functions
of the self. Meanwhile, the practical applications of self-control
have attracted study in many contexts. Inadequate self-control
has been linked to behavioral and impulse-control problems,
including overeating, alcohol and drug abuse, crime and
violence, overspending, sexually impulsive behavior, unwanted
pregnancy, and smoking (e.g., Baumeister, Heatherton, & Tice,
1994; Gottfredson & Hirschi, 1990; Tangney, Baumeister,
& Boone, 2004; Vohs & Faber, 2007). It may also be linked
to emotional problems, school underachievement, lack of
persistence, various failures at task performance, relationship
problems and dissolution, and more.
LIMITED RESOURCES
Folk discussions of self-control have long invoked the idea of
18. willpower, which implies a kind of strength or energy. During
the
heyday of the behaviorist and cognitive revolutions, however,
psychology had little use for theorizing in energy terms, and
self theories in particular had scarcely mentioned energy
since Freud. However, in the 1990s, research findings began to
point toward an energy model of self-control. There might be
something to the willpower notion after all.
The idea that self-control depended on a limited energy
resource was suggested by us (Baumeister et al., 1994) based on
our review of multiple research literatures. We observed that
self-control appeared vulnerable to deterioration over time from
repeated exertions, resembling a muscle that gets tired. The
implication was that effortful self-regulation depends on a
limited
resource that becomes depleted by any acts of self-control,
causing subsequent performance even on other self-control
tasks to become worse.
The basic approach to testing the depleted-resource hypothesis
19. was to have some research participants perform a first self-
control
task, while others performed a comparable but neutral task, and
Address correspondence to Roy F. Baumeister, Florida State
Uni-
versity, Department of Psychology, 1107 W. Call Street,
Tallahassee,
FL 32306-4301; e-mail: [email protected]
CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE
Volume 16—Number 6 351Copyright r 2007 Association for
Psychological Science
then all would move on to perform a second, unrelated self-
control task. If self-control consumes a limited resource, then
performing the first task should deplete the person’s resource,
leaving less available for the second task—and therefore
causing poorer performance on the second task. Other theories
would make different predictions. For example, if self-control
mainly involved activating a cognitive schema or mental
program, then the first self-control task should prime the
schema
and activate the self-control system, so performance on the
20. second self-control task should improve, not worsen.
Early laboratory evidence for depleted resources in self-
regulation was reported by Muraven, Tice, and Baumeister
(1998) and Baumeister, Bratslavsky, Muraven, and Tice (1998).
In one study, watching an emotionally evocative film while
trying
either to amplify or to stifle one’s emotional response caused
poorer performance on a subsequent test of physical (handgrip)
stamina, as compared to watching the film without trying to
control one’s emotions. (Stamina counts as a measure of
self-control because it involves resisting fatigue and overriding
the urge to quit.) In another study, suppressing a forbidden
thought weakened people’s ability to stifle laughter afterward.
In another, resisting the temptation to eat chocolates and
cookies (and making oneself eat health-promoting but un-
appetizing radishes instead) caused participants to give up
faster
on a subsequent frustrating task, as compared to people who
had not exerted self-control (see Fig. 1). These studies all
21. pointed toward the conclusion that the first self-control task
consumed and depleted some kind of psychological resource
that was therefore less available to help performance on the
second self-control task.
The term ego depletion was coined to refer to the state of
diminished resources following exertion of self-control (or
other
tasks that might deplete the same resource). These ego-
depletion
effects are not due to a diminished a sense of self-efficacy or to
the
inference that one is poor at self-control. Wallace and
Baumeister
(2002) explicitly manipulated feedback about success and
failure
at self-control and measured self-efficacy, but neither factor had
any discernible impact on the ego-depletion patterns. Nor
are these patterns due to participants refusing to exert
themselves
on the second task because they think they have done enough on
the first task, as various findings have shown (see Baumeister,
22. Gailliot, DeWall, & Oaten, 2006); for example, it has been
found
that depleted participants will subject themselves to more
boredom than will nondepleted ones on a second task.
Is willpower more than a metaphor? Gailliot et al. (2007)
explored the role of glucose, a chemical in the bloodstream that
can be converted to neurotransmitters and thus furnishes fuel
for brain activity. Acts of self-control cause reductions in
blood-
glucose levels, which in turn predict poor self-control on
behavioral tasks. Drinking a glass of lemonade with sugar
helped
counteract these effects, presumably by restoring glucose in
the blood. Lemonade mixed with diet sweeteners (no glucose)
had no such empowering effect.
ELABORATING THE STRENGTH MODEL
The analogy between self-control and a muscle was suggested
by the early findings that self-control performance deteriorates
after initial exertions, just as a muscle gets tired from exertion.
23. Other revealing aspects of self-control performance also extend
the resemblance to a muscle (see Box 1).
First, just as exercise can make muscles stronger, there are
signs that regular exertions of self-control can improve
willpower
strength (for a review, see Baumeister et al., 2006). These
improvements typically take the form of resistance to depletion,
in the sense that performance at self-control tasks deteriorates
at
a slower rate. Targeted efforts to control behavior in one area,
such as spending money or exercise, lead to improvements
in unrelated areas, such as studying or household chores.
And daily exercises in self-control, such as improving posture,
altering verbal behavior, and using one’s nondominant hand
for simple tasks, gradually produce improvements in
self-control as measured by laboratory tasks. The finding
that these improvements carry over into tasks vastly different
from the daily exercises shows that the improvements are
not due to simply increasing skill or acquiring self-efficacy
24. from practice.
Second, just as athletes begin to conserve their remaining
strength when their muscles begin to tire, so do self-controllers
when some of their self-regulatory resources have been
expended. The severity of behavioral impairment during
depletion depends in part on whether the person expects further
challenges and demands. When people expect to have to exert
self-control later, they will curtail current performance more
severely than if no such demands are anticipated (Muraven,
Shmueli, & Burkley, 2006).
Third, and consistent with the conservation hypothesis,
people can exert self-control despite ego depletion if the stakes
are high enough. Offering cash incentives or other motives for
good performance counteracts the effects of ego depletion
(Muraven & Slessareva, 2003). This may seem surprising but in
0
5
10
25. 15
20
25
Eat radish Eat chocolate No-food control
D
u
ra
ti
o
n
o
f
p
e
rs
is
te
n
c
e
(m
in
)
26. Fig. 1. Speed of giving up on an unsolvable task after eating
chocolate or
exerting self-control to resist chocolate in favor of radishes on a
previous
task (as compared to a no-food control). From Baumeister,
Bratslavsky,
Muraven, & Tice, 1998.
352 Volume 16—Number 6
The Strength Model of Self-Control
fact it may be highly adaptive. Given the value and importance
of the capacity for self-control, it would be dangerous for a
person to lose that capacity completely, and so ego depletion
effects may occur because people start conserving their
remaining strength. When people do exert themselves on the
second task, they deplete the resource even more, as reflected in
severe impairments on a third task that they have not
anticipated
(Muraven et al., 2006).
To be sure, we think there are levels of depletion beyond
which people may be unable to control themselves effectively,
regardless of what is at stake. Pragmatic and ethical limitations
27. have prevented us from showing this in laboratory work thus
far.
Again, the muscle analogy is relevant: Mildly tired athletes can
indeed manage to summon the strength for a major exertion at
decisive moments, but after a certain point fatigue becomes
insurmountable.
How far the muscle analogy can be pushed remains an open
question. Are there self-control states resembling sprained or
injured muscles? One might speculate that burnout or
other pathological states resemble the incapacities stemming
from muscles that have been abused beyond their normal
capacity for recovery.
Multiple lines of work have identified procedures that can
moderate or counteract the effects of ego depletion. Inducing
a state of positive emotion such as humor seems to have that
effect (Tice, Baumeister, Shmueli, & Muraven, 2007). Having
implementation intentions—formulating ‘‘if–then’’ statements
about how to behave in a situation prior to entering it—seems
28. to be effective most likely because such intentions operate
as behavioral plans and guidelines that reduce the need for
executive control (Webb & Sheeran, 2003). To be sure, none of
these procedures clearly counteracts the depleted state in the
sense of replenishing the depleted resource. Rather, they may
all
operate by inducing the person to expend more of the depleted
resource. In contrast, there is some reason to think that
replenishing glucose in the bloodstream does actually rectify
the
depletion byrestoring the depletedresource(Gailliotetal.,2007).
PRACTICAL APPLICATIONS
Understanding self-control has potential applications across
a broad spectrum of human behavior. At the positive end, self-
control is associated with good adjustment, secure attachment,
and other favorable psychological states (Tangney et al., 2004).
At the negative end, poor self-control is associated with
elevated
rates of psychopathological complaints and symptoms, as well
as
29. increased vulnerability to various substance-abuse and eating
disorders (Tangney et al., 2004). Evidence that ego depletion
contributes to a variety of problem behaviors—including
excessive alcohol consumption, overeating, sexual misbehavior,
prejudicial discrimination, and violence—is accumulating.
Intelligent behavior is vital to human success, and it depends
partly on self-control. Some processes, such as rote memory,
are
fairly automatic and independent of executive control, and these
appear to be relatively unaffected by depletion. But logical
reasoning, extrapolation, and other controlled processes
depend on control by the self, and performance on these tasks
dips sharply when people are depleted (Schmeichel, Vohs, &
Baumeister, 2003).
Interpersonal processes also seem to hinge on self-regulatory
operations, with some needing self-control more than others.
Richeson and Shelton (2003) reasoned that self-control is
needed
for discussing delicate, sensitive issues—for instance talking
30. about racial politics with a member of a different race—because
one has to avoid saying anything that might give offense or be
misinterpreted. The researchers had White participants engage
in such a conversation with a Black person; afterwards, the
participants showed impaired performance on the Stroop task,
a classic measure of self-control in which participants are
BOX 1.
Contexts, Moderators, Mediators, and Implications of the
Limited-Resource Effect
Responses that require self-regulation include
� Controlling thoughts
� Managing emotions
� Overcoming unwanted impulses (e.g., not eating tempting
candies
because of being on a diet)
� Fixing attention
� Guiding behavior
� Making many choices
Behaviorsthataresensitivetodepletionofself-
regulatoryresourcesinclude
� Eating among dieters
� Overspending
� Aggression after being provoked
31. � Sexual impulses
� Intelligent and logical decision making
Interpersonal processes that require self-regulatory resources
include
� Self-presentation or impression management
� Kindness in response to a partner’s bad behavior
� Dealing with demanding, difficult partners
� Interracial interactions
Moderators of ego depletion include
� Heightened motivation to achieve a goal
� Collectivistic cultural background
Physical indicators of ego depletion include
� Heart-rate variability
� Neural changes using electroencephalograph methods
Mediators of ego depletion include
� Subjective time perception (time perception is elongated—
i.e., time
moves slowly)
� Blood-glucose levels
Harmful effects of depletion may be counteracted through
� Humor and laughter
� Other positive emotions
� Cash incentives
� Implementation intentions (‘‘if ... then’’ plans)
� Social goals (e.g., wanting to help people; wanting to be a
good
relationship partner)
Volume 16—Number 6 353
32. Roy F. Baumeister, Kathleen D. Vohs, and Dianne M. Tice
instructed to say the color in which other color words are
printed
(e.g., when seeing the word green printed in blue, the
participant
must override the automatic response of saying ‘‘green’’ in
order to say ‘‘blue’’). Having such a conversation with a
member
of one’s own race does not deplete the self and impair sub-
sequent self-control.
Presenting a desired image to others can also tax self-control
strength resources (Vohs, Baumeister, & Ciarocco, 2005). After
exerting effort at managing the impression they made (e.g.,
when
trying to convey a particular image while making a recording),
people showed deficits at self-control. Moreover, and
conversely,
after people had exerted self-control, they were less effective at
managing their behavior so as to make a good impression and in
33. fact sometimes behaved in annoying or off-putting ways.
IMPLICATIONS FOR THEORY
The existence of a single energy resource that is used for a
broad
range of self-control acts suggests that self theory must move
beyond merely cognitive models. The self is more than a
network
of cognitive schemas: It is a dynamic system able to manage
behavior in advanced, complex, and biologically expensive
ways.
The use of the body’s energy for complex action control
extends beyond self-control. Recent studies indicate that the
same energy is used for effortful decision making, as well as for
active rather than passive responses (e.g., Vohs et al., 2007).
These seem to correspond to what laypersons understand as
‘‘free will,’’ namely the ability to override impulses, behave
morally, show initiative, and behave according to rational
choices (Baumeister, in press).
Most broadly, the strength model of self-control offers
34. suggestions about how and why the human self evolved in its
current form. The functional purposes of the self almost
certainly
include managing behavior toward fostering enlightened
self-interest and facilitating group membership by garnering
social acceptance. Self-control is helpful for both these goals.
The role of energy suggests that self-control is a complex,
biologically expensive form of behavior. Thus, we may infer
that,
to enable humans to create and sustain the complicated groups
to which they belong, including cultural systems, evolution had
to find a way to use the body’s energy to control behavior in
these advanced and subtle ways. For example, human beings
everywhere regulate their behavior according to various rules,
such as social norms, moral principles, and laws.
FURTHER DIRECTIONS
A particularly broad and important question is what other forms
of behavior (beyond self-control and choice) use this limited
resource: How special is this form of mental effort? We noted
that
35. success at building self-control through exercises has been
inconsistent, so it is also necessary to explore why some
regimens work better than others. Finding a reliable way to
improve self-control would not only shed light on how the self
functions but would also have practical value for therapists,
coaches, educators, parents, and many others.
Identifying the biological substrates of self-control depletion
(and replenishment) would be another helpful direction for
further work. Better understanding of the developmental process
would likewise strengthen the theory and make it more
applicable to human welfare and problems.
CONCLUDING REMARKS
Psychology can contribute to society by finding ways to enable
people to live healthier, more successful, and more satisfying
lives. Self-control is a promising avenue to achieve this. It
appears to facilitate success in life in many spheres, and,
crucially, it appears amenable to improvement. Indeed,
self-control can be grouped with intelligence among the (rather
36. few) traits that are known to contribute to success in human
life across a broad variety of spheres; yet unlike intelligence,
self-control appears amenable to improvement from psycho-
logical interventions, even in adulthood. The strength model can
illuminate how self-control operates and functions. By building
on this knowledge, psychology may be able to improve the
mental health and well-being of many people.
Recommended Reading
Baumeister, R.F., Schmeichel, B.J., & Vohs, K.D. (2007). Self-
regulation
and the executive function: The self as controlling agent. In A.
Kruglanski & E.T. Higgins (Eds.), Social psychology:
Handbook
of basic principles (2nd ed., pp. 516–539). New York: Guilford.
A
recent and thorough overview of the research in a broad context.
Gailliot, M.T., Baumeister, R.F., DeWall, C.N., Maner, J.K.,
Plant, E.A.,
& Tice, D.M. et al. (2007). (See References). Reports
experiments
linking behavioral self-control measures to blood glucose.
Baumeister, R.F., Gailliot, M., DeWall, C.N., & Oaten, M.
37. (2006). (See
References).Anoverviewoftheresearchprogramonself-
controlwith
emphasis on personality implications and alternative
explanations.
Acknowledgments—The authors gratefully acknowledge re-
search support from the Templeton Foundation.
REFERENCES
Baumeister, R.F. (in press). Free will in scientific psychology.
Perspectives on Psychological Science.
Baumeister, R.F., Bratslavsky, E., Muraven, M., & Tice, D.M.
(1998).
Ego depletion: Is the active self a limited resource? Journal of
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Baumeister, R.F., Gailliot, M., DeWall, C.N., & Oaten, M.
(2006). Self-
regulation and personality: How interventions increase
regulatory
success, and how depletion moderates the effects of traits on
behavior. Journal of Personality, 74, 1773–1801.
354 Volume 16—Number 6
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Baumeister, R.F., Heatherton, T.F., & Tice, D.M. (1994).
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How and why people fail at self-regulation. San Diego, CA:
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& Tice, D.M., et al. (2007). Self-control relies on glucose as a
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Richeson, J.A., & Shelton, J.N. (2003). When prejudice does
not pay:
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Schmeichel, B.J., Vohs, K.D., & Baumeister, R.F. (2003).
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performance and ego depletion: Role of the self in logical
reasoning and other information processing. Journal of
Personality
and Social Psychology, 85, 33–46.
Tangney, J.P., Baumeister, R.F., & Boone, A.L. (2004). High
self-control
predicts good adjustment, less pathology, better grades, and
interpersonal success. Journal of Personality, 72, 271–322.
Tice, D.M., Baumeister, R.F., Shmueli, D., & Muraven, M.
(2007).
Restoring the self: Positive affect helps improve self-regulation
following ego depletion. Journal of Experimental Social
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ogy, 43, 379–384.
40. Vohs, K.D., Baumeister, R.F., & Ciarocco, N. (2005). Self-
regulation
and self-presentation: Regulatory resource depletion impairs
impression management and effortful self-presentation depletes
regulatory resources. Journal of Personality and Social Psychol-
ogy, 88, 632–657.
Vohs, K.D., Baumeister, R.F., Twenge, J.M., Nelson, N.M.,
Rawn, C.D.,
Schmeichel, B.J., & Tice, D.M. (2007) Making choices impairs
sub-
sequentself-
control:Alimitedresourceaccountofdecisionmaking,self-
regulation,andactiveinitiative.Manuscriptsubmittedforpublicatio
n.
Vohs, K.D., & Faber, R.J. (2007). Spent resources: Self-
regulatory
resource availability affects impulse buying. Journal of
Consumer
Research, 33, 537–547.
Wallace, H.M., & Baumeister, R.F. (2002). The effects of
success
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35–41.
Webb, T.L., & Sheeran, P. (2003). Can implementation
intentions help
41. to overcome ego-depletion? Journal of Experimental Social
Psychology, 39, 279–286.
Volume 16—Number 6 355
Roy F. Baumeister, Kathleen D. Vohs, and Dianne M. Tice
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