I would like to discuss my experience developing and implementing a SaaS based CRM application(pega) in my current organization. While business is planning to spin a new CRM application, they had some list of vendors and per the requirements they chose to go with Pega. The next question they had is whether to host the application on premise or cloud. For this, they had multiple discussions with CIO and IT staff evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are involved with application analysts, Application architects to captured requirements. Application architect will determine if a requirement can be met from the application. Requirements are then converted into use cases and Requirement documents. Requirements include both Functional and Non-functional. Requirements play a crucial role as they guide developers on what to code. It will be a huge burden for an organization if requirements change constantly. Hence, Business and IT should spend most of their times to gather requirements.
Apart from Business owners and systems analysts, developers should be involved in development phase. Once the application is developed Quality assurance teams are used to see if the Application is functionally stable i.e. they make sure that all the Requirements gathered are covered by test case. For non-functional requirements security tests, Load test and performance tests are conducted. A Release Manager is also needed for accepting the application into production Environment. Proper requirements will come in handy for success of a project. Also, documentation like Requirements traceability matrix will ensure that each requirement is mapped to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and Beyond. Information systems, their use in business, and the larger impact they are having on our world
Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such claims are more
harmful to students than error correction.
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such c.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
1 Discussion Question Rubric 210 Points Total (30 Poin.docxtarifarmarie
1
Discussion Question Rubric
210 Points Total (30 Points for each of the 7 Discussion Questions)
Over the course of the quarter, you will be presented with various prompts via Canvas to write
a discussions on. Your responses will need to be at least two paragraphs in length and you will
need to respond to 2 other students’ posts.
General Information:
1. Due Date and Time:
a. Responses to discussion questions and other students’ posts should be posted to Canvas by
11:59pm Sunday evenings. The sooner you post, the sooner others can respond to your post.
b. Responses posted after the due date and time will only be eligible for 79% of the total
grade.
When Answering a Discussion Question:
1. Length (Minimum of TWO Paragraphs) for Each Response to a Discussion Question(s): 17
Points Total:
a. Wrote a minimum of TWO paragraphs. (12pts)
b. Include some personal reflection THAT RELATES to the question you are answering. Be
thoughtful. Include either personal experiences that support your answer or if you aren’t
comfortable sharing something about yourself, share about someone you know or
someone/something you read about. (5pts.)
2. Proper Spelling, Grammar, & Punctuation: 3 Points Total:
a. Used proper spelling, grammar and punctuation in both your answer AND replies. It is
strongly recommended that you write your answers and responses in a Word document, proof
it and then copy and paste it back into CANVAS to avoid any errors. (3pts.)
When Responding to Other Students’ Posts:
1. Responses to Other Students’ Posts: 10 Points Total:
a. Replied to TWO other students’ posts. Please be thoughtful and thorough in your responses
to classmates. Five sentences is the suggested minimum for each reply, although your efforts
should be spent on quality of reply, rather than quantity of words, and will be graded
accordingly. Instead of just saying that you agree or disagree with someone else’s post, be
detailed and intentional in your replies. Remember this is the way to connect with other
students in the class. The more replies there are in the thread, the more fruitful the discussion
and the richer the experience for everyone. (10pts.)
**If you have difficulty writing, you may orally record your answer to the discussion question
and your responses to other students’ posts and upload them to CANVAS.
2
Questions to Ask Yourself to Help You Reply to Your Peers’ Discussion Posts
1: Read another student’s post to the discussion question.
2: Ask yourself the following questions in regards to the post you just read.
1: What is the post about (summary)?
2a: Do I agree or disagree with what was written?
2b: Why do you agree or disagree?
3a: Do I find the post interesting?
3b: Why do I find the post interesting?
4: What does the post make you think about?
5: Is there anything in the post you connect with or identify with?
Spring 2019 Assessment Prompt
.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
1 Discussion Question Rubric 210 Points Total (30 Poin.docxtarifarmarie
1
Discussion Question Rubric
210 Points Total (30 Points for each of the 7 Discussion Questions)
Over the course of the quarter, you will be presented with various prompts via Canvas to write
a discussions on. Your responses will need to be at least two paragraphs in length and you will
need to respond to 2 other students’ posts.
General Information:
1. Due Date and Time:
a. Responses to discussion questions and other students’ posts should be posted to Canvas by
11:59pm Sunday evenings. The sooner you post, the sooner others can respond to your post.
b. Responses posted after the due date and time will only be eligible for 79% of the total
grade.
When Answering a Discussion Question:
1. Length (Minimum of TWO Paragraphs) for Each Response to a Discussion Question(s): 17
Points Total:
a. Wrote a minimum of TWO paragraphs. (12pts)
b. Include some personal reflection THAT RELATES to the question you are answering. Be
thoughtful. Include either personal experiences that support your answer or if you aren’t
comfortable sharing something about yourself, share about someone you know or
someone/something you read about. (5pts.)
2. Proper Spelling, Grammar, & Punctuation: 3 Points Total:
a. Used proper spelling, grammar and punctuation in both your answer AND replies. It is
strongly recommended that you write your answers and responses in a Word document, proof
it and then copy and paste it back into CANVAS to avoid any errors. (3pts.)
When Responding to Other Students’ Posts:
1. Responses to Other Students’ Posts: 10 Points Total:
a. Replied to TWO other students’ posts. Please be thoughtful and thorough in your responses
to classmates. Five sentences is the suggested minimum for each reply, although your efforts
should be spent on quality of reply, rather than quantity of words, and will be graded
accordingly. Instead of just saying that you agree or disagree with someone else’s post, be
detailed and intentional in your replies. Remember this is the way to connect with other
students in the class. The more replies there are in the thread, the more fruitful the discussion
and the richer the experience for everyone. (10pts.)
**If you have difficulty writing, you may orally record your answer to the discussion question
and your responses to other students’ posts and upload them to CANVAS.
2
Questions to Ask Yourself to Help You Reply to Your Peers’ Discussion Posts
1: Read another student’s post to the discussion question.
2: Ask yourself the following questions in regards to the post you just read.
1: What is the post about (summary)?
2a: Do I agree or disagree with what was written?
2b: Why do you agree or disagree?
3a: Do I find the post interesting?
3b: Why do I find the post interesting?
4: What does the post make you think about?
5: Is there anything in the post you connect with or identify with?
Spring 2019 Assessment Prompt
.
A minimum of 300 words each question and References (questions #1 .docxfredharris32
A minimum of 300 words each question and References (questions #1 - 3) KEEP QUESTION WITH ANSWER EACH QUESTIONS NEED TO HAVE A SCHOLARY SOURCE
1. How does an understanding of management and organizational behavior lead to organizational effectiveness and efficiency? Why is the study of management theories (classical, behavioral and modern management) relevant today?
2. What are the four career issues in the new workplace facing managers today? Discuss one of the major challenges, highlighting its importance in the 21st century workplace and how it affects the behavior of people within organizations.
3. What are the three essential managerial skills? Explain how the importance of each skill varies across the typical levels of management in organizations.
Don’t forget, the question isn’t just asking you to list the skills, you must also provide a thorough discussion on how they vary across different levels of management– answer the question fully.
Villegas
8727 Juniper St.
Los Angeles, CA 90002
United States
ROSALIE
22900 Grove Ave
EASTPOINTE, MI 48021-1536
United States
Do not change anything. Include them in your research report submission but ofcourse do not include them in your word count.
Method
Participants
A total of 479 undergraduate students from Western Sydney University were recruited via convenience sampling and participated in a study investigating the effects of age of acquisition and the emotional nature of words in lexical access. Participation was completed voluntarily as part of an assessment task. Data from 104 participants was rejected as they either did not complete the task or their accuracy was less than 80%. Therefore, the final sample size was 375.
Materials and Apparatus
Two sets of letter strings were used in the experiment: words and nonwords. All the stimuli were 3 to 8 characters long. There were 4 categories of words: early acquiring emotional words (EE), early acquiring non-emotional words (ENE), late acquiring emotional words (LE) and late acquiring non-emotional words (LNE). A total of 40 words in each category was used. Early acquiring words were acquired before 5 years of age and late acquiring words were acquired after 7 years of age. The word stimuli were taken from the normative developmental dataset for emotion vocabulary comprehension (Baron-Cohen, Golan, Wheelwright, Granader, & Hill, 2010). The nonwords were selected from ARC nonword database (Rastle, Harrington, & Coltheart, 2002). A total of 120 nonwords were used.
The stimuli were presented in a dual lexical decision task where two letter strings were presented on the screen. For half of the trials (80), both the strings were words and for the remaining half (80) either one or both of the letter strings were nonwords. When both the strings were words, they belonged to the same category of words (EE, ENE, LE, LNE). There were 20 trials for each category of words.
Procedure
Participants were tested in t.
GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
The Lexical Profile of Diverse and Sophisticated Academic EssaysMelanie Gonzalez
Presentation at the 14th Annual Symposium on Second Language Research in Auckland, New Zealand
Abstract: This presentation reports on a study that examined the contribution of word frequency to lexical diversity and sophistication in academic writing proficiency. Findings suggest that mid-frequency vocabulary may have a greater role than is typically given in the L2 composition classroom. Implications for practice and further analysis are discussed.
IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
More Related Content
Similar to I would like to discuss my experience developing and implementing .docx
A minimum of 300 words each question and References (questions #1 .docxfredharris32
A minimum of 300 words each question and References (questions #1 - 3) KEEP QUESTION WITH ANSWER EACH QUESTIONS NEED TO HAVE A SCHOLARY SOURCE
1. How does an understanding of management and organizational behavior lead to organizational effectiveness and efficiency? Why is the study of management theories (classical, behavioral and modern management) relevant today?
2. What are the four career issues in the new workplace facing managers today? Discuss one of the major challenges, highlighting its importance in the 21st century workplace and how it affects the behavior of people within organizations.
3. What are the three essential managerial skills? Explain how the importance of each skill varies across the typical levels of management in organizations.
Don’t forget, the question isn’t just asking you to list the skills, you must also provide a thorough discussion on how they vary across different levels of management– answer the question fully.
Villegas
8727 Juniper St.
Los Angeles, CA 90002
United States
ROSALIE
22900 Grove Ave
EASTPOINTE, MI 48021-1536
United States
Do not change anything. Include them in your research report submission but ofcourse do not include them in your word count.
Method
Participants
A total of 479 undergraduate students from Western Sydney University were recruited via convenience sampling and participated in a study investigating the effects of age of acquisition and the emotional nature of words in lexical access. Participation was completed voluntarily as part of an assessment task. Data from 104 participants was rejected as they either did not complete the task or their accuracy was less than 80%. Therefore, the final sample size was 375.
Materials and Apparatus
Two sets of letter strings were used in the experiment: words and nonwords. All the stimuli were 3 to 8 characters long. There were 4 categories of words: early acquiring emotional words (EE), early acquiring non-emotional words (ENE), late acquiring emotional words (LE) and late acquiring non-emotional words (LNE). A total of 40 words in each category was used. Early acquiring words were acquired before 5 years of age and late acquiring words were acquired after 7 years of age. The word stimuli were taken from the normative developmental dataset for emotion vocabulary comprehension (Baron-Cohen, Golan, Wheelwright, Granader, & Hill, 2010). The nonwords were selected from ARC nonword database (Rastle, Harrington, & Coltheart, 2002). A total of 120 nonwords were used.
The stimuli were presented in a dual lexical decision task where two letter strings were presented on the screen. For half of the trials (80), both the strings were words and for the remaining half (80) either one or both of the letter strings were nonwords. When both the strings were words, they belonged to the same category of words (EE, ENE, LE, LNE). There were 20 trials for each category of words.
Procedure
Participants were tested in t.
GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
The Lexical Profile of Diverse and Sophisticated Academic EssaysMelanie Gonzalez
Presentation at the 14th Annual Symposium on Second Language Research in Auckland, New Zealand
Abstract: This presentation reports on a study that examined the contribution of word frequency to lexical diversity and sophistication in academic writing proficiency. Findings suggest that mid-frequency vocabulary may have a greater role than is typically given in the L2 composition classroom. Implications for practice and further analysis are discussed.
IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
Id like for us to use our sociological imagination. C. Wright M.docxflorriezhamphrey3065
I'd like for us to use our sociological imagination. C. Wright Mills (a famous sociologist) described the sociological imagination as: "the vivid awareness of the relationship between personal experience and the wider society". Choose one social problem (such as: abortion, bullying, alcoholism, date rape, capital punishment/death penalty, racism, poverty, eating disorders, etc.) and describe, in your ideal society, how you would combat your selected issue to solve it. Describe the experience of those affected by the social problem and how their experience would be shifted through the changes made in your ideal society. (200 words) (15 points)
2. Go into more depth within your chosen social problem. Examine your selected social problem and theorize why your social problem exists in the first place. Which sociological theory do you identify most with as you describe your social problem (see page 15 of your text/figure 1.7 & table 1.2). Why? (100-150 words)
.
IAHTopic Whose work goes into space science How do different .docxflorriezhamphrey3065
IAH
Topic: Whose work goes into space science? How do different kinds of work contribute? Who besides astronauts and scientists do work that makes a difference?
文体：Annotated Bibliography
页数： two pages （ two resource）（single）1000 words要求： · MLA, APA, or Chicago style bibliographic entry
· A summary of the article; someone who hasn’t read it should be able to understand what the article is saying overall
o Include the main claims and types of evidence used to support the argument (if an argument is made)
· A summary of the most relevant details
· A brief explanation of what your group could use this source for – it should be clear why this is a relevant source
· An analysis of the audience and purpose
o Scholarly or popular published media or other?
o Publication – where was it published? Who is the audience of this journal/website/etc.?
o What is the main purpose? How is the author trying to intervene in a larger conversation?
o Audience knowledge/values/interest
· An analysis of the credibility of the source
o Who wrote it? Where was it published?
o What in the article itself suggests credibility or not?
· An analysis of what shapes the knowledge work (at least one of the following, but not all):
o Fairness or bias
o Discipline or field of specialization of the author/publication
Cultural or historical contexts/other communities the author/audience are part of
All analysis should show precise, clear reasoning – think about how to make your language explain the reasons for your conclusions in a precise way.
due：02/03/2019
Example：
Martin, Emily. "The Egg and the Sperm: How Science has Constructed a Romance
Based on Stereotypical Male-Female Roles."
Signs
16.3 (1991): 485-501.
ProQuest.
Web. 14 Jan. 2019.
This article analyzes how stereotypical gender roles have affected scientific writing about human reproduction. Using numerous examples from science textbooks and other scientific communications, Martin demonstrates how the role of the egg is portrayed as passive or negative, while the role of the sperm is portrayed as active, assertive, and heroic. Martin begins by explaining how the reproductive biology associated with (cis) women is viewed in scientific literature as wasteful and negative, which places her analysis in the context of a broader pattern of how reproductive systems are portrayed in anti-woman ways. Martin notes that these portrayals persist even when they are not scientifically well-supported, which suggests that these gender stereotypes are detrimental to scientific understanding. For example, Martin notes that while the egg is often portrayed as waiting passively without taking action, this portrayal is counter to the usual scientific convention of calling the protein member of a pair of binding molecules “the receptor” (496). Moreover, recent research has shown that “sperm and egg are mutually active partners” (Schatten and Schatten, qtd.
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
chmod .html files!
A submit button creates a button that will submit the form when clicked!
HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
The first argument is the name of the form element
we want, and the second argument is what to return if it isn’t found.
This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
<p>Please enter your name:
<input type="text" name="username"></p>
<button type="submit">Submit</button>
</form>
</body>
</html>
Save this as name.html and upload
Form CGI Handler (Individual)
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
Save this as name.cgi, and don’t forget to.
I.Mulcahy’s qualifications1. As a Xerox board member, do yo.docxflorriezhamphrey3065
I.
Mulcahy’s qualifications:
1. As a Xerox board member, do you support the selection of Mulcahy to turn
Xerox around? What are her strengths and weaknesses vis-a-vis this role?
2. How did Xerox get to the point of bankruptcy? Was it a case of management
ineptitude or simply shifting industry trends?
II.
Mulcahy’s disposition:
3. Is Mulcahy so concerned about her employees’ job security that she cannot take
painful yet necessary actions?
4. Did the stress of Mulcahy’s role take an abject toll on her reasoning faculties?
III.
Twin problems of bank debt & SEC investigation:
5. How can Mulcahy get these on-going problems resolved? Can her personal involvement
make a difference?
6. Is there a linkage between the two issues? Can one be solved without the other?
.
I. Many of you may believe that you have never worked in project ma.docxflorriezhamphrey3065
I. Many of you may believe that you have never worked in project management, but in reality, most of you have already at some point in your life. Think back to a time when you organized a key event (e.g., birthday parties, weddings, yard projects, house renovations, family vacations, projects at work) that meets the definition of a project.
Describe the event you planned.
Summarize the things that went well and / or things that went wrong.
Be sure to reference some of the key skills covered from the chapter.
____________________________________________________________
II. You are working with your Project Sponsor to decide on the optimal project management structure for an upcoming complex project that will involve over 100 members, similar to this project:
https://www.washingtonpost.com/news/digger/wp/2016/10/18/marriott-to-move-headquarters-to-downtown-bethesda/?utm_term=.721d2114db06
.
The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
Describe how you will reassure him that either structure will be successful.
.
i1) The culture you have selected and some general information a.docxflorriezhamphrey3065
i
1) The culture you have selected and some general information about that culture (traditions, beliefs, practices, etc.). Note: This is general info and you are not discussing yourself and your practices here.
2) How you and those close to you within your culture (friends, family, etc.) practice the traditions & beliefs, what the values mean to you, etc. Note: This is when you can discuss in more detail how you practice the culture you have selected.
3) Discussion of the food item that you brought in and how it represents your culture. What meaning does that food have for your culture? For example, in the Chinese culture, dumplings represent luck (a student’s words, not mine). Note: You may also discuss your own practices (example: your family makes this food on holidays).
.
I. Use Venn diagrams to test the validity of the following arguments.docxflorriezhamphrey3065
I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
2. No farmers are city dwellers. Hence, since all city dwellers are urbanites, no urbanites
are farmers.
3. All curmudgeons are pessimists. All pessimists are cynics. So, some cynics are
curmudgeons.
4. Some bankers are vegetarians. No anarchists are bankers. So, some anarchists are not
vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
rollerbladers are not workaholics.
6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
I.Context and Situation AnalysisLiberia is a country div.docxflorriezhamphrey3065
I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
I. Defining Facta. Value free” packets of information; Ex 5’10.docxflorriezhamphrey3065
I. Defining Fact
a. “Value free” packets of information; Ex: 5’10”, weighs 119 lbs., “eats chicken on Sunday at 5:00 p.m.,” “contains the chemical compound acetone,” “operates on unleaded gasoline,” etc.
OR
b. Academically Verifiable (i.e., coming from a fixed medium or source, such as a book, journal article, recorded interview).
\ver·i·fy [ver-uh-fahy]
verb (used with object), ver·i·fied, ver·i·fy·ing.
1.to prove the truth of, as by evidence or testimony; confirm; substantiate: Events verified his prediction.
2.to ascertain the truth or correctness of, as by examination, research, or comparison: to verify a spelling.
3.to act as ultimate proof or evidence of; serve to confirm.
4.Law.
a. to prove or confirm (an allegation).
b. to state to be true, especially in legal use, formally or upon oath
c. Subjective Words, on the other hand, are those that mean different things to each person; Ex: respect, honor, worth, short, low, cold, hungry, dark, tired, fast, etc. (More about these when we study the next learning unit on opinion).
i. Subjective words can be made into FACTS, if and only if you can attribute them to someone else, in a cited source. By doing so, you’re not verifying (or proving) the word itself; instead, you’re verifying that the word was used by a particular individual, thereby making the overall statement FACTUAL because you have confirmed that the opinionated (subjective) word is documented as an individual’s statement/belief.
ii. The tool is attribution.
iii. Example: Let’s take the statement:
His mother is relatively short.
Let’s run the sentence through our tests above…
(1) Is the sentence “value free?” NO, because the word short means something different to you than it does to me.
(2) Is the statement “academically” verifiable? NO, you’re not going to find any source of print or recorded data that indicates that she is “short.”
(3) Lastly, can I make the sentence factual, by putting it in quotes, and attributing it to the original speaker? YES!!! If I write in my essay, “His mother is relatively short (According to S. Ramdial, personal communication, July 20, 2011).” Now, I have “verified” that the statement was made, thereby turning a subjective word/phrase, into FACT.
He is 5’10”
Vs.
He is of average height.
Students on the SJSU campus are said to “come from diverse backgrounds” (SJSU Marketing Brochure, 2014).
According to a declassified CIA document, “Santa Claus is the supreme leader of the North Pole” (CIA…..).
DERMATOLOGY CASE STUDY
Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.
HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the.
I only need 100 words minimum response for the following several pa.docxflorriezhamphrey3065
I only need 100 words minimum response for the following several paragraphs
"If I had to explain what sex, love, and romance is to someone from another world, well...I suppose I would explain sex first.
I was raised with both incredibly religious and sensual views about sex, as well with very liberated and casual views about it. Sex, in essence, is just an act done between two or more consenting adults, done with the intent of experiencing pleasure, and is not dependent on whether or not orgasm was achieved. Sex can be something very intimate and emotionally profound, done monogamously between only two people after marriage, it can be something completely casual, sort of like just a simple release of tension between two strangers who don’t have any emotional connection or tether to each other, and sex can also be anything else amongst the spectrum between those two extremes. Sex can mean absolutely nothing or absolutely everything, it’s up to those involved to decide. Additionally, sex is defined differently for every person. And sex doesn’t need to involve a penis, or penile-vaginal penetration — it doesn’t even need to involve skin-to-skin genital contact to be classified as sex.
Romance is honestly a very culturally driven phenomenon. Something seen as romantic amongst various cultures is having an intimate candlelit dinner, maybe watching a sunset with a beloved, or doing something above-and-beyond for another, like an act of service or gift-giving. Romance is sort of the whole process of practicing and introducing romantic things into an already existing relationship or a new one; romance is definitely not for platonic relationships.
Love, well, is the hardest to explain. Love is a very strong feeling. It has to be felt within one person, but it can be felt between two or more. Love can be familial, platonic, or romantic. You can love your parents, your dog, your favorite scarf, a plant, a significant other, a song, etc. The different types of love have very specific and different meanings and connotations and patterns, but one thing that stays constant across the board: love happens when you really care about something/someone, and do things to benefit the recipient, even if it inconveniences you. This doesn’t always translate into something positive for those involved. There’s a thing such as tough love, and there’s countless people out there who are in love, don’t know how to handle their feelings, and hurt the ones they love. There is also a concept of self-love, which is the radical acceptance of oneself, flaws and all. Love is strange, as the song goes. If the road to hell is paved with good intentions, perhaps the road to love is as well. After all, experiencing love can feel like heaven and hell at times. Love is universal, and I believe, something we can’t live without. We all have to love something, if not someone."
.
I. PurposeThe purpose of this experiential learning activity.docxflorriezhamphrey3065
I. Purpose
The purpose of this experiential learning activity is to apply nursing leadership knowledge and skills to plan for organizational change with system-wide impact. (CO 2, 3, 5)
III. Requirements
Description of the Assignment
This assignment provides the opportunity for the student to:
Create an evidence-based plan for system-wide change guided by a selected organizational change model
Engage in high-level decision-making processes common in the nurse executive role
Use reflective practice knowledge and skills in making high level decision making and change management
IV. Preparing the Assignment
Address all components of the Advanced Communication in Systems Leadership paper as outlined under "Assignment Directions and Criteria".
The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of Standard English, and writing conventions.
Format:
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(current ed.). Washington, DC: Author. Is the source used for this paper
Required elements
Title page, reference page
Use Microsoft Word
Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1" margins, level 1 headings
Paper length: 7 maximum, excluding reference page and title page
Scholarly sources
Minimum of four (4) scholarly resources no older than 5 years (See:
What is a Scholarly Source
under APA resources)
Proof-reading
Use spell check and grammar check and correct all errors
Compare final draft to detailed outline directions to ensure all required elements included
Submitting the paper
DIRECTIONS AND ASSIGNMENT CRITERIA
You will use the following headings for your paper:
Approach to the organizational mandate
Purpose of the paper
Overview of the tasks, potential challenges, and implications of a reduction in workforce
Part II: Reduction in Workforce-Deciding
Using Human Resources (HR) metrics Table 1
Approach, choices, rationale
Challenges presented (including role of ethics)
Using HR metrics with Relative Information Table 2
Approach, choices, rational
Challenges presented
Conflicts raised
Negotiation used
Part III: Reduction in Workforce-Planning the Change
Overview of reorganization plan including timeline
Plan for change and application of Kotter's or Rogers' change model
Anticipated conflict (three areas) and the benefits of using a change model
Healthy work environment
Describe department and system-wide implications, impact, and conflict
Strategies for addressing morale and motivation of remaining workforce
Summary/Conclusions
Restatement of purpose
Overview of tasks
What was learned
.
I would sooner believe that two Yankee professors lied, than th.docxflorriezhamphrey3065
“I would sooner believe that two Yankee professors lied, than that stones fell from the sky” –Thomas Jefferson 1807 On hearing an eyewitness report of falling meteorites.“I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won’t last out the year.” –Editor in Charge 1957 Business books for Prentice Hall
Prepare a 20 slide PowerPoint presentation with speaker’s notes for senior leadership that outlines a strategic plan to senior leadership regarding the potential impact of future technology on organizational development in a global environment. You will have time for a maximum of 20 slides with footnote. presentation should report new and emerging technologies in TWO of the critical areas listed above.
Describe the technologies and their proposed applications. Consider the implications of these developments for leadership policy and planning. Please be sure to explain how these technologies will enhance corporate operations on a multi-national scale. What must leadership do now to prepare for the technological innovations you describe? Offer concrete recommendations for action.Begin by reviewing the following critical impact areas:
Health and Science
Telecommunications
Defense and Security
The Environment
Household and Living
Education
Transportation and Travel
Leisure and Entertainment
The Church
Ministry Organizations
.
I wrote my paper and my feed back was- This is supposed to be a prof.docxflorriezhamphrey3065
I wrote my paper and my feed back was- This is supposed to be a professional writing paper, however there were a lot of errors and run on sentences. Please reread it, make the changes (grammar, spelling, capitalization). It needs to be more professional. Since this suppose to be a professional paper that I am writing for this course to get college credit for this class.
Course Learning Outcome Statement The Course Learning Outcomes section of the portfolio describes how the student has met the learning outcomes for the course(s) that are being pursued through the Prior Learning Assessment Portfolio.
Students are required to write a statement for the learning outcomes that have been identified for the course(s) the student is requesting credit for. The faculty advisor will review the statement. The statement should be well written and supported by sufficient evidence of the student’s learning. It should convey motivation, competence, and the ability to communicate. The focus of the statement is not autobiographical, it should focus on analyzing the student’s learning in the context of the experience. This will be used when determining the number of credits and courses a student receives for learning. The statement should be clear, concise, and descriptive. There is no set length for the narrative, but generally it is three to five pages long, depending on the number of credits/courses being pursued. Students should complete as many pages as necessary to describe their learning and discuss how the learning is connected with the course and degree requirements.
Course Learning Outcome Statement Outline
1. A short introduction identifying the course the student has selected for PLA and describing the learning that the narrative will substantiate.
2. The student should write approximately one paragraph for each course outcome. Each paragraph should describe the following: What you know How you gained the knowledge/how did you learn and how this learning/knowledge relates to the course’s learning outcomes How this learning applied in other contexts (provide clear examples) How this learning relates to college-level learning
3. A short conclusion summarizing your learning and relating it to the course learning.
**** Here is my paper down below **** Please make edits and corrections with grammar, capitalization and spelling and run-on sentences.
EN206: Professional Writing and Presentation
When it comes to professional writing and presentation it’s all about the tone, audience and professional language that are a few of my strong points. The clinical providers and leadership team is my main audience and individuals that I work closely with. The importance of professional writing and presentation is where I learned more as a Senior Administration Assistant II. I crafted the art of writing in the business admin world in sending out emails and business letters to communicate information quickly and organized. Here are some to.
I would do it myself, but I have been taking care of my sick child. .docxflorriezhamphrey3065
I would do it myself, but I have been taking care of my sick child. please help whiling to pay...
Assignment 1: Personal Narrative
Due Week
In 400-500 words, please share a time in your professional life where you observed an unethical situation. What were your thoughts and opinions on this ethical issue?
This assignment is a personal narrative and does not require any outside sources.
.
I would have to identify the character Desiree. I chose Desiree for.docxflorriezhamphrey3065
I would have to identify the character Desiree. I chose Desiree for the reason being is she was told by Armand "the baby is not white therefore you are not white" (pg. 445).
Before all the excitement of the White/Black debate between Desiree and Armand, Armand was the happiest person in the world for a few week. Desiree could sense
tension in the air, but could not exactly pin point where it was coming from (pg.444 para. 5). The great confrontation between Armand and Desiree, left Desiree to seek
guidance from and outside source (her mother Madame Valmonde). Desiree wrote a letter asking her mother, her mothers response was "Come home to Valmonde; back
to your mother who loves, come with your child" (pg 445). After Desiree and the child's departure, Armand was burning the bed, cloths and all other belongings to include
letters Desiree wrote to him. He finds a letter written from his mother to his father saying, " night and day, I thank God for having so arranged our lives that our dead
Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (pg 446, last paragraph).
The nonfiction character would have to be the gentleman who the story is written about in "A Modest Proposal". The gentleman has hid the fact he was gay since he was
young. The fact that his mother called him "queer" ( Article A modest proposal). His father would call him "sissy" (Article: A modest proposal). The fact that he fantasized
about being straight. I was not until he was about Twenty that he finally came out to his best friend, she accepted him for him. After the long suspense of waiting for the
supreme court, it was announced, "Supreme Court Ruling Makes Same-Sex Marriage A Right Nationwide" (Article: A Modest Proposal). Him and his partner went on to live
together without ever getting married. They didn't need a piece of paper nor a church's blessing to stay together forever.
.
I would appreciate your help on this!Prepare a version of Final .docxflorriezhamphrey3065
I would appreciate your help on this!
Prepare a version of Final Paper by including the following:
Introduction paragraph and thesis statement. See thesis and bibliography attached.
Background information of the global societal issue unemployment and economic opportunity.
Brief argument supporting at least two solutions to the global societal issue.
Conclusion paragraph.
Must document any information used from at least five scholarly sources in APA style
.
I will give you an example of the outline paper from my teacherI.docxflorriezhamphrey3065
I will give you an example of the outline paper from my teacher
I must have TWO own document example pages mean Two reference pages to support for the outline paper and must have 2 sources from two that reference on the outline paper
IMPORTANT: the due date on 4/24 at 10 pm mean just have ONE day to do it.
Total: 1 document outline paper must have 2 sources
Own TWO documents of reference papes to support to do the outline paper.
.
I will conduct a Cultural research Paper on the Country China which .docxflorriezhamphrey3065
I will conduct a Cultural research Paper on the Country China which includes the following: A title page typed Apa style... and the following headings with detail information to follow. The headings are: Cultural art, Food, Customs and social morals, Climate, Population, Historical landmark, and The Economy. The paperis to 4 pages full in length, including a title page and a reference page...(6 pages total) 12 font Times New Roman , Apa Format. FOUR REFERENCES are to be included
Please see the attachments below to see what is included in each Heading...
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Digital Tools and AI for Teaching Learning and Research
I would like to discuss my experience developing and implementing .docx
1. I would like to discuss my experience developing and
implementing a SaaS based CRM application(pega) in my
current organization. While business is planning to spin a new
CRM application, they had some list of vendors and per the
requirements they chose to go with Pega. The next question they
had is whether to host the application on premise or cloud. For
this, they had multiple discussions with CIO and IT staff
evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are
involved with application analysts, Application architects to
captured requirements. Application architect will determine if a
requirement can be met from the application. Requirements are
then converted into use cases and Requirement documents.
Requirements include both Functional and Non-functional.
Requirements play a crucial role as they guide developers on
what to code. It will be a huge burden for an organization if
requirements change constantly. Hence, Business and IT should
spend most of their times to gather requirements.
Apart from Business owners and systems analysts,
developers should be involved in development phase. Once the
application is developed Quality assurance teams are used to see
if the Application is functionally stable i.e. they make sure that
all the Requirements gathered are covered by test case. For non-
functional requirements security tests, Load test and
performance tests are conducted. A Release Manager is also
needed for accepting the application into production
Environment. Proper requirements will come in handy for
success of a project. Also, documentation like Requirements
traceability matrix will ensure that each requirement is mapped
to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and
Beyond. Information systems, their use in business, and the
larger impact they are having on our world
2. Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
L2 writing classes.
mmar
on writing
assignments was not only ineffective but potentially harmful.
writing classes: A response to Truscott.
claims are more
harmful to students than error correction.
3. The Debate
L2 writing classes.
on writing
assignments was not only ineffective but potentially harmful.
writing classes: A response to Truscott.
claims are more
harmful to students than error correction.
The Debate
issue in second language (L2) writing research.
topic.
Research Perspectives
4. l
concerns
should
teachers dedicate so many hours providing WCF to their
students?
Which is the most effective type of WCF?
Research Perspectives
concerns
should
teachers dedicate so many hours providing WCF to their
students?
Ferris, 1999, 2004), what are its effects?
Which is the most effective type of WCF?
for its researchability (Ellis, 2010)
5. ved, measured, and controlled
The “article” studies
(Bitchner & Knoch, 2010; Ellis et al., 2008; Sheen, 2007)
-governed uses
Findings from “Article” Studies
6. the control groups -- evidence in favor of WCF.
learners’ accuracy in using articles to express first
mention (a) and subsequent mention (the).
-
analysis finding that WCF has no effect, or a slightly
negative effect on learners’ accuracy.
Unresolved Problems: Linguistic Target
required for referring to something for the first time … or for
referring to mass nouns, WCF was not provided on such
occasions” (Bitchener & Knoch, 2010, p. 202).
Unresolved Problems: Linguistic Target
required for referring to something for the first time … or for
referring to mass nouns, WCF was not provided on such
7. occasions” (Bitchener & Knoch, 2010, p. 202).
Unresolved Problems: Linguistic Target
occasion analysis … meant that the
students were not required to delete articles. … [O]ne effect
of the correction might have been to signal to learners that
they needed to use articles a lot and may have led to errors of
overuse. … It is possible that the correction led to overuse of
articles in contexts that were not the focus of this study and
that did not require the use of an article but this remains an
issue for further study” (Ellis et al., 2008, p. 369, footnote).
Unresolved Problems: Linguistic Target
students were not required to delete articles. … [O]ne effect
of the correction might have been to signal to learners that
they needed to use articles a lot and may have led to errors of
8. overuse. … It is possible that the correction led to overuse of
articles in contexts that were not the focus of this study and
that did not require the use of an article but this remains an
issue for further study” (Ellis et al., 2008, p. 369, footnote).
The Current Study
Aims to fill this gap identified, but underreported, by
previous researchers
earned to use an article
with regard to where it is and it is not required.
Research Questions
1. What is the impact of WCF selectively focused on two
article functions on learners’ accuracy with articles in
other contexts?
9. 2. Do these effects change depending on the type of WCF?
Method
-experimental design (intact classes)
-test → immediate post-test→ delayed post-test
Design
Week 1 Weeks 3-5 Week 5 Week 11
Pre-test Treatment Immediate Delayed
x 3 Post-test Post-test
Participants
10. n a college-based, academic ESL
program (level low intermediate to intermediate)
Urdu, Hindi, Greek, Creole, Korean, Polish, Arabic, Turkish,
Burmese, Pashtoo)
explanation on articles (n=23)
article errors (n=18)
Focus of WCF
Jane bought a ring and a necklace for her mother’s
birthday.
Her mother liked the ring, but hated the necklace.
11. Treatment for Group 1 DF
- incorrect uses with “a” or “the” were corrected
above each error
- “a” or “the” were inserted where they were omitted
but required
Treatment for Group 2 DF + ME
-linguistic explanation
to their piece of writing:
mentioned.
t for dinner. The man
ordered a bottle of wine and the woman drank the wine.
Group 3 Control
12. Students received summary end notes on the overall
quality of their writing (Ferris, 2004, 2006)
-text corrections provided
icle use made
Instruments
Designed to meet the following criteria:
Two types of written tests:
Instruments: Picture description
The accompanying narrative
story was handed to the
students with instructions to
13. read it silently.
Written stimulus (of
approximately 300 - 400
words) was replaced with the
pictorial stimulus and the
students were asked to write
the story themselves.
Participants were given 30
minutes.
6 forms developed.
Instruments: Missing word
Each narrative (200-300 words
long) was based on an adapted
Aesop fable.
Items were embedded in
sentences forming a coherent
text.
14. No blanks were provided.
Participants were instructed
to read the fable and insert
missing words wherever they
deemed it necessary–a task
resembling error correction.
Participants were given 20
minutes.
3 forms developed.
Procedures
-test: picture description + missing word
Students received feedback on the picture description
narratives on three occasions (separated by a week)
-test: picture description + missing word
-test: picture description + missing word
16. lamp is really ugly.
indefinites and definites
ntime
Data Analysis
article type (to identify article usage beyond the
treated articles)
Data Analysis
ion analysis (the
total
number of correctly supplied articles divided by the total
17. number of obligatory occasions and expressed as proportions
of 1).
number of overused articles divided by the total number of
obligatory occasions and expressed as proportions of 1).
with a series of mixed ANOVAs and post-hoc
tests.
Overall impact of WCF on all articles
re was a significant change over time
averaged across all groups.
significantly. In other words, different groups developed
differentially over time.
-test, DF+ME and Control differed
significantly from each other.
Overall impact of WCF on all articles
18. *
*
Impact on ‘treated’ vs. ‘untreated’ articles
ge over
time averaged across all groups.
the groups significantly. In other words, the three groups
developed differentially over time.
-test, DF+ME different significantly
from Control and DF groups on ‘untreated’ articles.
Impact on ‘treated’ vs. ‘untreated’ articles
articles (time*)
*
Impact on ‘treated’ vs. ‘untreated’ articles
19. articles (time*)
on “untreated”
articles (group x time*)
*
Results on accuracy for each group
Results on accuracy for each group
Results on accuracy for each group
overtime
Results on article overuse
20. Summary of Results
experimental groups for accuracy on all articles, both first- and
subsequent-mention uses and other article uses.
inadvertently impacted the remaining functions of the system.
the “treated” features, the L2 learners experienced loss of
accuracy on the “untreated” target features.
to
overuse of a given structure.
Discussion
deserves an open and honest discussion.
are rarely considered.; “researchability” is not helpful
here.
targeted by WCF and FonF studies limiting the findings’
21. generalizability.
Discussion
On a positive note …
grammatical structures arise naturally and frequently may
be both necessary and sufficient to improve L2 learners’
performance with those structures.
Discussion
some areas, but greater inaccuracy in other areas?
regarding students’ improvement in grammatical accuracy,
including forms that have been corrected and taught; they
may need to be alert to potential overgeneralizations.
22. Q & A
Thank you!
The Effects of Integrating Peer Feedback into University-Level
ESL Writing Curriculum: A
Comparative Study in a Saudi Context
Grami Mohammad Ali Grami
Newcastle University
School of Education, Communication and Language Sciences
23. June 2010
Table of Contents
Abstract
………………………………………………………………..………
………………………………………………… I
List of Abbreviations
…………………………………………………………………………
……………………………. II
List of Tables
…………………………………………………………………………
……………………………………….. III
List of Graphs
…………………………………………………………………………
……………………………………… IV
CHAPTER ONE:
INTRODUCTION……………………………………………………
…………………………………. 1
24. 1.1 Introduction
…………………………………………………………………………
………………………………….. 1
1.2 Rationale of the Study
…………………………………………………………………………
…………………. 2
Contribution to Present
Research………………………………………………………………
………….. 2
Limitations of Previous
Research………………………………………………………………
…………….. 3
1.3 Aims and Objectives
…………………………………………………………………………
…………………….. 4
1.4 General Interest of the Study
…………………………………………………………………………
…………. 5
1.5 Organisation of the Thesis
…………………………………………………………………………
…………….. 5
CHAPTER TWO: LITERATURE REVIEW
25. …………………………………………………………………………
…… 8
Overview of Chapter Two
…………………………………………………………………………
…………………….. 8
2.1.1 The Nature of Writing
…………………………………………………………………………
………………… 8
2.1.2 ESL Writing
…………………………………………………………………………
………………………………… 10
2.1.3 General Review of the Teaching Context in SA
…………………………………………………….. 14
2.1.4 Learner’s Problems in the Saudi Context
……………………………………………………………… 17
Socio-cultural
…………………………………………………………………………
………………………… 17
Linguistic/pedagogical
…………………………………………………………………………
………….. 18
Legislative and administrative policy
problems…………………………………………………. 19
26. 2.2.1 Writing Approaches
…………………………………………………………………………
………………….. 20
The Product Approach
…………………………………………………………………………
…………… 21
The Process Approach
…………………………………………………………………………
……………. 24
The Genre Approach
…………………………………………………………………………
………………. 27
2.2.2 Feedback in Writing Classes
…………………………………………………………………………
………. 30
An Overview of Feedback in
Writing………………………………………………………………
…. 30
The Significance of
Feedback………………………………………………………………
………………. 30
Teacher-Written Feedback
…………………………………………………………………………
.……… 32
27. Peer Feedback
…………………………………………………………………………
…………………………. 35
Advantages and Disadvantages of Peer Feedback
……………………………………………… 36
Other Types of Feedback
…………………………………………………………………………
…………. 40
2.2.3 Introducing Peer Feedback to ESL Students
…………………………………………………………… 40
2.2.4 Students’ Beliefs in Writing
…………………………………………………………………………
…………. 45
2.2.5 Writing Assessment
…………………………………………………………………………
……………………. 46
Assessment and Feedback
…………………………………………………………………………
………. 46
Electronic and online Means of Writing Assessment
………………………………………….. 47
2.3.1 Collaborative Learning
…………………………………………………………………………
28. ………………… 50
2.3.2 Collaborative Writing
…………………………………………………………………………
…………………… 53
CHAPTER THREE:
METHODOLOGY………………………..…………………………
………………………………. 56
Overview of Chapter Three
………………………………………………..………………………
…………………… 56
3.1.1 Research Gap and Research Questions
………………..……………………………………………….. 56
Research Gap
…………………………………………………………………………
…………………………. 56
Research Questions
…………………………………………………………………………
………………… 58
Research Sub-Questions
…………………………………………………………………………
………… 58
3.1.2 The Context of the Study
…………………………………………………………………………
29. …………….. 60
General Educational Background: EFL in the Saudi Context
……………………………….. 60
ESL in the Department of Foreign Languages, KAAU
………………………………………….. 60
3.1.3 Participants of the Study
…………………………………………………………………………
…………….. 61
3.2 Justification for Choosing Data Collection Tools
……………………………………………………… 64
3.2.1 Procedures of the Questionnaires
…………………………………………………………………………
.. 64
The Design and Development Stage: Points to Consider
…………………………………….. 66
The Development of the Non-Standardised Questionnaire
…………………………………. 71
The Pre-Pilot Study
…………………………………………………………………………
………………….. 72
The Pilot Study
…………………………………………………………………………
………………………… 74
30. 3.2.2 The Writing Entry and Exit Tests
…………………………………………………………………………
….. 80
3.2.3 Interviews
…………………………………………………………………………
………………………………….… 81
Reflections on the Interviews
…………………………………………………………………………
… 82
3.2.4 Fieldwork and Empirical Study
…………………………………………………………………………
……. 84
Quasi-Experiment: Control Group and Experiment Group
…………………………………. 84
The Design of the Writing Task
…………………………………………………………………………
.. 85
Peer Feedback Group Training
…………………………………………………………………………
.. 85
3.2.5 Methodological Issues
…………………………………………………………………………
………………... 86
31. Research Ethics
…………………………………………………………………………
……………………….. 86
Formal Procedures to Conduct the Empirical Study
……………………………………………. 87
Validity and Reliability
…………………………………………………………………………
……………. 88
Content Validity
…………………………………………………………………………
……………………… 89
Population Validity
…………………………………………………………………………
………………….. 89
Rating Written Tests
…………………………………………………………………………
……………….. 90
Triangulation
…………………………………………………………………………
………………………….. 91
3.3.1 Data Collection Procedures
…………………………………………………………………………
………… 91
Writing Tasks: Entry and Exit Tests
……………………………………………………………………. 95
32. The Treatment of Peer Feedback Group
…………………………………………………………….. 97
Pre and Post-Experiment Questionnaires
…………………………………………………………… 98
Treatment Group Interview
…………………………………………………………………………
…….. 100
3.3.2 Data Processing and Analysis
…………………………………………………………………………
………. 101
Writing Tasks Analysis
…………………………………………………………………………
…………….. 101
Questionnaires
…………………………………………………………………………
………………………… 103
Interviews
…………………………………………………………………………
……………………………….. 103
CHAPTER FOUR: RESULTS
…………………………………………………………………………
……………….……. 108
Overview of Chapter Four
…………………………………………………………………………
……………………. 108
33. 4.1 Writing Tests Results
…………………………………………………………………………
…………………….. 108
4.1.1 Entry Test Results
…………………………………………………………………………
……………………….. 108
4.1.2 Exit Test
…………………………………………………….…………………
………………………………………… 112
4.2 Questionnaire Results
……………..…………………………………………………………
…………………….. 115
4.2.1 The Pre Experiment Questionnaire
……………….………………………………………………………..
115
4.2.2 The Post-Experiment Questionnaire
…………………………………………………………………….…
120
4.3 Results of the Interviews
…………………………………………………………………………
………………… 121
34. CHAPTER FIVE: DISCUSSION
…………………………………………………………………………
………………… 123
Overview of Chapter Five
…………………………………………………………………………
…………………….. 123
5.1 Students’ Perception on Different Types of Feedback
………………………………………………. 124
5.2 How Peer Feedback Helps Students Improve Writing Skills
………………………………………. 130
5.3 Students Experience in the Peer Feedback Group
…………………………………………………….. 141
5.4 Shift of Attitudes towards Teacher and Peer Feedback
………………………………………………143
CHAPTER SIX: CONCLUSION
…………………………………………………………………………
…………………. 150
Overview of Chapter Six
35. …………………………………………………………………………
………………………. 150
6.1 Summary of the Study
…………………………………………………………………………
……………………. 150
6.2 Implications for Teaching
…………………………………………………………………………
………………. 152
6.3 Limitations of the Study
…………………………………………………………………………
…………………. 153
Methods
…………………………………………………………………………
…………………………………. 153
Time Factor
…………………………………………………………………………
…………………………….. 154
Access to Participants
…………………………………………………………………………
……………… 154
Scope of the Research …
Teacher and student perceptions of second language writing
feedback:
36. A survey of six college ESL classes and their teachers
Ann Johnstun
A Scholarly Paper
Submitted in Partial Fulfillment of
The Master’s Degree in Second Language Studies
Department of Second Language Studies
University of Hawai‘i at Mānoa
First Reader: Lourdes Ortega
Second Reader: J.D. Brown
May, 2009
Abstract
Research on second language writing has focused on feedback
practices and student revision
processes. The purpose of this study is to examine students’ and
teachers’ feelings and thoughts
in regards to written feedback, and to compare these perceptions
with teacher self-assessments.
Both teachers and students in university level English as second
language (ESL) writing courses
37. were surveyed about their perceptions of teacher written
feedback. Results indicated that they
showed no particular preference for any single type of feedback
and that students were generally
satisfied with the type and amount of feedback that they were
given. Additionally, both teachers
and students placed the burden of error correction on each
other. These and other findings are
discussed in light of the context and suggest that teachers
should be aware of their students’
perceptions when employing their feedback approaches.
2
Background for the Present Study
Providing effective feedback is one of the many challenges that
any writing teacher faces.
In a second language classroom, feedback practices can be even
more challenging; in addition to
organization and punctuation problems, grammar feedback is
also a concern. Teachers and
students agree that teacher written feedback is a crucial part of
the writing process (Cohen &
38. Cavalcanti, 1990). Teachers want to give feedback that will
encourage and challenge students to
be better writers, but do not always know how the feedback that
they are providing is perceived
by the students, or how effective it is. Since reading student
work and giving feedback is a very
time-consuming process, teachers may feel frustrated when the
feedback they offer is not
followed by the students. Even when the teacher’s system for
giving feedback is clear and
consistent, oftentimes teachers do not know whether students
understand their practices. This
study examines teachers’ perceptions of feedback in the form of
error correction and follow-up
practices and compared these with students’ perceptions and
beliefs about these practices. In a
survey of 47 students and six teachers in a university English as
a second language setting, I
explored several questions about the feedback amount, type,
beliefs, and the degree of
satisfaction. The purpose of this paper is to examine and
compare the relationship between
students’ and teachers’ perceptions of written feedback in the
second language classroom.
39. Does Feedback Matter?
There has been much debate among researchers on second
language writing about the
effects of different kinds of feedback. One of the hottest issues
in the past fifteen years has been
whether grammar feedback is either necessary or helpful for L2
learning. As one main opponent
of grammar feedback, Truscott (1996) concluded that all forms
of error correction of L2 student
3
writing are ineffective and should be abandoned. Ferris (1999)
countered Truscott’s argument by
delineating the ways that learners use feedback to improve their
writing. While this debate is
interesting, most writing teachers give both grammar and
content feedback to their students.
Whether or not grammar feedback is effective, students expect
it and believe that it will help
their writing (Hyland, 1998; Casanave, 2003).
Other research investigated other aspects of feedback, such as
the effects of manipulating
the type of feedback given by teachers (Bitchener, Young, &
40. Cameron, 2005; Leki, 1991). ESL
writing teachers' actual response practices were examined and
compared with research of L1
writing teachers practices (Zamel, 1985). More recently,
researchers have called into question
the methods for researching writing (Guénette, 2007; Truscott,
2007) and called for researchers
to be more exact in their methods.
Ferris (1997) introduced a new approach to research in this
area. The approach made
connections between teacher feedback and the revisions the
students made as a result. Ferris did
not manipulate the type of feedback given, but instead classified
comments made by the teacher
according to length, functional type, and use of hedges.
Revisions made by students were rated
according to whether they were substantive or minimal and also
whether they had a positive or
negative effect. Ferris found that marginal requests for
information and summary comments on
grammar appeared to lead to the most substantive revisions.
Ashwell (2000) used Ferris’ model
to test Zamel’s (1985) hypothesis that two or more drafts are an
important part of the writing
41. process as a whole. In using this method, Ashwell examined
whether content followed by form is
the best way to provide feedback to students. He found that
there is no significant overall
difference in papers that are given form feedback followed by
content feedback as opposed to
content followed by form. All this research on the effectiveness
of actual feedback practices begs
4
the equally important question of what the specific preferences
might be of those receiving and
giving feedback in the classroom, namely students and teachers.
A New Perspective: Perceptions of Feedback
The perspective of writing students has been investigated in
several ways such as
students’ preferences and reactions to feedback (Cohen, 1987;
Cohen & Cavalcanti, 1990; Ferris,
1995). Studies on students’ perceptions of written feedback
have shown that they have strong
opinions and preferences about the amount and type of feedback
given by their teachers. Zhang
42. (1995) found that ESL students greatly value teacher written
feedback and consistently rate it
more highly than alternative forms such as peer feedback and
oral feedback in writing
conferences.
An important study by Cohen (1987) surveyed 217 students in a
university setting on the
amount and the effectiveness of teacher-written feedback. He
found that students prefer feedback
on local issues like sentence-level feedback such as grammar
rather than global feedback such as
end comments. In a similar study, Ferris (1995) surveyed 155
students and added to Cohen’s
findings that students pay more attention to feedback given
during the writing and revising
process rather than feedback given on a final draft. These
findings show students’ strong
preference for local feedback and also demonstrate how much
students use this feedback to
improve their writing.
In researching whether students understand feedback in the
same way that the teacher
intended it, Hyland (2003) found that students often
misunderstood their teachers’ comments or
43. suggestions. Hyland and Hyland (2001) investigated the role of
praise and found that it was often
5
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2&_user=989483&_coverDate=06%2F30%2F2007&_rdoc=3&_f
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&_udi=B6W5F-4PHSRDP-
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perceived by students as a way to soften criticism rather than to
encourage them to continue
writing.
The above research on student preferences and perceptions
about feedback has been the
main focus of research on L2 feedback perceptions. The
teachers’ perceptions in the form of self-
44. assessment or self-report of feedback are rarely studied and
only a few have been compared to
the student’s perceptions. There are numerous variables and
factors that affect feedback
practices, and recently there have been calls for more research
to investigate feedback in terms of
comparing student perceptions with teacher self-assessments
and actual teacher feedback
(Goldstein, 2001, 2006).
A seminal study that relates student and teacher feedback
perceptions was conducted by
Cohen and Cavalcanti (1990). In examining teachers’ self-
assessments with student perceptions
and actual written feedback in this study in a university EFL
setting, they found a strong
relationship between teacher self-assessments and actual
performance in all of the categories that
they examined (content, organization, vocabulary, grammar, and
mechanics). In an innovative,
more recent study in an EFL context in Hong Kong, Lee (2003)
compared teachers’ feedback
beliefs with teachers’ feedback practices. She found that
although many teachers believe in
45. giving selective error correction feedback, most teachers
surveyed still mark papers
comprehensively. Lee (2004) also compared teachers and
students’ beliefs in Hong Kong. She
employed a similar approach to her first study in researching
teacher beliefs, but added the extra
element of comparing teacher beliefs, attitudes, and perceptions
to student beliefs, attitudes, and
perceptions. She found that both students and teachers in this
context preferred comprehensive
marking and that teachers use only limited strategies in their
feedback practices. Even more
recently, Montgomery and Baker (2007) used a similar approach
to that of Cohen and Cavalcanti
6
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(1990) but with a much larger sample size: while Cohen and
Cavalcanti used only one teacher
46. and nine students, this study surveyed 98 students and ten
teachers. They found that teachers’
perceptions of the amount of feedback that they give are
generally lower than students’
perceptions. In investigating the relationship between the
teachers’ beliefs and actual feedback
provided, they found, in agreement with Lee (2003) that
teachers may not have provided
feedback in the way that they believed they should.
Purpose
The studies above have investigated several important areas of
feedback and have laid the
foundation and opened the door for more research. Hyland
(2006) encouraged research to “go
beyond the individual act of feedback itself to consider the
factors that influence feedback
options and student responses” (p.10). While there has been
research on practices, types,
effectiveness, interpretation of feedback, and so on, few studies
have been done about the
affective factors that influence feedback, namely the feelings of
satisfaction with amount and
type. The present study seeks to build upon the previous
47. research by examining how students
feel about the amount and type of feedback that they are getting
and how teachers perceive their
students’ feelings. More precisely, I seek to examine the
relationship between teacher self-
assessments and student perceptions of teacher written feedback
by examining the following
questions:
1. How similar or different are students’ and teachers’
perceptions in regards to feedback amount
and type?
7
2. How content are students with the amount of feedback that
they are receiving, and by
comparison do teachers believe that their students are satisfied
or dissatisfied with their
feedback?
3. How favorably are various techniques for the delivery of
feedback viewed by students?
4. Whose job is to correct errors, according to students and
teachers?
48. The answers to these questions will help teachers to better
understand the effects of their
feedback on students. They may also help to inform teachers
about which type of feedback is
more effective in their context.
Method
Context of the Present Study
This study takes place in an ESL context in a university English
Language Institute
(ELI). Students at the ELI consist of international and
immigrant students for whom English is
not their native language. The main purpose of the ELI is to
provide English instruction to
facilitate these students’ academic studies. ELI teachers are
mainly graduate-assistant instructors
chosen from MA and PhD candidates in this university’s Second
Language Studies department.
ELI classes are semester-long and consist of 2.5 hours of
instruction per week. The teachers and
students surveyed were currently teaching or enrolled in an ELI
writing class. The survey took
place about three weeks before the end of the semester, so
feedback practices were most likely
49. well-implemented by this point.
In the process of developing this research proposal, it was
necessary to get approval from
the Director of the ELI in order to conduct a research project at
the ELI. The steps for approval
included reading research that has already been completed at the
ELI so as not to create an
8
overlap, and having the research proposal and the instruments
(surveys) approved by both the
advising professor and the ELI director. This study was also
approved by the university’s
Committee on Human Studies, which included submitting a
summary of the proposed research,
the instruments (surveys), and signed approval of the advising
professor.
There were seven writing classes being held at the ELI at the
time the study was
conducted. All seven teachers elected to participate in the study.
I came to each face-to-face class
during the last five minutes of instruction and explained the
survey, then returned at the
50. beginning of the following class to collect the surveys. One of
the participating classes was an
online class, and the survey was explained in an email. In
analyzing the results from the courses,
I found that feedback practices in this online class were quite
different from the others classes
surveyed. Moreover, no response was received from the teacher
of the online course and few
responses were received from the students. Since an important
aspect of this paper is to compare
the students’ perceptions with the teacher’s, I only consider
data from the six face-to-face ELI
writing classes that was collected.
The three writing classes (ELI 73, ELI 83 and ELI 100)
surveyed contain students of
varying levels of proficiency, within a range of levels advanced
enough to take university classes
(a score of 500 on the paper-based TOEFL is required to enter
into the university). ELI 73
consists of a mix of undergraduate and graduate students. ELI
83 is an advanced course for
graduate students only, while ELI 100 is an advanced course for
undergraduates. The classes also
have different course objectives. ELI 100 must be taken by non-
51. native speakers of English as an
alternative to English 100, the required English course for
undergraduate students at this
university.
9
Table 1
Writing Courses in the ELI
ELI Writing Courses1
Intermediate ELI 73
Advanced ELI 83 – Graduate Students Only
ELI 100 – Undergraduate Students Only
Participants
The participants in the present study include students and
teachers from two ELI 100
classes, two ELI 83 classes, and two ELI 73 classes. The
predominant first language of the ELI
students surveyed is Japanese, followed by Korean and Chinese.
While students in ELI 100 are
fairly similar in age, the age range in graduate-level ELI 83 is a
bit more diverse. Because of the
nature of ELI 73 including both graduates and undergraduates, a
52. wide range of ages is
represented in this case as well.
Table 2
Participants by Age and Language
Course Number of Participating
Students
Age
Range
Median Age Native Language Background
73 13 18-37 24.8 5 Japanese, 3 Korean, 3 Chinese,
1 Tibetan, 1 Arabic
83 19 23-34 27.7 6 Japanese, 8 Chinese, 3 Thai, 1
Vietnamese, 1 Bahasa Indonesia
100 15 19-24 20.8 8 Japanese, 3 Korean,
1 Chinese, 1 Cantonese,
1 Portuguese, 1 Swedish
All participating students and teachers provided informed
consent (see Appendix A for
consent form). An important measure in this research was
ensuring the confidentiality of students
and teachers and making sure that they knew their rights to
participate or choose not to
participate with no penalty.
1 Adapted from ELI website:
53. http://www.hawaii.edu/eli/students/newstudents.html
10
Survey Design
The data were elicited by means of a questionnaire based on a
hybrid of the surveys used
in Cohen (1987), Ferris (1995), Montgomery and Baker (2007),
and Lee (2004). The final
instruments are shown in Appendices B and C. The surveys
focused on three areas: feedback
amount, feedback type, and feedback beliefs.
In their questionnaire, teachers were asked to self-assess how
much of each type of
feedback (ideas/content, organization, vocabulary, grammar,
and mechanics) they gave on
compositions throughout the past semester. They were also
asked about their grammar correction
practices and whether students knew how to understand their
markings.
The students were asked similar questions to their teacher in the
survey. In addition, they
were also asked how much they consider their teachers’
comments on their essays, if they are
54. satisfied with the amount of feedback they receive, if the
teacher uses a correction code, to what
degree they understand the teacher’s correction code, and whose
job they feel it is to find and
correct errors.
One important element in these surveys is that often the same
questions are asked
separately about both 1st or 2nd drafts and final drafts. Zamel
(1985) called these drafts ``cycles of
revision'' (p. 95). She suggested having stages in the feedback
process. Now common practice
amongst writing teachers, there are often at least one or two
drafts plus a final version in the
writing process. Therefore, there are a few questions in two
parts, for the students and teachers to
differentiate between feedback during the beginning or end of
the cycle. Some teachers may
believe that feedback is more or less effective at certain points
in the writing cycle, and may
provide different amounts and types of feedback respectively. It
should also be noted that the
11
http://micro189.lib3.hawaii.edu:2374/science?_ob=ArticleURL
56. and came to collect them at the beginning of the next class. The
data was collected and entered
by two researchers, and cross-checked for accuracy. I will use
descriptive statistics in presenting
the results of the surveys. In anticipation that the data from
these classes would represent
different perspectives, the data will be compared both as a
whole, grouped by course, and as
single classes.
The remainder of this paper is devoted to the presentation of my
data analysis and to the
discussion of the findings related to my four research questions.
As I present and discuss results,
I will highlight interesting findings and draw implications to
pedagogy relative to feedback
practices. The paper will conclude with an acknowledgement of
the limitations of the study and
some implications.
Results and Discussion
RQ 1: How similar or different are students’ and teachers’
perceptions in regards to feedback
amount and type?
Deciding feedback amount is an important part of the feedback
57. process. As mentioned
above, Cohen (1987) found that students prefer more feedback
in certain areas such as grammar
12
and less on global issues. In the present study, teachers were
asked to self-assess how much
feedback they gave on compositions throughout the past
semester. As shown in Appendix C, the
feedback was divided into types; ideas/content, organization,
vocabulary, grammar, and
mechanics. They were asked to choose an amount for each type
of feedback that was an average
of the feedback they generally gave to their students. Basically,
teachers were asked to estimate
the total amount of feedback given on first and final drafts of
their students’ compositions and
rank the amount of feedback on a Likert scale with choices of
‘‘none,’’ ‘‘a little,’’ ‘‘some,’’ and
‘‘a lot.’’ The descriptions were supplemented with percentages
that clarified the categories: 0%,
30%, 70%, and 100%. For instance, if teachers thought that they
commented on every
58. grammatical error in a paper, they would mark 100%, if they
purposefully marked only some of
the errors, they would mark 70%. Students were also asked to
evaluate their teacher’s written
feedback using a similar response format (see Appendix B). The
results are shown in Figures 1
and 2.
Figure 1
Feedback Perceptions, 1st or 2nd Drafts
0
10
20
30
40
50
60
70
1
0
0
7
0
3
0 0
1
0
0
60. Organization Content/Ideas Grammar Vocabulary Mechanics
Feedback Category
P
e
rc
e
n
t
Students
Teachers
13
Figure 2
Feedback Perceptions, Final Drafts
0
10
20
30
40
50
60
70
1
62. 3
0 0
1
0
0
7
0
3
0 0
Organization Content/Ideas Grammar Vocabulary Mechanics
Feedback Category
P
e
rc
e
n
t
Students
Teachers
According to the results, in the 1st, 2nd, and final drafts,
students report that they are
getting more feedback than teachers report in giving in the areas
of grammar, vocabulary, and
63. mechanics. For example, as shown in the ‘mechanics’ category
of 1st and 2nd drafts, a majority of
students reported that they received “a lot (100%)” or “some
(70%)” feedback, whereas all
teachers reported giving only “some (30%)” or “no (0%)”
feedback. Since teachers report that
they are giving feedback selectively, we can therefore see that
there is a mismatch in the
perceptions of students and teachers about the amount of
feedback given and received. It is
interesting to note that this discrepancy in students’ and
teachers’ perceptions is not apparent in
the categories of organization and content/ideas. It seems that
when asked about these areas of
feedback amount, teachers and students generally agree on the
amount that they are giving and
receiving.
This finding is ambiguous in terms of an explanation. It could
mean that students think
that they are getting feedback on everything when they are not,
and they will assume that all
errors are marked, so that when they fix those errors, their
papers will be error free. However,
64. this explanation is unlikely, judging from other findings in the
literature. Specifically,
14
Montgomery & Baker (2007) found that in many cases when
teachers’ perceptions were less
than students’ perceptions of written feedback, the teachers
were underestimating the amount
that they give, rather than the students overestimating.
Likewise, in Lee’s (2004) study, many
teachers were reporting that they gave “selective” feedback, but
when actual feedback practices
were examined she found that they were marking
comprehensively. Such findings may suggest
that teachers should self-monitor their feedback practices,
checking how much feedback they
give.
RQ 2: How content are students with the amount of feedback
that they are receiving, and by
comparison do teachers believe that their students are satisfied
or dissatisfied with their
feedback?
The survey shows that an overwhelming number of students,
65. 74.5%, are satisfied with the
amount of feedback that they are receiving, while a majority of
teachers, 80%, reported that their
students are only “somewhat” satisfied (Figure 3).
Figure 3
Comparing Perceptions of Satisfaction
0
20
40
60
80
100
Yes No Somewhat
Students
Teachers
15
In analyzing the amount of student satisfaction by each
individual class, all classes had a
fairly high rate of satisfaction, ranging from 50% to 100%. Four
of the six classes had high
66. response rates that were all within a small range between 71%
and 81% students reporting
satisfaction. By contrast, the class each with the highest and the
lowest scores for satisfaction
was also a group with the lowest response rates. The extreme
and atypical responses are likely to
be related to the small number size of respondents in these two
groups.
It is an encouraging statistic that students are mostly satisfied
with the amount of
feedback that they are receiving. By comparison, however, more
teachers felt that students were
only “somewhat” satisfied with the amount of feedback they
gave. I attribute this high number to
the anxiety that many teachers feel about the effectiveness of
feedback practices and students’
perceptions of such. This finding reflects the researcher’s
perception while conducting the study
that the teachers who participated in the study seemed very
concerned with the feelings and
progress of their students.
When asked what they prefer for the teacher to do, 75% of
students elected that the
67. teacher give feedback on “all” errors, while only 21% preferred
teachers to give “some”
feedback. This reveals that students have a strong preference to
receive global feedback. This
finding is contrary to some recent research concerning global
comments. Leki (2006) suggested
that students reported feeling that they are not receiving enough
comments on global issues from
teachers. The present study suggests that these students feel that
they are receiving enough
comments on global issues such as ideas, content, and
organization, as most students reported
that they received “a lot” or “some” comments in these areas.
One fundamental difference
between the present study and Leki (2006) is that Leki was
examining students’ perception of
16
regular discipline classes whereas I am examining practices in
an ESL classroom. This may
explain some discrepancies in the two study’s findings.
When asked how much progress students were making with
semester, majorities of both
68. the six teachers and their students reported that they were
making “some” progress this semester.
To be specific, 65% of students and 66% of teachers feel that
students are making some progress.
The perceptions of both students and teachers match, and are
relatively positive. This, combined
with the fact that most students are satisfied with the amount of
feedback they get, indicates that
students are generally positive about their ELI writing classes.
RQ 3: How favorably are various techniques for the delivery of
feedback viewed by students?
One of the primary motivations of this study was to ask which
techniques teachers were
using and to draw correlates between practices and student
satisfaction. I expected that this
would allow me to show underlying preferences for certain
types of feedback over others,
essentially finding which methods were more preferable to both
students and teachers.
Specifically, I examined the (self-reported) type of error
correction a teacher uses, correction
codes, and a variety of other feedback follow up methods, such
a conferences and error
frequency charts and compared these …
72. opportunities for interaction between teacher and student
(Hyland & Hyland, 2006). Feedback can be defined as writing
extensive comments on students’ texts to provide a
reader response to students’ efforts and at the same time helping
them improve and learn as writers (Hyland, 2003).
The teacher provides feedback to enable students to read and
understand the problems and use it to improve future
writing. Thus, written feedback is used to teach skills that are
able to help students improve their writing. At the
same time, it is hoped to assist students in producing written
text which contains minimum errors and maximum
clarity.
In order for feedback to be effective, students’ must be provided
with effective feedback. Effective feedback is
feedback that is focused, clear, applicable, and encouraging
(Lindemann, 2001). When students are provided with
this type of feedback, they are able to think critically and self
regulate their own learning (Nicol & Macfarlane-Dick,
2006; Strake & Kumar, 2010). Thus, it is understood that
feedback acts as a compass which provides a sense of
direction to the students and tells that writing goals are
achievable.
Feedback is particularly important to students because it lies at
the heart of the student’s learning process and is
one of the most common and favourite methods used by teachers
to maximise learning. But, little attention has been
given to the specific types of responses teachers give their
students in relation to speech acts and the extent to which
students find these helpful. Therefore, this study investigates
the types of feedback and its usefulness according to
73. speech acts.
1.1. Theoretical framework
This study uses a combination of two frameworks of speech acts
which are Speech Act Theory by Searle (1969)
and Language Functions by Holmes (2001). Holmes (2001)
categorised language into six language functions,
which are: directive, expressive, referential, metalinguistic,
poetic and phatic. Similarly, Searle (1969) also
categorised speech by its illocutionary acts and categorised
these into five illocutionary acts, which are
representatives (assertive), directives, commissives, expressives
and declarations (performatives).
These two theories give a clear justification to classifying
feedback as a form of communication between the
provider and the receiver of the feedback. Using the lens of this
stance, this study suggests that providing useful and
effective feedback based on the speech functions may
essentially enhance the communicative functions of feedback.
In order to provide effective feedback to students, lecturers
need to understand what types of feedback are useful in
students’ writing and also students’ opinion of different types
of feedback.
1.2. Purpose of the study
The purpose of this study is to explore the types of feedback
which are beneficial to the students. Furthermore,
74. the study also investigated the students’ responses towards the
types of feedback which are beneficial students in
terms of speech function and how language is used in feedback.
The questions that guided this study were as
follows:
What type of feedback did the students receive from their
lecturer?
What were the students’ responses to the various type of
feedback?
391 Kelly Tee Pei Leng / Procedia - Social and Behavioral
Sciences 123 ( 2014 ) 389 – 397
1.3. Limitations of study
The first limitation was that the study focused only on written
feedback on ESL academic writing. Although
some of the results may be applicable to oral feedback, the
findings and interpretations of this study should be
considered in the context of written feedback.
The second limitation in this study is the overlapping of
categories in the coding of feedback types which
appears problematic in most studies that categorise types of
feedback. This presents a challenge to any researcher
conducting a detailed study on the types of written feedback. In
75. order to minimize this problem, the following steps
were taken: the feedback types were carefully coded using the
framework from Holmes (2001) and Searle (1969),
consulted with members of my peer-debriefing group to validate
each criterion, and the coding was randomly
checked with two independent raters.
The third limitation of this research was that it did not take into
account the writers’ revised work because the
research did not look at the gain score of the students and what
changes had been done in their revised essays.
Instead it looked at the usefulness of the written feedback in
terms of speech acts and aspects of writing. Thus, the
researcher could not compare between the first draft and the
final draft in order to see the changes applied in the
students’ final draft based on the feedback.
2. Methodology
2.1. Context
The present study was conducted in a writing skills course at a
private university in Selangor, Malaysia. The
course was a compulsory subject offered to undergraduate
students and the reason this class was chosen because
students were asked to complete a written assignment (1000-
1200 words) which involved drafting and revising
based on their lecturer’s feedback. The duration of the course
was one semester which lasted for 15 weeks.
Throughout the course, students were exposed to different
theoretical models of writing and had to compare and
76. contrast different written discourse systems before applying the
principles of effective writing to enhance readability
in their written text by focusing on signaling, signposting, and
topic strings.
2.2. Participants
The participants of this study were 15 Malaysian students and
they were Malay, Chinese and Indian. The students
were a mixed-gender between the ages of 19 to 20 years old. In
terms of language, for some of the participants,
English is their first language while for the others English is
their second language. The students were in their first
year of their studies (first semester).
2.3. Data Collection
The data for this study was obtained from two research sources:
(1) written drafts and (2) interviews with the
students. These two sources are important in this study as it
provided detailed information on the usefulness of each
type of feedback.
2.3.1. Written Drafts
The drafts of the research paper were collected from both
lecturers once they had finished commenting on them
which was in week 10; copies of the research papers were made
and were returned to the respective lecturers within
a period of two-days. In the drafts, the lecturers provided
students with written feedback on how to improve their
research paper. Two types of feedback were provided: in-text
feedback and overall feedback. The in-text feedback
included all comments written by the lecturer in the text and it
was mostly written in the margin of the text. The
77. feedback given was considered as spontaneous thoughts of the
lecturers and it acted as a dialogue between the
392 Kelly Tee Pei Leng / Procedia - Social and Behavioral
Sciences 123 ( 2014 ) 389 – 397
students and their lecturers. The overall feedback was in the
form of a letter like text. For the overall feedback, both
lecturers summarized their main concerns and put forth a more
general feedback on the written draft. The in-text and
overall feedback was transcribed word for word in order to have
a comprehensive list of the lecturers’ comments.
2.3.2. Interviews
The interview took place in week 16 of the semester after their
feedback was compiled from written drafts. Each
interview lasted between 20 to 30 minutes. The interviews were
audio-recorded and field notes were taken by hand.
During the interviews, the students had their original research
drafts with them while the researcher had photocopies
of it. This made it easier to discuss their responses to specific
comments and cross-reference their revisions, based
on the suggestions made by their lecturers. The interviews were
later transcribed verbatim for analytical purposes.
3. Development of a Model for Feedback Analysis
The study was guided by the constant comparative method set
out by Glaser and Strauss (1967) by considering
open, axial, and selective coding strategies (Strauss & Corbin,
1998). Analysis occurred at the same time as data
collection. The data from the written text was arranged and
78. coded into categories. The feedback were categorised on
how the feedback was given according to speech acts functions
(Table 1).
First, the coding categories for speech acts framework were
identified through the reading of the written text.
The main functions of the feedback types were derived from the
speech acts /language functions and the sub-
categories were adapted from earlier studies (see Ferris et. al.,
1997; Kumar & Stracke, 2007). The in-text and
overall feedback were read through individually to develop a
system of categorization. In order to develop an
appropriate categorization, it took several rounds of individual
categorization followed by intensive discussions with
two other post-graduate students and a senior lecturer until a
consensus on an appropriate categorization model was
reached. The data was analysed based on what the comments did
to the students, hence it was appropriate to analyse
the feedback based on the coding of the two functions of
speech: directive and expressive (Holmes, 2001; Searle
1969).
Table 1. Feedback Categories for Speech Act Functions
Main Function Subcategory Examples
Directive
instruction Preview your points here.
clarification How does this support your stand? Make it clear
to your reader.
Expressive
approval Well supported with the literature.
79. disapproval I’ve stopped reading here as I don’t see a flow of
argument!
4. Findings and discussions
4.1. Overview of the feedback
The findings from the written drafts indicate that two forms of
feedback which were commonly received by the
students are directive and expressive feedback. A total of 366
instances of feedback were found from the students’
written drafts. The majority of the written feedback fell into the
directive category (77%) (see Table 2). Directive is
an act which commits the receiver of the message to do
something (Holmes, 2001; Searle, 1969). The remaining
feedback fell into the expressive category (23%) and expressive
is an act of the speaker which expresses his/her
feelings (Holmes, 2001; Searle, 1969).
Table 2. Distribution of Feedback Based on Speech Act
Functions
Categories Number of feedback Percentage (%)
Directive 280 77
Expressive 86 23
Total 366 100
Note: Percentages may not add to 100 or exceed 100 due to
rounding. This is applicable to all the
tables in this document that include frequencies.
393 Kelly Tee Pei Leng / Procedia - Social and Behavioral
Sciences 123 ( 2014 ) 389 – 397
80. In this study, the students found directive feedback to be useful
and they liked it most compared to the other
categories of feedback. Directive feedback is specific and well-
focused. The feedback the students received were
mostly directive in nature, telling students exactly how to
improve their writing: ‘Structure your argument -
heading/sub-heading to improve readability’ and ‘Preview your
main points here’ are examples. It can be concluded
that the students themselves were unskilled students and they
valued explicit feedback. This finding concurs with
Ziv (1984) study which found that students learning to write
need specific directions from their teachers on how to
progress and meet their writing goals.
However, the finding of this study differed from what previous
response theorists suggest as best practice
(Lunsford, 1997; Sommers, 1982; Straub, 1996, 2000). It has
been suggested that teachers should write fewer
directive comments and embrace facilitative comments instead
because facilitative comments give students more
control, ownership, and responsibility (Lunsford, 1997;
Sommers, 1982; Straub, 1996, 2000). But this is not the case
with these students as the feedback provided the students with
developmental experiences as they were able to
revise their essays based on the feedback given as the feedback
made them aware of their weaknesses and strengths
of their writing skills.
4.2. Breakdown of the sub-categories of feedback
81. Table 3 shows the breakdown of the sub-categories of directive
and expressive feedback. Five sub-categories of
feedback were evident from the data which are directive-
instruction, directive-clarification, expressive-approval, and
expressive-disapproval.
Table 3: Frequency of Sub-Categories of Feedback
Types of Feedback Number of feedback Percentage (%)
Directive-instruction 191 52
Directive-clarification 89 24
Expressive-disapproval 69 19
Expressive-approval 17 5
Total 366 100
Note: Percentages may not add to 100 or exceed 100 due to
rounding. This is applicable to
all the tables in this document that include frequencies.
4.2.1. Directive: Instruction
The most commonly received feedback was directive-instruction
feedback (52%), see Table 3. Instruction
feedback instructs students to make changes which are
necessary for the text. They found directive-instruction to be
useful in their revision as directive-instruction provided them a
sense of direction because they knew exactly what
was needed to be corrected. One of the student mentioned that
“I feel very happy because my lecturer provides me a
way on how I can improve my writing when she said like, ‘tell
me what Big Five means, then explain how it
concerns to the matter you described”. So he is like in a way
trying to tell me how to revise what I have written
82. before and see whether the ideas are related to this particular
paragraph.” Thus, this clearly shows that feedback
offers a sense of direction to the student (Hyland & Hyland,
2006). The students also mentioned that they knew
what and where had they gone wrong in their writing and how
they can improve it through instruction feedback as
one of them said, “She highlighted the things which are not
right and told me how to correct the work”. This
supports Hattie & Timperley (2007) claim that a teacher who
provides effective feedback is one who highlights
information about how the writer can progress or proceed with
the task. It also further supports Ogede’s (2002) view
that directive, specific comments save students from a “gloomy
future” (p. 108). He also argues that directive
comments are effective because students need their teachers to
share their knowledge about effective writing by
telling in clear, certain terms that “rigorous commentary holds
the key to the needed remedial action… the instructor
cannot afford to leave the students with an impression that the
suggestions offered to improve their writing are
optional” (p. 108).
394 Kelly Tee Pei Leng / Procedia - Social and Behavioral
Sciences 123 ( 2014 ) 389 – 397
4.2.2. Directive: Clarification
The second most common type of feedback was directive-
clarification feedback (24%), see Table 3.
Clarification feedback is comments that seek further
information from the students in terms of asking for a clearer
explanation of what ideas have already been mentioned in the
83. paper. Directive-clarification feedback provided
specific directions to students on how to revise their essays.
The writers understood what was being addressed in
clarification feedback and were clear on what they were
supposed to do upon reading the clarification feedback.
This supports Straub’s (1997) study which found that students
preferred comments which are “specific, offer
direction for revision, and come across as help” (p.112). Most
clarification feedback begins with a question
followed by a short explanation on what was wrong with the
sentence or paragraph. Examples of clarification
feedback are ‘How does this support your stand- make clear to
the reader’ and ‘Why do you think all these are
effective - there are also researches who indicate the negative
effects of group work’. It also supports Lindemann’s
(2001) claim on effective feedback which should be focused,
clear, applicable, and encouraging. Hyland & Hyland
(2006) mentioned that in order for improvement to take place,
feedback should be loaded with information. Thus, it
can be concluded with Ryan‘s (1997) view on lecturer’s
feedback that the feedback helped the writers to understand
how well they were writing and how they might further develop
their writing.
4.2.3. Expressive: Disapproval
Expressive-disapproval feedback was the third commonly
provided feedback (19%). The students in this study
valued disapproval feedback, which highlights the negative
points of their essay. They welcomed disapproval
feedback because they found it constructive and it helped them
improve their writing; additionally, it also increased
their self confidence in their writing (Goldstein, 2004). One
student mentioned that disapproval feedback “…
doesn’t affect me as I’m more concerned about what he thought
84. about my paper” because she believed her lecturer
had the best interest of her writing in mind; hence, she viewed
the comments as constructive to her rewriting. This
finding contradicted with the students in Weaver’s (2006) study
who reported that receiving too many negative
comments was demoralizing, while the students in Straub’s
(1997) study believed the effect of a critical comment
depended on its tone. The students did not mind having
problems in their writing pointed out but they were simply
against having them pointed out in highly judgmental, harsh, or
authoritative ways. One of the students pointed out
that “His feedback is constructive, so to me this is not
damaging” and he mentioned that “this is not something to be
sensitive about because for me I take criticism positively. If it
is good for me then I should be able to accept it”. On
the contrary, this finding supports Button’s (2002) study which
argued that students appreciate and benefit from
constructive criticism. In Button’s study, she found that her
students benefitted from constructive criticism as they
students consistently identified their best learning experiences
as those that challenged them beyond their current
abilities. As a result of this, the students realised that feedback
itself is a process of discovery as they were able to
discover new meaning from disapproval feedback.
4.2.4. Expressive: Approval
Expressive-approval feedback was the least received type of
feedback by the students (5%). Approval feedback
refers to feedback which highlights the strength of the essay
drafts. The students in this study valued approval
feedback because it provided them a dose of motivation in their
rewriting. One of the students mentioned that “I
didn’t know that I could write, since this is my first semester.
And I will remember the good things which I’ve done
85. in this paper and apply them for my future writing”. Approval
feedback motivated the students in their revision and
showed them what was working and what was not working in
their paper. A student highlighted that “Ok, this is like
a plus point …. and I’m quite glad that he actually pointed out
not only the weaknesses on this paper but he also
pointed out the strength” when she received approval feedback
from her lecturer. This substantiated Bardine’s (1999)
view that students use positive feedback to help them select
effective aspects of their text which they can model
after for future writing. In Bardine’s (1999) study, he exposed
how the students who received positive feedback on
their papers gave them the opportunity to see what they were
doing well and enabled them “to reproduce successful
parts of papers in future drafts and essays” (p. 7). When the
students were able to produce successful drafts, it
boosted their confidence and increased their enjoyment of
writing. This clearly shows that the feedback provided
“information about the gap between the actual level and the
reference level of a system parameter which is used to
395 Kelly Tee Pei Leng / Procedia - Social and Behavioral
Sciences 123 ( 2014 ) 389 – 397
alter gap in some way” (Ramaprasad, 1983, p.4). It also further
supports Beedles and Samuels (2002) study, which
found that a few of their surveyed students considered praise
helpful in their writing. Similarly, Gee (2006)
discovered that students who received praise increased their
confidence, pride, and enjoyment in their work. Praise
feedback does inspire and motivate writers to write better as
teachers often have the potential to motivate students to
revise their drafts (Leki, 1991) and improve their writing skills
(Fathman & Whalley, 1990; Ferris, 1995).
86. 5. Conclusion
The findings from this study clearly indicated that the written
feedback provided to the students was helpful and
useful in their essay revision. The reason was that the feedback
was clear, direct, and information loaded. Hence, the
feedback offered a sense of direction to the students (Hyland &
Hyland, 2006). The feedback was also effective to
the students because they were able to attend to the revision of
their second draft well which further supports Hattie
and Timperley (2007) claim that effective feedback provided
with the correct load of information can impact a
student in the revision process. The feedback provided not only
was clear and effective, but it also alerted the
students about their current writing skills and how the feedback
can further develop their writing (Ryan, 1997). The
students were able to advance with their essay revision because
they were provided with constructive feedback
which inspired them to revise better and at the same time, build
their self confidence in writing (Goldstein, 2004).
Secondly, the element of motivation was also present in this
study. Motivation is an important feature of
feedback in the concept of active learning (Butler, 1988). The
lecturer’s feedback inspired and motivated the
students to write better because a lecturer often has the
potential to motivate students to revise their drafts (Leki,
1991) and improve their writing skills (Fathman & Whalley,
1990; Ferris, 1995). This indicates that feedback and
motivation works hand in hand. In this study, the lecturer’s
feedback played an important role in motivating and
encouraging the students to revise through constructive
87. feedback. The constructive feedback inspired them to write
better revised drafts; hence, increasing their self confidence in
their writing (Goldstein, 2004).
Lastly, the feedback also enhances self-regulated learning
(Nicol & Macfarlane-Dick, 2006). Self-regulated
learning seems to take place when the student receives feedback
on a draft from the lecturer, and he/she is expected
to revise and make the relevant amendments based on the
written feedback that was provided. The written feedback
gave them new ideas and made them understand what the
lecturer wanted in an essay that reflects their ideas clearly.
It should be noted that feedback offers a sense of direction to
the writer (Hyland & Hyland, 2006). Therefore, it can
be argued that without well directed feedback, the students may
not have been able to comprehend the feedback and
achieve their writing goal which is to produce an improved
version of their essay. It can be concluded that the
written feedback provided has a great impact on the students’
writing and also on their attitude towards writing
(Leki, 1990).
6. Implications
Three implications emerged from this study and they are based
on what the students in this study found both
useful and lacking in the written feedback. The implications are
to write enough information in the feedback, to
provide instruction feedback and to provide specific praise
feedback.
88. Firstly, lecturers could write enough information in their
comments. When lecturers give feedback, they should
“say enough for students to understand what you mean”
(Lunsford, 1997, p.103). This clearly shows that in order for
the feedback to be effective, the lecturers must provide
feedback which is information loaded in order for the
students to respond and act on it (Hyland & Hyland, 2006a).
Secondly, lecturers could provide instruction feedback when
providing feedback to students. It is found in this
study that the writers liked directive-instruction feedback as
they benefitted much from it and gave them a sense of
direction (Hyland & Hyland, 2006). As students would like to
know exactly what is working and what is not
working in their paper (Ogede, 2002).
396 Kelly Tee Pei Leng / Procedia - Social and Behavioral
Sciences 123 ( 2014 ) 389 – 397
Thirdly, lecturers could provide approval feedback which is
specific. As discovered in this study, some of the
students did not know the reason why their lecturer praised their
writing. Therefore, lecturers should provide
specific praise to encourage students to know what they did
well in the paper and use it for future writing and boost
their confidence in writing (Straub, 1997).
In addition to the above implications, a need for training in the
89. area of providing effective feedback should be
provided in order for lecturers to provide effective feedback to
their students. Universities could provide lecturers
with workshops and talks on providing effective …
Every organizations need to focus on requirements to grow their
business. Basically, company produce products based on
customer requiremenst. In simple words, requirement is
someone's ability to provide product or services to customers.
· Management of requirements is very essential factor for any
new project or new business. It’s helps with reducing cost for
project. For example, if you starting project for developing
website for customer you need to make sure what exactly
consumer need. Work to fulfil customer demands and you do
not have to install extra tools or hire extra employees.
· Planning with help of requirements ensure quality of product,
time efficiency as well as consumer satisfaction. For example,
some employees try to do more or less against customer
requirement that lead to extra time to fix it and redo it as well
as you loose confidence of customer with company. Go with
exact plan with all requirements help you to build a batter
product.
In a project management communication with all the key people
related to project is as important as a managing requirement.
Project Manager and supervisor are usually the most important
people in any project. Sometime, higher management does not
involve important employees while making decision regarding
project that lead to failure of project sometime. I think
communicating and sharing information with all employees
relate to project is very important. If manager include and take
suggestion from other employees can improve quality of their
work as well as the project’s.
References: -
Shemuseva, O. (n.d.). Retrieved from
https://steelkiwi.com/blog/requirements-why-it-important/
