The Reading Brain in the Digital Age: The
Science of Paper versus Screens
E-readers and tablets are becoming more popular as such technologies improve, but research
suggests that reading on paper still boasts unique advantages
• By Ferris Jabr on April 11, 2013
[Note: all text underlined represents hyperlinks to web-based sources of information.]
In a viral YouTube video from October 2011 a one-year-old girl sweeps her fingers across an
iPad's touchscreen, shuffling groups of icons. In the following scenes she appears to pinch,
swipe and prod the pages of paper magazines as though they too were screens. When nothing
happens, she pushes against her leg, confirming that her finger works just fine—or so a title
card would have us believe.
The girl's father, Jean-Louis Constanza, presents "A Magazine Is an iPad That Does Not Work"
as naturalistic observation—a Jane Goodall among the chimps moment—that reveals a
generational transition. "Technology codes our minds," he writes in the video's description.
"Magazines are now useless and impossible to understand, for digital natives"—that is, for
people who have been interacting with digital technologies from a very early age.
Perhaps his daughter really did expect the paper magazines to respond the same way an iPad
would. Or maybe she had no expectations at all—maybe she just wanted to touch the
magazines. Babies touch everything. Young children who have never seen a tablet like the iPad
or an e-reader like the Kindle will still reach out and run their fingers across the pages of a paper
book; they will jab at an illustration they like; heck, they will even taste the corner of a book.
Today's so-called digital natives still interact with a mix of paper magazines and books, as well
as tablets, smartphones and e-readers; using one kind of technology does not preclude them
from understanding another.
Nevertheless, the video brings into focus an important question: How exactly does the
technology we use to read change the way we read? How reading on screens differs from
reading on paper is relevant not just to the youngest among us, but to just about everyone who
reads—to anyone who routinely switches between working long hours in front of a computer at
the office and leisurely reading paper magazines and books at home; to people who have
embraced e-readers for their convenience and portability, but admit that for some reason they
still prefer reading on paper; and to those who have already vowed to forgo tree pulp entirely.
As digital texts and technologies become more prevalent, we gain new and more mobile ways
of reading—but are we still reading as attentively and thoroughly? How do our brains respond
differently to onscreen text than to words on paper? Should we be worried about dividing our
attention between pixels and ink or is the validity of such concerns paper-thin?
Since at least the 1980s researchers in many different fields—including psychology.
The Atlantic Online _ July_August 2008 _ Is Google Making Us Stu.docxmattinsonjanel
The Atlantic Online _ July_August 2008 _ Is Google Making Us Stupid.pdf
"D
JULY/AUGUST 2008
What the Internet is doing to our brains
by Nicholas Carr
Is Google Making Us Stupid?
Illustration by Guy Billout
ave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the
implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley
Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the
malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “
brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.”
I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering
with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s
changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book
or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend
hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift
after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging
my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.
The Atlantic Online | July/August 2008 | Is Google Making Us ... http://www.theatlantic.com/doc/print/200807/google?x=34&y=4
1 of 7 11/11/09 10:11 AM
I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online, searching and surfing
and sometimes adding to the great databases of the Internet. The Web has been a godsend to me as a writer. Research that
once required days in the stacks or periodical rooms of libraries can now be done in minutes. A few Google searches, some
quick clicks on hyperlinks, and I’ve got the telltale fact or pithy quote I was after. Even when I’m not working, I’m as likely as
not to be foraging in the Web’s info-thickets’reading and writing e-mails, scanning headlines and blog posts, watching videos
and listening to podcasts, or just tripping from link to link to link. (Unlike footnotes, to which they’re sometimes likened,
hyperlinks don’t merely point to related works; they propel you toward them.)
For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through
my eyes and ears and into my mind. The advantages of having immediate access to such an incredibly rich store of
information are many, and they’ve been widely described and duly applauded. “The perfect recall of silicon memory,”
Wired’s Clive Thompson has written, “can be an enormous boon to thinking.” But that bo ...
This document summarizes the negative impacts of technology on reading, writing, and education. It argues that electronic books and social media have shortened attention spans and promoted informal writing styles over formal literary works. Studies show more than half of students have been accidentally influenced by the informality of the internet in their school writing. While technology provides access to information, online reading does not progress logically and may not develop critical thinking skills like physical books. The document also raises concerns that digital books could be monopolized by corporations, limiting access, and that online databases of books could be hacked, compromising preservation of literary works. It argues for moderation of technology in education to promote traditional teaching practices involving human interaction.
Final report for SD5520 Concept Workshop. The concept is about the sustainable reading behavior. Talking about sustainable disposal ways for free newspaper in Hong Kong.
The document discusses the history of different mediums for capturing and sharing information, from oral traditions to early writing technologies like scrolls and wax tablets to the modern codex book. It describes the evolution of content packaging, from oral traditions that used rhyme and repetition to the challenges modern authors face in condensing ideas into written form for readers to unpack. The book provides an integrated package tailored for its content, while the web browser must accommodate diverse content across many devices.
The Future of Reading and Academic LibrariesTony Horava
A presentation given by David Durant and Tony Horava at the Charleston Library Conference on reading issues and practices in the digital era, and the importance of developing hybrid library collections (print and online)
ECET 205 – INTRODUCTION TO MICROPROCESSORSDUE DATE 25May.docxtidwellveronique
ECET 205 – INTRODUCTION TO MICROPROCESSORS
DUE DATE 25/May
SECTION F1/F2
TAP0
NAME
Fatima Malaki
ID
82696
GRADE
/100
MOORE’S LAW AND QUANTUM COMPUTERS
Video 1: https://www.youtube.com/watch?v=1qQE5Xwe7fs
1. Watch the Video 1 and answer the following questions:
(50 Points/10 Points Each)
1.1. What is a Binary System?
Answer:
1.2. What is a Transistor?
Answer:
1.3. What’s the material Transistors are made of?
Answer:
1.4. What is the material suggested for a new type of Transistors?
Answer:
.
1.5. What was Gordon Moore’s prediction in 1965?
Answer:
Video 2: https://www.youtube.com/watch?v=JhHMJCUmq28
2. Watch the Video 2 and answer the following questions:
(50 Points/10 Points Each)
2.1. What do computer chips contain?
Answer:
2.2. What are the smallest units of information in normal computers?
Answer:
2.3. What are the smallest units of information in quantum computers?
Answer:
2.4. What is Superposition and Entanglement in quantum computers?
Answer:
2.5. What is the current most famous application of quantum computers?
Answer:
.
3. Bonus: (10 Points)
3.1. Name 3 companies that lead the quantum computing industry.
Answer:
Page 1 of 3
Page 2 | 2
•
•
•
•
WH AT THE INTERNET IS DOING TO OUR BRAI NS
By Nicholas Carr
Illustration by Guy Billout
"Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with
the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of
Stanley Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by
the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its
artificial “ brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.”
I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something,
has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My
mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can
feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy.
My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours
strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often
starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to
do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to
come naturally has become a struggle.
I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online,
searching and surfing and sometimes adding to the great databases of the Internet. The Web has been
a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of.
Attitude And Practices Towards Marginalia An Exploratory StudyAnita Miller
This document summarizes a research study on reader attitudes and practices regarding marginalia (written notes in books). The study explores differences in how readers engage in marginalia for printed texts versus e-books. It aims to identify preferred reading formats, the value readers place on marginalia, and challenges of practicing marginalia digitally. Literature on the history and importance of marginalia is reviewed. Previous studies found most students prefer printed books and lack knowledge of annotation tools for e-books, though digital reading is increasing. This study examines reader needs, behaviors and responses regarding marginalia in e-books to inform developers.
Does the Internet Make You DumberThe cognitive effects are measurab.docxjacksnathalie
Does the Internet Make You Dumber?The cognitive effects are measurable: We're turning into shallow thinkers, says Nicholas Carr.
By NICHOLAS CARR- the wall street journal
Updated June 5, 2010 12:01 a.m. ET
The Roman philosopher Seneca may have put it best 2,000 years ago: "To be everywhere is to be nowhere." Today, the Internet grants us easy access to unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into scattered and superficial thinkers. (1)
The picture emerging from the research is deeply troubling, at least to anyone who values the depth, rather than just the velocity, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate and focused manner. People who are continually distracted by emails, alerts and other messages understand less than those who are able to concentrate. And people who juggle many tasks are less creative and less productive than those who do one thing at a time. (2)
The common thread in these disabilities is the division of attention. The richness of our thoughts, our memories and even our personalities hinges on our ability to focus the mind and sustain concentration. Only when we pay deep attention to a new piece of information are we able to associate it "meaningfully and systematically with knowledge already well established in memory," writes the Nobel Prize-winning neuroscientist Eric Kandel. Such associations are essential to mastering complex concepts. (3)
When we're constantly distracted and interrupted, as we tend to be online, our brains are unable to forge the strong and expansive neural connections that give depth and distinctiveness to our thinking. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory. (4)
In an article published in Science last year, Patricia Greenfield, a leading developmental psychologist, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain computer tasks, like playing video games, can enhance "visual literacy skills," increasing the speed at which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly, result in less rigorous and "more automatic" thinking. (5)
In one experiment conducted at Cornell University, for example, half a class of students was allowed to use Internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the Web performed much worse on a subsequent test of how well they retained the lecture's content. While it's hardly surprising th ...
The Atlantic Online _ July_August 2008 _ Is Google Making Us Stu.docxmattinsonjanel
The Atlantic Online _ July_August 2008 _ Is Google Making Us Stupid.pdf
"D
JULY/AUGUST 2008
What the Internet is doing to our brains
by Nicholas Carr
Is Google Making Us Stupid?
Illustration by Guy Billout
ave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the
implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley
Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the
malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “
brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.”
I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering
with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s
changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book
or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend
hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift
after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging
my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.
The Atlantic Online | July/August 2008 | Is Google Making Us ... http://www.theatlantic.com/doc/print/200807/google?x=34&y=4
1 of 7 11/11/09 10:11 AM
I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online, searching and surfing
and sometimes adding to the great databases of the Internet. The Web has been a godsend to me as a writer. Research that
once required days in the stacks or periodical rooms of libraries can now be done in minutes. A few Google searches, some
quick clicks on hyperlinks, and I’ve got the telltale fact or pithy quote I was after. Even when I’m not working, I’m as likely as
not to be foraging in the Web’s info-thickets’reading and writing e-mails, scanning headlines and blog posts, watching videos
and listening to podcasts, or just tripping from link to link to link. (Unlike footnotes, to which they’re sometimes likened,
hyperlinks don’t merely point to related works; they propel you toward them.)
For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through
my eyes and ears and into my mind. The advantages of having immediate access to such an incredibly rich store of
information are many, and they’ve been widely described and duly applauded. “The perfect recall of silicon memory,”
Wired’s Clive Thompson has written, “can be an enormous boon to thinking.” But that bo ...
This document summarizes the negative impacts of technology on reading, writing, and education. It argues that electronic books and social media have shortened attention spans and promoted informal writing styles over formal literary works. Studies show more than half of students have been accidentally influenced by the informality of the internet in their school writing. While technology provides access to information, online reading does not progress logically and may not develop critical thinking skills like physical books. The document also raises concerns that digital books could be monopolized by corporations, limiting access, and that online databases of books could be hacked, compromising preservation of literary works. It argues for moderation of technology in education to promote traditional teaching practices involving human interaction.
Final report for SD5520 Concept Workshop. The concept is about the sustainable reading behavior. Talking about sustainable disposal ways for free newspaper in Hong Kong.
The document discusses the history of different mediums for capturing and sharing information, from oral traditions to early writing technologies like scrolls and wax tablets to the modern codex book. It describes the evolution of content packaging, from oral traditions that used rhyme and repetition to the challenges modern authors face in condensing ideas into written form for readers to unpack. The book provides an integrated package tailored for its content, while the web browser must accommodate diverse content across many devices.
The Future of Reading and Academic LibrariesTony Horava
A presentation given by David Durant and Tony Horava at the Charleston Library Conference on reading issues and practices in the digital era, and the importance of developing hybrid library collections (print and online)
ECET 205 – INTRODUCTION TO MICROPROCESSORSDUE DATE 25May.docxtidwellveronique
ECET 205 – INTRODUCTION TO MICROPROCESSORS
DUE DATE 25/May
SECTION F1/F2
TAP0
NAME
Fatima Malaki
ID
82696
GRADE
/100
MOORE’S LAW AND QUANTUM COMPUTERS
Video 1: https://www.youtube.com/watch?v=1qQE5Xwe7fs
1. Watch the Video 1 and answer the following questions:
(50 Points/10 Points Each)
1.1. What is a Binary System?
Answer:
1.2. What is a Transistor?
Answer:
1.3. What’s the material Transistors are made of?
Answer:
1.4. What is the material suggested for a new type of Transistors?
Answer:
.
1.5. What was Gordon Moore’s prediction in 1965?
Answer:
Video 2: https://www.youtube.com/watch?v=JhHMJCUmq28
2. Watch the Video 2 and answer the following questions:
(50 Points/10 Points Each)
2.1. What do computer chips contain?
Answer:
2.2. What are the smallest units of information in normal computers?
Answer:
2.3. What are the smallest units of information in quantum computers?
Answer:
2.4. What is Superposition and Entanglement in quantum computers?
Answer:
2.5. What is the current most famous application of quantum computers?
Answer:
.
3. Bonus: (10 Points)
3.1. Name 3 companies that lead the quantum computing industry.
Answer:
Page 1 of 3
Page 2 | 2
•
•
•
•
WH AT THE INTERNET IS DOING TO OUR BRAI NS
By Nicholas Carr
Illustration by Guy Billout
"Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with
the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of
Stanley Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by
the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its
artificial “ brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.”
I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something,
has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My
mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can
feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy.
My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours
strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often
starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to
do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to
come naturally has become a struggle.
I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online,
searching and surfing and sometimes adding to the great databases of the Internet. The Web has been
a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of.
Attitude And Practices Towards Marginalia An Exploratory StudyAnita Miller
This document summarizes a research study on reader attitudes and practices regarding marginalia (written notes in books). The study explores differences in how readers engage in marginalia for printed texts versus e-books. It aims to identify preferred reading formats, the value readers place on marginalia, and challenges of practicing marginalia digitally. Literature on the history and importance of marginalia is reviewed. Previous studies found most students prefer printed books and lack knowledge of annotation tools for e-books, though digital reading is increasing. This study examines reader needs, behaviors and responses regarding marginalia in e-books to inform developers.
Does the Internet Make You DumberThe cognitive effects are measurab.docxjacksnathalie
Does the Internet Make You Dumber?The cognitive effects are measurable: We're turning into shallow thinkers, says Nicholas Carr.
By NICHOLAS CARR- the wall street journal
Updated June 5, 2010 12:01 a.m. ET
The Roman philosopher Seneca may have put it best 2,000 years ago: "To be everywhere is to be nowhere." Today, the Internet grants us easy access to unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into scattered and superficial thinkers. (1)
The picture emerging from the research is deeply troubling, at least to anyone who values the depth, rather than just the velocity, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate and focused manner. People who are continually distracted by emails, alerts and other messages understand less than those who are able to concentrate. And people who juggle many tasks are less creative and less productive than those who do one thing at a time. (2)
The common thread in these disabilities is the division of attention. The richness of our thoughts, our memories and even our personalities hinges on our ability to focus the mind and sustain concentration. Only when we pay deep attention to a new piece of information are we able to associate it "meaningfully and systematically with knowledge already well established in memory," writes the Nobel Prize-winning neuroscientist Eric Kandel. Such associations are essential to mastering complex concepts. (3)
When we're constantly distracted and interrupted, as we tend to be online, our brains are unable to forge the strong and expansive neural connections that give depth and distinctiveness to our thinking. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory. (4)
In an article published in Science last year, Patricia Greenfield, a leading developmental psychologist, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain computer tasks, like playing video games, can enhance "visual literacy skills," increasing the speed at which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly, result in less rigorous and "more automatic" thinking. (5)
In one experiment conducted at Cornell University, for example, half a class of students was allowed to use Internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the Web performed much worse on a subsequent test of how well they retained the lecture's content. While it's hardly surprising th ...
HEBE aims to develop novel interfaces for interactive e-books for children by involving children in the design process. The project wants to make e-reading a fun experience for children of different ages. Existing e-book models designed for adults may not be suitable for children. HEBE will explore platforms like e-readers, smart tables and phones to create immersive e-book experiences that can supplement physical books for children. User studies with children will help evaluate different designs and devices to identify engaging e-book models for different age groups.
This document summarizes a research paper comparing reading habits and preferences for paperbacks versus e-books. It includes an introduction outlining the significance of reading and importance of developing reading habits. It then reviews previous literature on the topic and outlines the objectives, hypotheses, methodology, and limitations of the study. The study uses a questionnaire to collect primary data on reading interests, devices used, and preferences regarding paper versus digital formats from a sample of people in Mumbai, India. It aims to analyze differences in reading habits between the two formats.
The document discusses the impact of the internet on reading habits. While the internet provides a wealth of information, it has also negatively impacted traditional reading. Some of the negative impacts include diverting attention from one source to another, overuse of social media by teenagers leaving little time for reading books, and health issues from excessive screen time. However, the internet is also a valuable tool for learning and research. Overall, physical reading of books is still better than reading online due to the internet's potential for distraction and inability to replace libraries and printed materials.
1. The document argues that reading today is at a "massive pluralization of crossroads" due to the proliferation of internet-based technologies that have put unprecedented reading tools in the hands of billions of readers.
2. It provides historical examples from the late 1700s/early 1800s in Britain where new genres like train schedules and product catalogs necessitated new reading strategies. And from the 15th century introduction of writing tables, an early notetaking technology that changed how people engaged with and reconstructed information from texts.
3. While reading has always involved choices and taken many forms for different readers, the scale of pluralization today through online reading far surpasses anything in the past due to the global reach
How are young adults using electronic resources such as eText and eReaders? This presentation guides a discussion on how REAL students are using resources in and out of the classroom.
The Wall Street Journal Dont Burn Your Books—Print Is Her.docxssusera34210
The Wall Street Journal
Don't Burn Your Books—Print Is Here to
Stay
The e-book had its moment, but sales are slowing. Readers
still want to turn those crisp, bound pages
By
Nicholas Carr
Updated Jan. 5, 2013 12:25 a.m. ET
Lovers of ink and paper, take heart. Reports of the death of the printed book may be exaggerated.
Ever since Amazon introduced its popular Kindle e-reader five years ago, pundits have assumed
that the future of book publishing is digital. Opinions about the speed of the shift from page to
screen have varied. But the consensus has been that digitization, having had its way with music
and photographs and maps, would in due course have its way with books as well. By 2015, one
media maven predicted a few years back, traditional books would be gone.
Half a decade into the e-book revolution, though, the prognosis for traditional books is suddenly
looking brighter. Hardcover books are displaying surprising resiliency. The growth in e-book
sales is slowing markedly. And purchases of e-readers are actually shrinking, as consumers opt
instead for multipurpose tablets. It may be that e-books, rather than replacing printed books, will
ultimately serve a role more like that of audio books—a complement to traditional reading, not a
substitute.
How attached are Americans to old-fashioned books? Just look at the results of a Pew Research
Center survey released last month. The report showed that the percentage of adults who have
read an e-book rose modestly over the past year, from 16% to 23%. But it also revealed that fully
89% of regular book readers said that they had read at least one printed book during the
preceding 12 months. Only 30% reported reading even a single e-book in the past year.
What's more, the Association of American Publishers reported that the annual growth rate for e-
book sales fell abruptly during 2012, to about 34%. That's still a healthy clip, but it is a sharp
decline from the triple-digit growth rates of the preceding four years.
The initial e-book explosion is starting to look like an aberration. The technology's early
adopters, a small but enthusiastic bunch, made the move to e-books quickly and in a
concentrated period. Further converts will be harder to come by. A 2012 survey by Bowker
Market Research revealed that just 16% of Americans have actually purchased an e-book and
that a whopping 59% say they have "no interest" in buying one.
Meanwhile, the shift from e-readers to tablets may also be dampening e-book purchases. Sales of
e-readers plunged 36% in 2012, according to estimates from IHS iSuppli, while tablet sales
exploded. When forced to compete with the easy pleasures of games, videos and Facebook on
devices like the iPad and the Kindle Fire, e-books lose a lot of their allure. The fact that an e-
book can't be sold or given away after it's read also reduces the perceived value of the product.
Beyond the practical reasons for ...
The document discusses replacing public libraries with tablets that provide e-books and digital resources. Proponents of replacing libraries argue that it will save money and encourage more reading. However, the author argues that replacing libraries would be a mistake for two reasons. First, studies show that digital reading is less effective than print and can cause health issues from excessive screen time. Second, libraries provide important benefits to communities beyond just lending books, such as study spaces, community events, and a place for social interaction - benefits that tablets cannot replicate. While digitization may seem like a simple solution, replacing libraries would negatively impact communities and encourage more screen time despite health risks.
Digital literacy has not increased literacy skills. While technology allows easier access to information, overreliance on tools like spellcheck can lead to poorer writing abilities as people are less likely to proofread their own work. Some experts argue schools should continue teaching cursive writing as it helps develop important literacy skills, but others believe emphasis should be placed on technology. Overall, a balanced approach that incorporates both traditional literacy skills and technology is important for student development.
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
Why games are good for youSteven Johnson writes about science an.docxalanfhall8953
Why games are good for you
Steven Johnson writes about science and culture. His book Interface Cul- ture: How New Technology Transforms the Way We Create and Communi- cate (1997) is considered one of the most important early texts to explain the impact of cybertechnology on human perception and communication, a subject to which he frequently returns. Johnson became more widely known with the publication of his best-selling book Everything Bad Is Good for You: How Today’s Popular Culture Is Actually Making Us Smarter (2005), in which he defends the value of computer games, among other popular “time-wasting” pastimes. This reading is excerpted from Everything Bad Is Good for You. You will immediately grasp Johnson’s interest in sailing against the current of popular opinion. In response to those who claim the sky is falling, Johnson argues that “the weather has never been better. It just takes a new kind of barometer to tell the difference.”
The pages that follow are Johnson’s barometer. As you read his analy- sis of pop culture pastimes, consider the games you found most absorbing as a child. Do you agree with Johnson about the kinds of skills those games taught you? What about the time you spend today on technological recre- ation—are you wasting time or getting smarter? Because Johnson is writ- ing for a general audience, he does not use scholarly citations, but he does refer explicitly to the ideas of others in his main text and detailed notes. As you read, notice the many kinds of experts he refers to, and how he deploys their ideas to serve his larger purpose.
Leisure studies — which focuses on the ways we spend our free time—is a rich area of research. The question driving Johnson’s analysis here about the purposes games serve is part of this ongoing conversation. What “work” does our play accomplish? Johnson has answers that may surprise you.
nnn
482 CHAPTER 13 MEdiA STudiES
You can’t get much more conventional than the conventional wisdom 1 that kids today would be better off spending more time reading books, and less time zoning out in front of their video games. The latest edition of Dr. Spock — “revised and fully expanded for a new century” as the cover reports — has this to say of video games: “The best that can be said of them is that they may help promote eye-hand coordination in children. The worst that can be said is that they sanction, and even promote aggression and violent responses to conflict. But what can be said with much greater certainty is this: most computer games are a colossal waste of time.” But where reading is concerned, the advice is quite different: “I suggest you begin to foster in your children a love of reading and the printed word from the start. . . . What is important is that your child be an avid reader.”1 In the middle of 2004, the National Endowment for the Arts released 2 a study that showed that reading for pleasure had declined steadily among all major American demographic groups. The writer Andre.
The future of reading in a digital age horava charleston 2012Tony Horava
This document summarizes Tony Horava's presentation at the Charleston Conference on November 8, 2012 about the future of reading in a digital age. It outlines how reading is changing with ebooks and mobile devices, discusses various trends seen in studies, and compares characteristics of print and digital reading. Implications for libraries around supporting different media and ensuring relevance are also touched on.
The future of reading in a digital age charleston 2012Tony Horava
This document summarizes a presentation on the future of reading in the digital age and what it means for libraries. It discusses trends showing declines in literary reading and the rise of e-reading. New forms of reading are interactive, social, and fragmented across multiple devices. While print remains popular for some uses, digital formats allow for new reading experiences and communities. Libraries must support all media and embrace change to remain relevant in a changing reading landscape.
The publishing industry: eboks vs traditional booksMaría José López
Essay for Culture and Mass Media Economy about the changens in reading. What are the advantages of ebooks? and disadvantages'
Masaryk University Brno - Czech Republich
Importance of reading (powerpoint) finished oneRose Ann Garing
Reading is an important skill that has many benefits. It helps develop important language skills by exposing children to new vocabulary. It is also necessary in today's technology-driven world, as reading and writing are required for gathering information online, emailing, texting, and using social media. Additionally, reading opens up the world by allowing people to learn about different cultures and places through stories. It can also enhance social skills, as reading allows for sharing stories and discussions with others. Overall, reading is an enjoyable activity that provides fun and entertainment for children.
The future of ebooks. Everything ebooks will do (that can’t be done in print)Jimena Catalina Gayo
It's no news that ebooks are disrupting the publishing industry. But, are we doing everything that can be done to take advantage of their new capabilities?
Emily Reno examines the positive and negative impacts of e-readers. While e-readers allow easy access to many books, their manufacturing process relies heavily on fossil fuels and minerals. Producing a single e-reader requires 50 times more fossil fuel than producing a paper book. Additionally, e-readers have short lifespans of only 2 years on average and are disposed of in an environmentally unfriendly way. However, e-readers do make literature more accessible and reduce the environmental impact of paper production, though a bookless future could negatively impact cultural knowledge if energy crises occur. Overall, e-readers are seen as an inevitable part of the future of reading.
Importance of reading (powerpoint) finished oneRose Ann Garing
Reading is an important skill that has many benefits. It helps develop important language skills in children by exposing them to new vocabulary. It is also necessary in today's technology-driven world, as gathering information online and communicating requires strong reading abilities. Additionally, reading opens up the world by allowing people to learn about different cultures and places through stories. Reading can also enhance social skills, as sharing books is a way to bond with others and engage in interesting conversations. Finally, reading can simply be a fun activity like watching a movie.
E-note+Books “A Study of School Digitization Transformation Scope in India”IJSTA
This document discusses the potential for e-books and digital notebooks ("E-note+Books") to transform education in India. It begins by providing context on the growth of digitization globally and in India since the 1990s. It then defines e-books and discusses some limitations, such as difficulty remembering information from screens compared to physical books. The document reviews the history of e-books dating back to 1971. It also provides a brief overview of the current e-book market in India, which remains emerging but is growing, especially for English books and some regional languages. The overall document explores how e-note+books could help address issues of affordability and waste of physical books while advancing education through technology in India.
FrankenLibraries: Seducing the Customer is a presentation by Stephen Abram about how libraries can adapt to changing technologies and user needs. It discusses how libraries should focus on becoming knowledge portals that emphasize quality content over physical books. Libraries are encouraged to expand social media programs on information literacy and measure their impact through strategic analytics. The presentation argues that libraries remain important social institutions and should collaborate, not just socialize, by focusing on the questions users have and telling stories.
The QuestionIs management in the public sector similar to or di.docxhelen23456789
The Question:
Is management in the public sector similar to or different from management in the private sector? Support your answer with at least one citation from the text, and provide at least one example.
Required Textbooks
Title
:
Public Management: A Three-Dimensional Approach
Author:
Carolyn J.Hill and Laurence E. Lynn Jr
ISBN:
978-0-87289-348-1
Publisher:
Congressional Quarterly Press
.
The Question To Be AnsweredWhat managers most often want to kn.docxhelen23456789
The Question To Be Answered:
'What managers most often want to know about their organization's culture is how to change it. Regardless of the perspective adopted, all organization culture researchers acknowledge that top managers are powerful members of an organization's culture. And, because power grants them a disproportionate share of attention, their behavior becomes a role model for others, their words are carefully attended, and their directives are obeyed. But what is recommended to managers on the basis of culture theory differs markedly according to the perspectives adopted' (Hatch and Cunliffe, 2013: 185).
Choose two of the four perspectives and discuss their different views on organisational culture and how their advice to managers who are seeking to influence organisational culture might be different.
The four perspectives are Modernism, Critical Theory, Symbolic Interpretive and Postmodernism.
I would pefer if focused on Modernism and Symbolic Interpretive.
Required word count 2000 words excluding the references.
Required readings
(located on blackboard site):
1.Chapter 6 and pp 311-318
(Hatch and Cunliffe)
2.Fleming, P and Spicer, A. (2003) ‘Working at a cynical distance: Implications for power, subjectivity and resistance’
3.Wilson, F. (2014) ‘Chapter 11: Culture’ in
Organisational Behaviour and Work
, pp. 224-241.
4.Xu, Y., and Weller, P.,
Inside the World Bank,
“The Staff and Their organizational Culture”, pp. 74-82.
Recommended readings
(located on blackboard site):
1.Martin, J. & Frost, P. 2012, ‘Chapter 30: The organisational culture war games' in Gittell, Jody Hoffer., Godwyn, Mary & Gittell, Jody Hoffer,
Sociology of organizations : structures and relationships
, Pine Forge Press/Sage, Thousand Oaks, Calif., pp. 315-336
2.Zhang, C. & Iles, P. 2014, ‘Chapter 11:Organisational culture' in Rees, Gary & Smith, Paul,
Strategic human resource management : an international perspective
, SAGE, Los Angeles, pp. 383-439.
.
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Don't Burn Your Books—Print Is Here to
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The e-book had its moment, but sales are slowing. Readers
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By
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Updated Jan. 5, 2013 12:25 a.m. ET
Lovers of ink and paper, take heart. Reports of the death of the printed book may be exaggerated.
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Half a decade into the e-book revolution, though, the prognosis for traditional books is suddenly
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Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
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Leisure studies — which focuses on the ways we spend our free time—is a rich area of research. The question driving Johnson’s analysis here about the purposes games serve is part of this ongoing conversation. What “work” does our play accomplish? Johnson has answers that may surprise you.
nnn
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This document discusses the potential for e-books and digital notebooks ("E-note+Books") to transform education in India. It begins by providing context on the growth of digitization globally and in India since the 1990s. It then defines e-books and discusses some limitations, such as difficulty remembering information from screens compared to physical books. The document reviews the history of e-books dating back to 1971. It also provides a brief overview of the current e-book market in India, which remains emerging but is growing, especially for English books and some regional languages. The overall document explores how e-note+books could help address issues of affordability and waste of physical books while advancing education through technology in India.
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The QuestionIs management in the public sector similar to or di.docxhelen23456789
The Question:
Is management in the public sector similar to or different from management in the private sector? Support your answer with at least one citation from the text, and provide at least one example.
Required Textbooks
Title
:
Public Management: A Three-Dimensional Approach
Author:
Carolyn J.Hill and Laurence E. Lynn Jr
ISBN:
978-0-87289-348-1
Publisher:
Congressional Quarterly Press
.
The Question To Be AnsweredWhat managers most often want to kn.docxhelen23456789
The Question To Be Answered:
'What managers most often want to know about their organization's culture is how to change it. Regardless of the perspective adopted, all organization culture researchers acknowledge that top managers are powerful members of an organization's culture. And, because power grants them a disproportionate share of attention, their behavior becomes a role model for others, their words are carefully attended, and their directives are obeyed. But what is recommended to managers on the basis of culture theory differs markedly according to the perspectives adopted' (Hatch and Cunliffe, 2013: 185).
Choose two of the four perspectives and discuss their different views on organisational culture and how their advice to managers who are seeking to influence organisational culture might be different.
The four perspectives are Modernism, Critical Theory, Symbolic Interpretive and Postmodernism.
I would pefer if focused on Modernism and Symbolic Interpretive.
Required word count 2000 words excluding the references.
Required readings
(located on blackboard site):
1.Chapter 6 and pp 311-318
(Hatch and Cunliffe)
2.Fleming, P and Spicer, A. (2003) ‘Working at a cynical distance: Implications for power, subjectivity and resistance’
3.Wilson, F. (2014) ‘Chapter 11: Culture’ in
Organisational Behaviour and Work
, pp. 224-241.
4.Xu, Y., and Weller, P.,
Inside the World Bank,
“The Staff and Their organizational Culture”, pp. 74-82.
Recommended readings
(located on blackboard site):
1.Martin, J. & Frost, P. 2012, ‘Chapter 30: The organisational culture war games' in Gittell, Jody Hoffer., Godwyn, Mary & Gittell, Jody Hoffer,
Sociology of organizations : structures and relationships
, Pine Forge Press/Sage, Thousand Oaks, Calif., pp. 315-336
2.Zhang, C. & Iles, P. 2014, ‘Chapter 11:Organisational culture' in Rees, Gary & Smith, Paul,
Strategic human resource management : an international perspective
, SAGE, Los Angeles, pp. 383-439.
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The quesion is: What are the characteristics of transnational television?
This is in relation to this reading
Chalaby, J. K. (2005), ‘Towards an Understanding of Media Transnationalism’, in J. K. Chalaby (ed.),
Transnational Television Worldwide: Towards A New Media Order
, London: I. B. Tauris, pp. 1-13.
This assesses your understanding of unit readings and lectures up to Week 4. Choose one question from each week’s tutorial activities in Weeks 2, 3 & 4 and write short answers to these questions (150-200 words each). The question above is only in relation to week 3 reading.
I have already done all the reasearch, which i will send to you, my main problem is needing to cut it down to 150-200 words and to re-word it so it isnt plagarised!!!
I would like someone who has experience with International Communictions and this topic, so if needed they can put their own spin and add any info I may have missed.
I am looking for someone whom I can start using on a regular basis, and I trust.
If you do well there will be more work to help me with!!
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To submit this quiz: download the template, as you watch the video complete the table below, complete the questions on page 3, and complete the construction of your food web illustrating the connections listed in the table and then upload your document.
If you do not know how to construct the food web electronically, you may draw your food web, scan a digital image (or take a photo) of the food web and submit it.
Trophic levels
: The position that an organisms occupies in a food chain. It shows the flow of energy through an ecosystem. Energy is always lost from one trophic level to the next.
· Producers - autotrophic organisms using solar or chemical energy to produce all the organic nutrients for an ecosystem.
· Consumers - heterotrophic organisms that cannot make their own food. They get energy from the chemical bonds in the nutrients they eat.
· Primary consumers (herbivores) - eat primary producers (plants).
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· Secondary consumers (carnivores) - eat primary consumers (herbivores).
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· Tertiary consumers (carnivores) - eat secondary consumers (carnivores).
o The conversion efficiency for tertiary consumers may be as low as 1%.
· Omnivores - eat both plants and animals.
· Decomposers - break down dead tissues and wastes.
Table 1 – Relationships and trophic levels
Organism
Trophic Level
Connections with the Queen/community
Sycamore Fig Tree
Primary producer
Fig wasp
Grey Horn Bill
Secondary consumer
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Caterpillars
Giraffes
Fig Cadidid
Pink Mantis
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Parasitic Nematodes
Ants
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Bees
Fig Cicadas
Monkeys
Gecko
Spider
Crocodile
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Seed bugs
Fruit bats
Primary consumers
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What are the characteristics of transnational television?
This is in relation to this reading
Chalaby, J. K. (2005), ‘Towards an Understanding of Media Transnationalism’, in J. K. Chalaby (ed.),
Transnational Television Worldwide: Towards A New Media Order
, London: I. B. Tauris, pp. 1-13.
This assesses your understanding of unit readings and lectures up to Week 4. Choose one question from each week’s tutorial activities in Weeks 2, 3 & 4 and write short answers to these questions (150-200 words each).
The question above is only in relation to week 3 reading.
I have already done all the reasearch, which i will send to you, my main problem is needing to cut it down to 150-200 words and to re-word it so it isnt plagarised!!!
I would like someone who has experience with International Communictions and this topic, so if needed they can put their own spin and add any info I may have missed.
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.
The quasi-science of anticipating environmental and competitive ch.docxhelen23456789
Environmental scanning refers to the quasi-science of anticipating environmental and competitive changes and estimating their importance to an organization's operation. It involves monitoring the external environment such as changes in technology, regulations, and customer preferences that could impact the organization. Environmental scanning helps organizations understand potential threats and opportunities in the external environment.
the quastion Lets Use the Scientific Method !You are Captai.docxhelen23456789
the quastion
Let's Use the Scientific Method !
You are Captain Kirk on the USS Enterprise. You have traveled unexpectedly to a parallel universe. You come upon a planet that looks like Earth.
Use the Scientific Method to:
1) Make a hypothesis about your discovery
2) Design a way to testing your hypothesis
3) Determine whether your hypothesis is correct and whether it can be transformed into a theory.
+I attachment the lecture you can check it
.
The Qualitative Research Studies Adolescent Behaviors & Social .docxhelen23456789
The Qualitative Research Studies: Adolescent Behaviors & Social Media
Must be at least 1,200 words in length (not including title, abstract, and reference pages)
Must reference at least two scholarly sources (see
Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)
), in addition to any required readings cited.
Must include the three articles analyzed in the reference list.
Must include title, abstract, and reference pages.
My projected research topic is Adolescent Behaviors, I am interested in the influence of the media on an adolescent’s behavior skills (research focus). I wanted to choose a topic that really interested me, but over the past few weeks, I’ve debated with myself, because I’ve been scared, that I won’t find enough resources for any other topic. So far, I think there is a ton of information on adolescents and how the media effects/enhanced their behaviors, I figured this would be a great start. This topic is personal for me, I’ve worked with so many children, and in recent years, I’ve witness a dramatic behavior change in multiple teens, and it was all related to something that stemmed from the media.
I could start this research with the factors that affect adolescent development: physical, cognitive, social and behavioral development. According to Yale researchers, Valkenburg and Piotroswski (2017), there’s been significant changes in the media landscape, meaning there’s not just the traditional media is not the only barrier. Adolescents have their own phones, iPads, tablets, and computers, which gives them a more direct access to the media.
For the quantitative resource to support this topic, I chose
The Journal of Korean Academy of Nursing
, which states, “To achieve the aim, a
quantitative
research design was used, involving questionnaires with data collected from 393 Saudi students aged 13-18 years
”
(Yoo and Ham, 2019). The second resource I found supports a qualitative study in this field, stating (Using a
qualitative
analysis approach, we found six major themes. Although entertainment media provided media role models for expected behavior in romantic relationships, it was also associated with the development of unrealistic relational expectations and perceived pressure to be in a romantic relationship.
According to these studies, adolescents with reported social media use had greater odds of increased suicidal ideation and suicide risk than those with no reported use, but these relationships were not statistically significant.
Social media use in adolescents with a psychiatric admission may be associated with the risk of self-injurious behaviors and could be a marker of impulsivity. Additional work should guide the assessment of social media use as part of a routine adolescent psychiatric history.
References:
Valkenburg, P. M., and Piotrowski, J. T. (2017). Plugged in. Retrieved from
https://yalebooks.yale.edu/sites/default/files/files/Media/9780300228090_UPDF.pd.
The reflective essay took an emotional appeal. I can sense both sy.docxhelen23456789
The reflective essay took an emotional appeal. I can sense both sympathy and empathy in certain parts of it. I think at some point or another we have all swallowed our pride and moved forward. The purpose or goal of the essay was to explain what the writer overcame during the current term to help him get better. What seem to be a good direction is explaining something that you have overcome this semester during the course. What you took from this was more than an academic challenge, it was the beginning of a personal growth. My overall impression of what you have as your draft is good job, stay on focus with this. The aspects you have touched on with your writing has been ethos, pathos, and kairo. Although you limited help from others, it was time you moved away from that. I would incorporate more about class and maybe throughout your understanding the first few weeks before asking for help. What led you to finally opening up. Give a few examples in your intro of pride in your academics before this that went well and others that didn’t. I’ve read your assignments assignment last week and this has a stronger feel to it. I would highly recommend that each paragraph you ask yourself why? Then from that answer within you expand on it and tie it in with academics.
To be more reflective in your essay I would go back to what was your reasoning for not asking for help in the past, when did you know it was time to let that go, and how will this help you academically from now on.
Yes, the essay is easy to follow I would advise not go off focus here, I could see how that could happen in an assignment where you are talking about something personal such as this.
Ask yourself why and what I recently learned myself is the so what and now what structuring.
Good luck!
Format: 1500 word response
About this assessment
Critical reflection is an assignment that is designed to assess the student's ability to reflect, describe, explain, justify and demonstrate knowledge of one or more of the main principles of the Leadership subject.
This is a two-part assessment item where you are required to address each of Parts A and B individually. The assessment requires the students to write two short reflective pieces using the theories and concepts covered in Parts A and B. Each reflective piece should be a minimum of 750 words each, not exceeding 1500 words in total (plus or minus 10%). Use minimum of 9 references from credible sources for this assessment. Both written works should be submitted as one, single document.
Part A: Reflective Piece (750 words)
The impact of leadership style often manifests in the quality of relationships which a leader builds over time with others, in particular subordinates and peers. Drawing from two situations from your own experience as a leader (or from a leader you have witnessed), discuss one example where you (or a leader) demonstrated a high level of emotional intelligence, and in another example where you (or a leader) allo.
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
(
384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
The References MUST BE THIS BOOK AND WHATEVER SOURCE YOU WANT TO SI.docxhelen23456789
The References: MUST BE THIS BOOK AND WHATEVER SOURCE YOU WANT TO SITE.
Harvey, C. and Allard, J. (2014) Understanding and Managing Diversity (6th ed.) NJ: Pearson- Prentice Hall. ISBN: 9780133548198
MUST BE ATLEAST 300 WORDS WITH TWO CITED SOURCES EACH!
1. Discussion Board Three
Individual Perspectives on Diversity II
Briefly summarize chap 8 and discuss how you can develop the skills needed to increase your Emotional Intelligence.
2. Discussion Board Four
Group Perspectives on Diversity I
How do gender differences impact how we communicate in the workplace? What strategies can be employed to improve communication? Discuss one example of intentional information use in the context of your organization (could be something that you witnessed or something that happened to you) (focus on Ch. 20, 27-28)
3. Discussion Board Five
Group Perspectives on Diversity II
Identify a belief, value or attitude of yours that you can attribute to your religion and examine its impact on your work and career. Discuss how your religion could affect your role and performance in a multicultural workplace.
BOOK INFO BELOW!
The Chapter 8
on The Emotional Connection of Distinguishing Differences and Conflict
Carole G. Parker
In recent years, diversity in organizations has been an exciting, stimulating, frustrating, and intriguing topic. Some organizations continue to struggle for diversity whereas others have a fully integrated diverse workforce. The challenge to increase and manage diversity continues to be critical to organizational goals, particularly as more organizations, large and small, transact business internationally. Some organizations work to appreciate diversity and value differences, whereas others continue to discount differences and diversity. Smart managers today realize the importance of balance in work groups. Attempts to incorporate differences in age, gender, race, culture, sexual preference, and styles of being in their organizations to capitalize on the incredible potential diversity offers are occurring. Managing differences requires energy, commitment, tolerance, and finally, appreciation among all parties involved. Differences among people are not inherently good or bad; there is no one “right” way to deal with differences. Learning to manage and ultimately appreciate differences requires learning, emotional growth, and stretching the boundaries of all participants. Although differences can be challenging, they also lead to very important benefits, both to individuals, groups and organizations.
How Differences Are Often Managed
What action and factors must be uppermost in selecting the most appropriate approach to addressing differences? Often avoidance or repression is used to manage differences. The avoidance of differences often takes the form of associating with individuals of similar backgrounds, experiences, beliefs, and values. This strategy enables an environment of mutual support and predictability. Those.
The Reason Why Excelsior College Is My ChoiceEnglish 101Runn.docxhelen23456789
The Reason Why Excelsior College Is My Choice
English 101
Running head: THE REASON WHY EXCELSIOR 1
THE REASON WHY EXCELSIOR COLLEGE IS MY CHOICE 3
March 2, 2019
The Reason Why Excelsior College is my Choice
Am I too old to go back to college? This is a question I have posed to myself and my family for almost a year while I researched colleges to attend. I knew I wanted to go back to school so that I could get an associate’s degree in nursing. I already went the vocational school route in order to gain my licensed practical nursing diploma and took my state boards to obtain my license so I need the associate’s degree in order to take the NYS Boards to obtain my registered nursing license. I have to have both hands-on nursing classes as well as regular classes such as English and Science along with a few others. I knew I really did not want to go to a regular school if it could be helped because I like the ability to be similar to your peers in an online environment as you really don’t know the ages of your classmates. It does not matter if they are young or old; they just want to do the same thing as you: learn.
The search was on to either find an online school that had both types of classes I would need or to take my regular classes in an online setting and then transfer to a brick and mortar school to take my hands on classes. Well I narrowed my choice to Excelsior College because they had a nursing degree program but I was still not sure if I wanted to fully take all of my courses here. After researching further, I realized that I would not be able to obtain financial aid for my nursing degree if I took it solely through Excelsior. I did find a local school around me that would allow me to take just my hands-on classes through them. I would just need to make sure to take all the necessary regular classes first here at Excelsior.
Well, I had made my decision on how I would proceed so I filled out the online application and paid my non-refundable application fee. I waited with baited breath to find out if I would be accepted or not because this is going to determine my immediate future and the future of my family. I breathed such a sigh of relief when I received the welcome email. After speaking with my admissions counselor and the registers office in great lengths, I realized I would have to matriculate into the liberal arts program in order to gain financial aid. I got a list of the courses I needed to take to be able to transfer into the local school and waited to hear back from my academic advisor who was still being assigned to me.
After a telephone call with my academic advisor, it was determined that I was only allowed to take 9 credits for the Spring semester so I ended up taking this fifteen week English course, PSY 101, and PSY 235 in the Spring II section because I did not have any prior degree credits. The ability to learn quickly and have constant support from my family, my fellow classmates, an.
The recovery phase of any disaster event creates a huge requirement .docxhelen23456789
The recovery phase of any disaster event creates a huge requirement for manpower for cleanup, repair, and restoration. Traditionally, a sizable segment of the manpower pool is provided by volunteers from NGOs, churches, community organizations, schools, etc. What are the advantages to using volunteers? What are the disadvantages?
.
The reevaluation process in special education is addressed at least .docxhelen23456789
The reevaluation process in special education is addressed at least every three years to determine whether the student continues to need special education and related services due to their diagnosed disability. Teachers working with students with disabilities should be aware of the rationale and purpose for the reevaluation. There are also legal provisions that must be followed to document the scope and sequence of the evaluation process. All teachers need to be aware of their role and responsibility to participate fully and be a collaborative team member with both staff and family.
Review the different reevaluation requirements under IDEA. Discuss the different types of reevaluations and associated process steps.
Design a 5 slide digital presentation appropriate for a schoolwide professional development opportunity on the topic of special education reevaluations for K‐8.
Within your presentation, address the following:
Triennial reevaluations: Use of assessments to support continued eligibility, required consent, participants, and scope of the evaluation.
Support your presentation with a scholarly resource.
Rubic: Triennial Revaluations
Thoroughly and insightfully summarizes triennial evaluations regarding use of assessments to support continued eligibility, required consent, participants, and scope of the evaluation.
.
The recruitment of employees is a critical part of the HR function a.docxhelen23456789
The recruitment of employees is a critical part of the HR function and it is also been a function that has changed vastly for many organizations.
Research Recruitment of employees and explain/identify:
Strategic recruiting regarding EEO, Diversity, Gender-Neutral, and Generational Differences.
How technology and social media affect recruiting for employers and candidates.
Advantages and/or disadvantages of internal and external recruiting methods.
Paper Requirements:
Write a 3-4 page double-spaced, 12 font, and APA formatted paper that addresses the items above.
Do not use first person. This paper isn't your opinion. Your paper is guided by your research.
The 3-4 pages is counted from the introduction through the conclusion. It does not include the title page or reference page.
Include a title page properly formatted in APA.
You Do NOT need to include an abstract
Make sure to include an Introduction to your paper. Y
our introduction needs to include a strong preview sentence.
Create
headings
in the body of the paper (between the Introduction and Conclusion) that are named based on the content in that section of the paper. For example, your headings could be the trends you identified. Please review the
APA Heading Format Guidelines (Links to an external site.)Links to an external site. (Links to an external site.)
in order to develop a good understanding of how to format the headings in your paper.
Include a Reference page. You must include a minimum of 5 references (textbook and 4 scholarly peer-reviewed journal articles from Welder Library E-Resources).
Please refer to the rubric for the grading requirements.
Your submission will go through turnitin. Turnitin evaluates the originality score of your paper. Your turnitin score should be 25% or less.
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The Reading Brain in the Digital Age The Science of Paper v.docx
1. The Reading Brain in the Digital Age: The
Science of Paper versus Screens
E-readers and tablets are becoming more popular as such
technologies improve, but research
suggests that reading on paper still boasts unique advantages
• By Ferris Jabr on April 11, 2013
[Note: all text underlined represents hyperlinks to web-based
sources of information.]
In a viral YouTube video from October 2011 a one-year-old girl
sweeps her fingers across an
iPad's touchscreen, shuffling groups of icons. In the following
scenes she appears to pinch,
swipe and prod the pages of paper magazines as though they too
were screens. When nothing
happens, she pushes against her leg, confirming that her finger
works just fine—or so a title
card would have us believe.
The girl's father, Jean-Louis Constanza, presents "A Magazine
Is an iPad That Does Not Work"
as naturalistic observation—a Jane Goodall among the chimps
moment—that reveals a
generational transition. "Technology codes our minds," he
writes in the video's description.
"Magazines are now useless and impossible to understand, for
digital natives"—that is, for
people who have been interacting with digital technologies from
a very early age.
2. Perhaps his daughter really did expect the paper magazines to
respond the same way an iPad
would. Or maybe she had no expectations at all—maybe she just
wanted to touch the
magazines. Babies touch everything. Young children who have
never seen a tablet like the iPad
or an e-reader like the Kindle will still reach out and run their
fingers across the pages of a paper
book; they will jab at an illustration they like; heck, they will
even taste the corner of a book.
Today's so-called digital natives still interact with a mix of
paper magazines and books, as well
as tablets, smartphones and e-readers; using one kind of
technology does not preclude them
from understanding another.
Nevertheless, the video brings into focus an important question:
How exactly does the
technology we use to read change the way we read? How
reading on screens differs from
reading on paper is relevant not just to the youngest among us,
but to just about everyone who
reads—to anyone who routinely switches between working long
hours in front of a computer at
the office and leisurely reading paper magazines and books at
home; to people who have
embraced e-readers for their convenience and portability, but
admit that for some reason they
still prefer reading on paper; and to those who have already
vowed to forgo tree pulp entirely.
As digital texts and technologies become more prevalent, we
gain new and more mobile ways
of reading—but are we still reading as attentively and
thoroughly? How do our brains respond
differently to onscreen text than to words on paper? Should we
3. be worried about dividing our
attention between pixels and ink or is the validity of such
concerns paper-thin?
Since at least the 1980s researchers in many different fields—
including psychology, computer
engineering, and library and information science—have
investigated such questions in more
than one hundred published studies. The matter is by no means
settled. Before 1992 most
studies concluded that people read slower, less accurately and
less comprehensively on
screens than on paper. Studies published since the early 1990s,
however, have produced more
inconsistent results: a slight majority has confirmed earlier
conclusions, but almost as many
have found few significant differences in reading speed or
comprehension between paper and
screens. And recent surveys suggest that although most people
still prefer paper—especially
when reading intensively—attitudes are changing as tablets and
e-reading technology improve
and reading digital books for facts and fun becomes more
common. In the U.S., e-books
currently make up between 15 and 20 percent of all trade book
sales.
Even so, evidence from laboratory experiments, polls and
consumer reports indicates that
modern screens and e-readers fail to adequately recreate certain
tactile experiences of reading
on paper that many people miss and, more importantly, prevent
people from navigating long
4. texts in an intuitive and satisfying way. In turn, such
navigational difficulties may subtly inhibit
reading comprehension. Compared with paper, screens may also
drain more of our mental
resources while we are reading and make it a little harder to
remember what we read when we
are done. A parallel line of research focuses on people's
attitudes toward different kinds of
media. Whether they realize it or not, many people approach
computers and tablets with a state
of mind less conducive to learning than the one they bring to
paper.
"There is physicality in reading," says developmental
psychologist and cognitive
scientist Maryanne Wolf of Tufts University, "maybe even more
than we want to think about as
we lurch into digital reading—as we move forward perhaps with
too little reflection. I would like
to preserve the absolute best of older forms, but know when to
use the new."
Navigating textual landscapes
Understanding how reading on paper is different from reading
on screens requires some
explanation of how the brain interprets written language. We
often think of reading as a cerebral
activity concerned with the abstract—with thoughts and ideas,
tone and themes, metaphors and
motifs. As far as our brains are concerned, however, text is a
tangible part of the physical world
we inhabit. In fact, the brain essentially regards letters as
physical objects because it does not
really have another way of understanding them. As Wolf
explains in her book Proust and the
Squid, we are not born with brain circuits dedicated to reading.
After all, we did not invent writing
5. until relatively recently in our evolutionary history, around the
fourth millennium B.C. So the
human brain improvises a brand-new circuit for reading by
weaving together various regions of
neural tissue devoted to other abilities, such as spoken
language, motor coordination and
vision.
Some of these repurposed brain regions are specialized for
object recognition—they are
networks of neurons that help us instantly distinguish an apple
from an orange, for example, yet
classify both as fruit. Just as we learn that certain features—
roundness, a twiggy stem, smooth
skin—characterize an apple, we learn to recognize each letter by
its particular arrangement of
lines, curves and hollow spaces. Some of the earliest forms of
writing, such as Sumerian
cuneiform, began as characters shaped like the objects they
represented—a person's head, an
ear of barley, a fish. Some researchers see traces of these
origins in modern alphabets: C as
crescent moon, S as snake. Especially intricate characters—such
as Chinese hanzi and
Japanese kanji—activate motor regions in the brain involved in
forming those characters on
paper: The brain literally goes through the motions of writing
when reading, even if the hands
are empty. Researchers recently discovered that the same thing
happens in a milder way when
some people read cursive.
Beyond treating individual letters as physical objects, the
human brain may also perceive a text
in its entirety as a kind of physical landscape. When we read,
we construct a mental
6. representation of the text in which meaning is anchored to
structure. The exact nature of such
representations remains unclear, but they are likely similar to
the mental maps we create of
terrain—such as mountains and trails—and of man-made
physical spaces, such as apartments
and offices. Both anecdotally and in published studies, people
report that when trying to locate a
particular piece of written information they often remember
where in the text it appeared. We
might recall that we passed the red farmhouse near the start of
the trail before we started
climbing uphill through the forest; in a similar way, we
remember that we read about Mr. Darcy
rebuffing Elizabeth Bennett on the bottom of the left-hand page
in one of the earlier chapters.
In most cases, paper books have more obvious topography than
onscreen text. An open
paperback presents a reader with two clearly defined domains—
the left and right pages—and a
total of eight corners with which to orient oneself. A reader can
focus on a single page of a
paper book without losing sight of the whole text: one can see
where the book begins and ends
and where one page is in relation to those borders. One can even
feel the thickness of the
pages read in one hand and pages to be read in the other.
Turning the pages of a paper book is
like leaving one footprint after another on the trail—there's a
rhythm to it and a visible record of
how far one has traveled. All these features not only make text
in a paper book easily navigable,
7. they also make it easier to form a coherent mental map of the
text.
In contrast, most screens, e-readers, smartphones and tablets
interfere with intuitive navigation
of a text and inhibit people from mapping the journey in their
minds. A reader of digital text might
scroll through a seamless stream of words, tap forward one page
at a time or use the search
function to immediately locate a particular phrase—but it is
difficult to see any one passage in
the context of the entire text. As an analogy, imagine if Google
Maps allowed people to navigate
street by individual street, as well as to teleport to any specific
address, but prevented them
from zooming out to see a neighborhood, state or country.
Although e-readers like the Kindle
and tablets like the iPad re-create pagination—sometimes
complete with page numbers,
headers and illustrations—the screen only displays a single
virtual page: it is there and then it is
gone. Instead of hiking the trail yourself, the trees, rocks and
moss move past you in flashes
with no trace of what came before and no way to see what lies
ahead.
"The implicit feel of where you are in a physical book turns out
to be more important than we
realized," says Abigail Sellen of Microsoft Research Cambridge
in England and co-author of The
Myth of the Paperless Office. "Only when you get an e-book do
you start to miss it. I don't think
e-book manufacturers have thought enough about how you
might visualize where you are in a
book."
8. At least a few studies suggest that by limiting the way people
navigate texts, screens impair
comprehension. In a study published in January 2013 Anne
Mangen of the University of
Stavanger in Norway and her colleagues asked 72 10th-grade
students of similar reading ability
to study one narrative and one expository text, each about 1,500
words in length. Half the
students read the texts on paper and half read them in pdf files
on computers with 15-inch
liquid-crystal display (LCD) monitors. Afterward, students
completed reading-comprehension
tests consisting of multiple-choice and short-answer questions,
during which they had access to
the texts. Students who read the texts on computers performed a
little worse than students who
read on paper.
Based on observations during the study, Mangen thinks that
students reading pdf files had a
more difficult time finding particular information when
referencing the texts. Volunteers on
computers could only scroll or click through the pdfs one
section at a time, whereas students
reading on paper could hold the text in its entirety in their
hands and quickly switch between
different pages. Because of their easy navigability, paper books
and documents may be better
suited to absorption in a text. "The ease with which you can
find out the beginning, end and
everything in between and the constant connection to your path,
your progress in the text, might
be some way of making it less taxing cognitively, so you have
9. more free capacity for
comprehension," Mangen says.
Supporting this research, surveys indicate that screens and e-
readers interfere with two other
important aspects of navigating texts: serendipity and a sense of
control. People report that they
enjoy flipping to a previous section of a paper book when a
sentence surfaces a memory of
something they read earlier, for example, or quickly scanning
ahead on a whim. People also like
to have as much control over a text as possible—to highlight
with chemical ink, easily write
notes to themselves in the margins as well as deform the paper
however they choose.
Because of these preferences—and because getting away from
multipurpose screens improves
concentration—people consistently say that when they really
want to dive into a text, they read it
on paper. In a 2011 survey of graduate students at National
Taiwan University, the majority
reported browsing a few paragraphs online before printing out
the whole text for more in-depth
reading. A 2008 survey of millennials (people born between
1980 and the early 2000s) at Salve
Regina University in Rhode Island concluded that, "when it
comes to reading a book, even they
prefer good, old-fashioned print". And in a 2003 study
conducted at the National Autonomous
University of Mexico, nearly 80 percent of 687 surveyed
students preferred to read text on paper
as opposed to on a screen in order to "understand it with
clarity".
Surveys and consumer reports also suggest that the sensory
10. experiences typically associated
with reading—especially tactile experiences—matter to people
more than one might assume.
Text on a computer, an e-reader and—somewhat ironically—on
any touch-screen device is far
more intangible than text on paper. Whereas a paper book is
made from pages of printed letters
fixed in a particular arrangement, the text that appears on a
screen is not part of the device's
hardware—it is an ephemeral image. When reading a paper
book, one can feel the paper and
ink and smooth or fold a page with one's fingers; the pages
make a distinctive sound when
turned; and underlining or highlighting a sentence with ink
permanently alters the paper's
chemistry. So far, digital texts have not satisfyingly replicated
this kind of tactility (although some
companies are innovating, at least with keyboards).
Paper books also have an immediately discernible size, shape
and weight. We might refer to a
hardcover edition of War and Peace as a hefty tome or a
paperback Heart of Darkness as a
slim volume. In contrast, although a digital text has a length—
which is sometimes represented
with a scroll or progress bar—it has no obvious shape or
thickness. An e-reader always weighs
the same, regardless of whether you are reading Proust's
magnum opus or one of Hemingway's
short stories. Some researchers have found that these
discrepancies create enough "haptic
dissonance" to dissuade some people from using e-readers.
People expect books to look, feel
and even smell a certain way; when they do not, reading
sometimes becomes less enjoyable or
even unpleasant. For others, the convenience of a slim portable
11. e-reader outweighs any
attachment they might have to the feel of paper books.
Exhaustive reading
Although many old and recent studies conclude that people
understand what they read on
paper more thoroughly than what they read on screens, the
differences are often small. Some
experiments, however, suggest that researchers should look not
just at immediate reading
comprehension, but also at long-term memory. In a 2003 study
Kate Garland of the University of
Leicester and her colleagues asked 50 British college students
to read study material from an
introductory economics course either on a computer monitor or
in a spiral-bound booklet. After
20 minutes of reading Garland and her colleagues quizzed the
students with multiple-choice
questions. Students scored equally well regardless of the
medium, but differed in how they
remembered the information.
Psychologists distinguish between remembering something—
which is to recall a piece of
information along with contextual details, such as where, when
and how one learned it—and
knowing something, which is feeling that something is true
without remembering how one
learned the information. Generally, remembering is a weaker
form of memory that is likely to
fade unless it is converted into more stable, long-term memory
that is "known" from then on.
When taking the quiz, volunteers who had read study material
12. on a monitor relied much more
on remembering than on knowing, whereas students who read on
paper depended equally on
remembering and knowing. Garland and her colleagues think
that students who read on paper
learned the study material more thoroughly more quickly; they
did not have to spend a lot of
time searching their minds for information from the text, trying
to trigger the right memory—they
often just knew the answers.
Other researchers have suggested that people comprehend less
when they read on a screen
because screen-based reading is more physically and mentally
taxing than reading on paper. E-
ink is easy on the eyes because it reflects ambient light just like
a paper book, but computer
screens, smartphones and tablets like the iPad shine light
directly into people's faces.
Depending on the model of the device, glare, pixilation and
flickers can also tire the eyes. LCDs
are certainly gentler on eyes than their predecessor, cathode-ray
tubes (CRT), but prolonged
reading on glossy self-illuminated screens can cause eyestrain,
headaches and blurred vision.
Such symptoms are so common among people who read on
screens—affecting around 70
percent of people who work long hours in front of computers—
that the American Optometric
Association officially recognizes computer vision syndrome.
Erik Wästlund of Karlstad University in Sweden has conducted
some particularly rigorous
research on whether paper or screens demand more physical and
cognitive resources. In one of
his experiments 72 volunteers completed the Higher Education
13. Entrance Examination READ
test—a 30-minute, Swedish-language reading-comprehension
exam consisting of multiple-
choice questions about five texts averaging 1,000 words each.
People who took the test on a
computer scored lower and reported higher levels of stress and
tiredness than people who
completed it on paper.
In another set of experiments 82 volunteers completed the
READ test on computers, either as a
paginated document or as a continuous piece of text. Afterward
researchers assessed the
students' attention and working memory, which is a collection
of mental talents that allow people
to temporarily store and manipulate information in their minds.
Volunteers had to quickly close a
series of pop-up windows, for example, sort virtual cards or
remember digits that flashed on a
screen. Like many cognitive abilities, working memory is a
finite resource that diminishes with
exertion.
Although people in both groups performed equally well on the
READ test, those who had to
scroll through the continuous text did not do as well on the
attention and working-memory tests.
Wästlund thinks that scrolling—which requires a reader to
consciously focus on both the text
and how they are moving it—drains more mental resources than
turning or clicking a page,
which are simpler and more automatic gestures. A 2004 study
conducted at the University of
14. Central Florida reached similar conclusions.
Attitude adjustments
An emerging collection of studies emphasizes that in addition to
screens possibly taxing
people's attention more than paper, people do not always bring
as much mental effort to
screens in the first place. Subconsciously, many people may
think of reading on a computer or
tablet as a less serious affair than reading on paper. Based on a
detailed 2005 survey of 113
people in northern California, Ziming Liu of San Jose State
University concluded that people
reading on screens take a lot of shortcuts—they spend more
time browsing, scanning and
hunting for keywords compared with people reading on paper,
and are more likely to read a
document once, and only once.
When reading on screens, people seem less inclined to engage
in what psychologists call
metacognitive learning regulation—strategies such as setting
specific goals, rereading difficult
sections and checking how much one has understood along the
way. In a 2011 experiment at
the Technion–Israel Institute of Technology, college students
took multiple-choice exams about
expository texts either on computers or on paper. Researchers
limited half the volunteers to a
meager seven minutes of study time; the other half could review
the text for as long as they
liked. When under pressure to read quickly, students using
computers and paper performed
equally well. When managing their own study time, however,
volunteers using paper scored
about 10 percentage points higher. Presumably, students using
15. paper approached the exam
with a more studious frame of mind than their screen-reading
peers, and more effectively
directed their attention and working memory.
Perhaps, then, any discrepancies in reading comprehension
between paper and screens will
shrink as people's attitudes continue to change. The star of "A
Magazine Is an iPad That Does
Not Work" is three-and-a-half years old today and no longer
interacts with paper magazines as
though they were touchscreens, her father says. Perhaps she and
her peers will grow up
without the subtle bias against screens that seems to lurk in the
minds of older generations. In
current research for Microsoft, Sellen has learned that many
people do not feel much ownership
of e-books because of their impermanence and intangibility:
"They think of using an e-book, not
owning an e-book," she says. Participants in her studies say that
when they really like an
electronic book, they go out and get the paper version. This
reminds Sellen of people's early
opinions of digital music, which she has also studied. Despite
initial resistance, people love
curating, organizing and sharing digital music today. Attitudes
toward e-books may transition in
a similar way, especially if e-readers and tablets allow more
sharing and social interaction than
they currently do. Books on the Kindle can only be loaned once,
for example.
To date, many engineers, designers and user-interface experts
have worked hard to make
reading on an e-reader or tablet as close to reading on paper as
possible. E-ink resembles
16. chemical ink and the simple layout of the Kindle's screen looks
like a page in a paperback.
Likewise, Apple's iBooks attempts to simulate the overall
aesthetic of paper books, including
somewhat realistic page-turning. Jaejeung Kim of KAIST
Institute of Information Technology
Convergence in South Korea and his colleagues have designed
an innovative and unreleased
interface that makes iBooks seem primitive. When using their
interface, one can see the many
individual pages one has read on the left side of the tablet and
all the unread pages on the right
side, as if holding a paperback in one's hands. A reader can also
flip bundles of pages at a time
with a flick of a finger.
But why, one could ask, are we working so hard to make
reading with new technologies like
tablets and e-readers so similar to the experience of reading on
the very ancient technology that
is paper? Why not keep paper and evolve screen-based reading
into something else entirely?
Screens obviously offer readers experiences that paper cannot.
Scrolling may not be the ideal
way to navigate a text as long and dense as Moby Dick, but the
New York Times, Washington
Post, ESPN and other media outlets have created beautiful,
highly visual articles that depend
entirely on scrolling and could not appear in print in the same
way. Some Web
comics and infographics turn scrolling into a strength rather
than a weakness. Similarly, Robin
Sloan has pioneered the tap essay for mobile devices. The
17. immensely popular interactive Scale
of the Universe tool could not have been made on paper in any
practical way. New e-publishing
companies like Atavist offer tablet readers long-form journalism
with embedded interactive
graphics, maps, timelines, animations and sound tracks. And
some writers are pairing up with
computer programmers to produce ever more sophisticated
interactive fiction and nonfiction in
which one's choices determine what one reads, hears and sees
next.
When it comes to intensively reading long pieces of plain text,
paper and ink may still have the
advantage. But text is not the only way to read.
—Ferris Jabr is a contributing writer for Scientific American.
He has also written for the New York
Times Magazine, the New Yorker and Outside.
Jabr, Ferris. “The Reading Brain in the Digital Age: The
Science of Paper versus
Screens.” Scientific American, Scientific American, a division
of Nature America, Inc., 11
Apr. 2013, www.scientificamerican.com/article/reading-paper-
screens/.
18. ENGR 3970/ET 5970 Homework Assignment #1 – Spring 2019
Note: Show all of your work to arrive at a final result and for
full credit. Remember to put your name on
all pages if submitting multiple pages.
1) If a person places $9,000 in an account that pays 12%
compounded annually, how much money will
be in the account after 12 years?
2) Four years ago a person borrowed $15,000 at an interest rate
of 10% compounded annually and
agreed to pay it back in equal payments over a 10 year period.
This same person now wants to pay off
the remaining amount of the loan. How much should this person
pay? Assume that she has just made
the 3rd payment.
3) A person deposits $10,000 into an account that pays 8%
compounded yearly. How much money will
be in the account after 9 years?
4) What is the accumulated amount resulting from a series of
equal yearly deposits of $1,000 for 6 years
if the interest rate is 9% per year compounded yearly? Assume
that the first deposit is made 1 year from
now.
19. 5) What is the present value of a 15 year series of decreasing
amounts if the interest rate is 6%
compounded annually, the first year amount is $50,000 and the
rate of decrease is $2,000 per year?