Final Research Paper Criteria

Title: Can Virtual Reality be used as an effective tool for learning?

Purpose: To determine the effectiveness of virtual reality as a resource for education and training.

Outline:
1. Identify applications of virtual reality for learning.
2. Examine impact of virtual reality on learning.
3. Examine the similarities of virtual reality and video games and how they can be used as a tool for learning.
4. Study the practical application and effectiveness of virtual reality and learning.
5. Conclusions.

Relevance/Value: As a child I had an accident and lost my left eye. As an adult I have been diagnosed with a form of arthritis that has affected my vision. I am interested in researching alternate ways of learning other than by sight and technologies that can improve vision.

ALSO: include in paper: research on Dome Display, which is a visual display system. One source is www.cae.com.


Minimum Criteria for the Research Paper:

Your paper should meet the following minimal criteria:

Should be typed in MS Word format:


Minimum of eight references should be cited. These references should be cited within the body of your paper and then listed as a Reference page at the end of your paper. These references can be books, articles, websites, etc.

Minimum of eleven typed pages (no more than 15 pages); use double-space lines with one-inch margins. The reference page is not counted as one of the eleven pages required.

Use APA style manual. I am looking for general compliance with the APA style guidelines. I realize that this may be your first experience with using APA style, but you should adhere to the general guidelines outlined in the publication manual. For example, I will be using general criteria to review the paper, such as correct formatting of the reference page, correct reference citations in the text, correct margins and spacing, use of appropriate headings, etc.

Grading Rubric for the Final Research Paper

Your score on this paper is worth 25% (250 points) of your course grade. It will be graded on the following rubric. For a more detailed explanation of many of the criteria used for grading the paper, see the APA Style Manual (Publication Manual of the American Psychological Association.

Scoring Criteria

90%-100%(225-250 points) The paper meets the criteria of exceptionally fine work. The paper has addressed your topic completely and accurately. It is clearly written and logically organized, evincing a substantial degree of understanding regarding a particular issue related to the field of Instructional Technology. The paper demonstrates insights that illustrate critical thinking. It demonstrates an orderly presentation of ideas and smoothness of expression. The writing has vigor and personality. It is generally error-free with no words misspelled, obvious typing mistakes, and other mechanical problems. The writing style is mature and grammatically correct. All the minimum criteria were clearly met.

80%-89%(200-224 points) The paper meets the criteria of very good work. The paper meets most of the criteria specified previously for receiving a score of 90-100 percent, but the paper still needs some more work. The paper may not have necessarily done anything "wrong." The paper could be improved with regards to being clearly written and logically organized, evincing a substantial degree of understanding regarding a particular issue related to the field of Instructional Technology. There may be some minor difficulties with grammar, spelling, typing, and other criteria related to mechanics. All the minimum criteria were clearly met.

70%-79%(175-199 points) The paper meets the criteria of good work. The paper may be incomplete, not well organized or too general. Although there is paragraphing and basic organization, some of the writing lacks development. There may be several minor difficulties with grammar, spelling, typing, and other criteria related to mechanics. Some of the minimum criteria may not have been met.

60%-69%(150-174 points) The paper meets the criteria of fair work, but with serious problems. The paper may be missing some of the minimum criteria; or it may meet the minimum criteria, but doesn't go much beyond the minimal criteria. The writing lacks structure. Although there is some paragraphing, the paper is not clearly written and not logically organized. The paper does not demonstrate insights that illustrate critical thinking. Mechanical errors are frequent and hinder meaning.

0%-59%(0-149 points) The paper meets the criteria of poor work. The paper does not meet the minimum criteria. Very little, if any effort was put into writing the paper. The paper has serious problems with lack of structure. The paper is not clearly written and not logically organized. The paper does not demonstrate insights that illustrate critical thinking or research on a topic of interest. Mechanical errors are very frequent and hinder meaning.

Request for support materials on the following:
This is a portfolio to be submitted for Post graduate certificate in education in the area of Economic, Finance and Accounting teaching undergraduates. The piece of work should include a comprehensive critical reflective commentary on each of the point identified below. That would a reflective portfolio. E.g. to discuss understanding learning, focus should be on the various characteristic for learning, Theories of learning, teaching models, Group teaching techniques should involve for example small group teaching, preparing for a tutorial, large group teaching and preparing for lecture. Write a reflection using Bloom taxonomy what formal lectures are likely to achieve write a micro- teaching brief as part of the reflection. A constructive.ILO and explain how I can get a feedback from the ILO. Leaners feedback what aspect are less successful as a learner and why. Include self-evaluation of micro-teaching, micro-teaching evaluation Use of graphs, table and chart for analysis where appropriate an formatted in a way that they can be moved around easily. The portfolio should include a constructive 3 self-observation and peer group observation. The reflections should be made with a critical reference to literature relevant mostly to the subject area identified above. The ideal candidate to submit the portfolio is from a third world African country and this most show in the reflective background comparatively to the additional learning in an advance country educational system. The reflection should include experience of teaching a diversify class of students from all over the world including abilities. A narrative approach is necessary
The idea of the portfolio helps to develop and make a case as evidence of customers teaching or approach to teaching. It can be thought of as having 3 sources.
A Constructive ideas (in this case), reflections and discussion with colleges (in response to identified critical incidents)
B Teaching experience and material used and generated (will provide this on my own)
C The use of public theories and knowledge about learning and teaching- to challenge, confirm and structure candidates own thoughts (or personal theories)
The Intended Learning Outcomes are:
1. Design and plan student learning activities and /or programmes of study, including the appropriate use of learning technology, to achieve the intended learning outcomes (ILO).
2. Teach (i.e. support student learning) by using methods evaluated to be appropriate to the subject (Economics, Finance and Accounting) and the level of the academic programme (University undergraduate), based on a critical evaluation of current understandings of how students learn, both generally and in the subject.
3. Assess student work and give feedback on it, to promote learning consistent with institutional requirements and guidelines (literature on different assessment of student work etc.). A comprehensive reflection with references to literature.
4. Develop an effective and supportive learning environment, including individual guidance, in a way that respects them equally as individual, autonomous learners while recognizing and promoting the value of their diversity including disability
5. Integrate with their teaching their scholarship, research and/or professional activities, and the implications of the ethical, quality assurance and quality enhancement contexts.
6. Evaluate reflectively the effectiveness of their own practice, and continue their own professional development while contributing to a learning community of teachers
7. Inform all the above with a critical engagement with the relevant research and practice
Note and construct the following
1. Evidence of and appropriate reflection on, microteaching and discipline-specific pedagogic work. A reflection on what you learned via theses core programme components forms an important part of the reflective commentary and should be Intergrated as relevant
2. Evidence of and appropriate reflection on, student and peer evaluation. An hypothetic evidence of observing 3 peers in their teaching developed. I also want reflections on 3 observation of my teaching by peers included with an hypothetic action plan.

3. Records of and appropriate reflection on, teaching observation.


Suggested reading not limited to these below.
Beaty E, 1997 Developing Your Teaching through Reflective Practice, Birmingham SEDA
Bolton G 2001 Reflective Practice, London, Paul Chapman Publishing,
Boud D et al eds 1985 Reflection: Turning Experience into Learning in Higher Education Buckingham: SRHE an The Open University Press
Brockbank A and I Mc Gill 1998 Facilitating Reflective Learning in Higher Education Buckingham SRHE and the Open University Press
Brookfield S.D 1987 Developing Critical Thinkers, San Francisco: Jossey-Bass
Cousin G (2009), Narrative Inquiry Chapter 6 in Cousin G Researching Learning in Higher Education (93-108) New York Rout ledge
Cowan John 1998 On Becoming an innovative University Teacher reflection in action Buckingham SRHE and the Open University Press
Hartley J, 1998 Learning and studying; A Research Perspective London Rout ledge
Holly M.L 1989 Writing to Grow: Keeping a personal-professional journal, London Heinemann Educational Books
McNiff J 1993, Teaching as Learning An action Research Approach, London Routledge
Moon J 1999, Reflection in Learning and Professional Development, London Kogan Page
Rowland S. 2000, The Enquiring University Teacher, Buckingham, SRHE and the Open University Press
Schon, D (1993), The Reflective Practitioner, New York Basic Books
Schon D1987 Educating the Reflective Practitioner San Francisco: Jossey-Bass
Tripp, D 1987 Theorising Practice: The Teachers Professional Journal, London Routledge
Tripp, D 1993 Critical Incidence in teaching: Developing Professional judgement, London Routledge
Walker M 2001, Reconstructing Professionalism in University Teaching Buckingham The Open University
Other discipline specific text in this regards etc.
Please this must be custom made and destroyed from record after this.

No Child Left Behind is the subject - the lawsuite filed by several states, the effect this law has had on education ESPECIALLY in OHIO but don't limit it to OHIO. This research paper needs to be 10 pages long PLUS works cited & an OUTLINE! At least 6 sources cited in MLA style (parenthetical citations within paper & works cited page).

I need a research proposal for a social science class. The subject is to find out if participation in chatroom conversations increases an individuals chance of having an internet based relationship that leads to a relationship outside of the internet. Additionally, I would like to know if a person whom is already involved in a relationship is cheating on a signifcant other by participating in an online relationship. Please supply at least 3 reviews of literature in APA style format. The paper must be double spaced and a minimum of 6 pages long. It must contain the Introduction, review of literature, hypothesis, procedure/method, Data collection and analysis, and a summary and conclusion

The purpose of this paper is to discuss and address how by using universal design for learning processes along with collaborative teaching methods and inclusive teaching practices an educator can provide appropriate and evolving learning opportunities to all students in a heterogeneous classroom environment.

briefly define inclusive classrooms; briefly define universal design for learning; briefly define collaborative teaching.

briefly discuss the current education requirements by federal law to support this educational environment.

discuss the use of the combination of the areas above to create and sustain successful heterogeneous (inclusive) classrooms.

discuss the successful use of classroom pods (small group set-ups; as opposed to traditional rows-and-columns classroom arrangement) combined with the Socratic method of teaching where the teacher guides and enables the students to learn the subject matter (as opposed to traditional lecture method)
In combination with the previous method and environment all subjects would be taught at a range of learning levels appropriate to the students in that particular inclusive (heterogeneous) classroom. This is opposed to the traditional teaching method of teaching one subject level to all of the students without disabilities and several subject levels to the students with learning disabilities.
The use of the pods (usually groups of four desks placed facing each other in a square) facilitates this process by allowing the educators to arrange the students according to their particular comprehension levels for each subject. Pods can have 'mentor members' that would be performing at higher levels than their fellow pod members in that particlar subject matter and who enjoy tutoring and helping their classmates.

Discuss the advantages of using collaborative teaching under the universal design for learning processes in inclusive (heterogeneous) classrooms.

address the disadvantages (if any)of using this process as opposed to traditional regular education classrooms combined with seperate self-contained classrooms for students with learning disabilities.

Internet Research Simulation
Find an Internet address for each of the following and answer the accompanying questions in relation to the site you select. Provide the URL and site name.
1. A content area reading lesson plan.
What is the topic of the lesson plan?
Rate the lesson plan: Excellent, Good, Fair, or Poor
How does the lesson address content area reading issues that are covered in this course?
2. A site for a professional organization focused on literacy.
How could this site be a support to a classroom teacher?
What is the primary mission of the organization?
3. A web site created by secondary students.
What is the topic of the web site?
How does the web site appear to relate to the students? curriculum?
What ideas does this web site generate for your own instructional design?
4. A content-specific organization (e.g., a science site, a history site).
Rate the web site as a resource for students: Excellent, Good, Fair, or Poor
How could you best prepare students to access information from this web site?
5. A site for professional research on an educational topic.
Categorize the range of topics covered on this site.
How could you use the information on this site to improve your professional practice?

Please use info below and previous papers to complete this paper. T Lavinder wrote my first paper.
I need a 1050-1750-word Self-Assessment and Reflection Paper that conforms to APA format, in which I discuss my personal learning style, which assess my strengths and opportunities for growth, and I need to create an improvement strategy based on this assessment. I also need a minimum of two references (both within the paper and on a reference page). The references should be obtained from the a college Library NOT my attached readings.

It was three weeks into June, and there I was: still surrounded by portfolios. I was part of a Waterford (MI) School District team researching connections between our teaching, the Michigan English Language Arts Content Standards, and the district's new standards-based curriculum. I thumbed through the ten quality portfolios I had kept for in-depth analysis, coming back, once again, to Jenna's portfolio presentation. I remembered her saying,
As I grow, I learn that you need reading and writing skills all through life, you need to vine around it. I have learned a lot this past year, and this portfolio will show how I have grown and bloomed. This will show the evidence of how I vined around every chapter, every topic, every stick and branch I can reach to become the best I can.
When Jenna read her portfolio introduction, we all listened and watched. Peers, parents, and 1, as her language arts teacher, were tangled immediately in her metaphor and its vines of meaning. One of the class portfolio requirements was a self-selected metaphor with explanations of how the portfolio choices fit the symbol. Jenna's choice of the vine was an exquisite description of her fifth-grade learning. Her decision to use "vining" as a verb made it even more complete.
Jenna softly pointed to the spring greens her thin line marker had drawn to swirl and surround her introduction's title page with curls and loops. Yellow buds poked out of the swirls at intervals. The connection didn't stop with the introduction. Each portfolio chapter page held the same vine, but always with additions or growth. Strategies and Thinking had a multitude of yellow buds, not just poking out, but tangled in the vines, and "The vine's thicker," Jenna said. The Choices chapter showed blooming yellow flowers with bright red centers. "The buds are in bloom," Jenna explained. By the Turning Points chapter, her vines were displaying brown maturation surrounding the yellow which was now barely visible. In the last chapter on Quality Evidence, the mature green and brown swirls dominated the page in a thick tangle that almost touched the chapter's title. Jenna was talking about good stuff here. Not only was she drawing growth and change on her chapter title pages, she was showing growth and change with the evidence she chose to include within each chapter. I was thrilled to share in this celebration of Jenna's literacy.
I was reminded of Dorothea Lange, a photographer who documented displaced families and migrant workers during the Depression. During World War II, she photographed American Japanese neighborhoods, processing centers, and camp facilities. She said of her photographs, "You know there are moments such as these when time stands still and all you do is hold your breath and hope it will wait for you" (as cited in Rylant, 1994, p. 1). I felt the same way about the power of Jenna and her portfolio.
What made me keep coming back to Jenna's portfolio and presentation? For Jenna it was the culmination of her literate fifth-grade year. She told all of us a lot about what she had learned. Could Jenna also tell me something about myself and my teaching? Could Jenna's portfolio be the case study for assessment of what was going on in my classroom? Could I somehow use Jenna's portfolio to inform my practice, to see if indeed I had a handle on standards-based curriculum?
Throughout the year I had observed Jenna working hard. She always pushed herself to "write one more line" after the bell or to read "one more chapter" over the weekend. No more was that apparent than the June week before portfolio deadlines when she was at my classroom door every recess and lunch hour to use the computer to generate headings and descriptors. "She even called over the weekend to use my computer," her friend Allison reported the Monday of portfolio week.
Jenna is not "gifted." Her standardized test scores for reading are in the seventh stanine (average). She gave her fourth grade teacher "fits" because she "was slow to finish" any assignment, if she finished at all. Jenna's spelling on her daily work was below average. (Even in her journal she made common errors that most fifth graders catch: "frist," "senences," and "exiting" for exciting.) In September, Jenna came into my classroom reading R. L. Stine. Stine is often a choice of fifth-- grade boys and all fourth graders. I do not observe many fifth-- grade girls, even in September, reading much R. L. Stine. But Jenna did show signs of a writer's gift for observation, even in September. She responded to Up North at the Cabin (Chall, 1992) in a September journal free write:
There is a small wooden bridge that goes over a small stream that leads to the lake, all of the leafs on the trees are all colored with red, orange, and yellow. When I look across the lake it's like a mirror the trees on the other side of the lake are upside down in the water the wind rustles the leafs and I go inside the cabin and the fire is going. I lay with my family and watch the wood burn. It makes us tired and drowsy."
Jenna was an average fifth grader with an outstanding portfolio. Her story could be the story of over two thirds of my students. I put aside the other nine portfolios and concentrated on Jenna's. Her portfolio and the transcribed recording of her portfolio presentation became my primary sources: a collection of artifacts detailing not only what had happened to Jenna's literacy during one school year, but what had happened to my own teaching. As Bissex and Bullock (1987) said,
The process of observing even a single individual sensitizes us that much more to other individuals ... case study research is directed largely toward understanding; such descriptive research requires us to suspend judgement and just look. Researching in this way can be transforming because it changes the way we see others and ourselves. (pp. 14-15)
In a teacher as researcher group I was part of, we had been studying Denny Taylor (1993) and her book, From the Child's Point of View. Taylor's (1993) work taught me to question my own practice as it is reflected in a child's learning. I was drawn to Taylor's view that when teachers question their own practice,
Teachers and children [can] work together, becoming coinformants as the reading writing strategies of the one inform those of the other. This approach enables teachers to rethink the ways in which they can provide realistic instruction in situations that make sense to the children and to themselves. It also enables children to become involved in personal evaluations of the ways in which they are becoming literate. (p. 43)
Hubbard and Power (1993) observe, "The most important tool you have as a researcher is your eye and your view of the classroom life. You need to look hard and deeply at yourself and students at work" (p. 10). That summer, looking first at my own teaching and how it was exemplified by Jenna, and second at the Michigan English Language Arts Content Standards and how they fit into my teaching, Jenna's portfolio became my eye and view back into the classroom.
When I had facilitated the students' portfolio preparation I had used my own teacher portfolio as a model. It had served students as they built their portfolios and helped them reflect upon their own learning. Now I planned to use student portfolios like they had used mine, only this time in reverse, as a model for my teaching and learning, as it was and as it could be. Thus, the double mirror image, reflecting backward, reflecting forward. This study was first initiated by my school district. As I dug deeply into the evidence for my own classroom, I needed to remember the district purpose to find ways to match student learning to a standards based curriculum and to the standards themselves. If I found a match how could I clarify and share my findings with an audience of teachers who wanted to know how the evidence occurred in the classroom, not just that it did? Good teachers can not merely teach, we must be practitioners who understand our craft enough to share it with others. To become a true artist we must draft, compose, revise, reflect, mold, observe, and remodel our classrooms continually Shelley Harwayne (1992) says:
Quality texts are nonnegotiable .... Reflective teachers are also nonnegotiable. They are always asking "Why?" They are always stepping back to ask, "What's working, that I can build on?" "What's not working that I can eliminate?" Our work will always bear the label . . . "to be continued." (pp. 337-338) The evidence in front of me was my invitation to study my craft . . . to reflect on Jenna's portfolio to understand my own teaching, and use that reflection to inform my own classroom of the role of standards.
THE PORTFOLIO PROCESS
My ideas about portfolios and how they can best inform student learning change yearly. Jenna's portfolio was part of my evolving concept of what portfolios should be for fifth graders. Three years before Jenna came to my classroom, it had been a collection of student work, written and published in Writers' Workshop. A growth narrative and a process paper as suggested by Rief (1992) was included. Whatever their shape, portfolios have always served as a "big picture" part of year-end evaluation. They need to help answer the questions of "who a student is becoming and who he or she might become-as a writer and reader" (Atwell, 1998, p. 314). But portfolios must also do more. Atwell (1998) suggests that "our responsibilities as evaluators involve collecting and sifting through the evidence that reveals what a student can do and can't do, understand and doesn't understand, has accomplished and needs to accomplish" (p. 314). However, the student portfolios in my classroom focused on writing.
I wish I had shown them even more of my actual process of assembling the portfolio.
Last year, after observing my principal, Suzanne Antonazzo, evaluate new teachers who were required to have a portfolio, I enlarged my concept of portfolios. Each teacher portfolio showed authentic evidence of teacher growth and reflection and was a showcase of what the teacher practiced in her classroom. I extended my student portfolios beyond a focus on writing to include reading and drew on the concepts concerning authentic evidence I had observed in the new teacher evaluation.
Paralleling this change in focus was my own compilation of a professional portfolio as part of the teacher evaluation process. I drew on many models to assist in building my own personal portfolio. I remembered my experiences with student portfolios and my own observations of new teachers. I studied expert models and considered Graves' (1994) description of his own portfolio:
I begin with myself. I have to renew what it means to keep a portfolio constantly So I put in pieces, or artifacts, that I've written in class, letters, all different kinds of things to reflect my literacy Of course, I'm showing myself even more than the children. I'm going through the process of saying what is important to me. Although I share my portfolio with children, make no mistake, I'm keeping it for myself. I need to do that as the children do. And I need to write short three to four sentence statements about why I've selected the pieces I've put in. (p. 186)
The process was exhausting. I collected piles and piles of teaching materials that I thought might be appropriate for the ten required sections recognized on the formal teacher evaluation. The chapters included: instructional skills, classroom management, planning and preparation, content knowledge, human relations, understanding child development and growth, use of materials, lifelong learner, and goals. Sorting and organizing "all that stuff" was time consuming, but valuable for reflection upon my teaching. To help make a whole out of the different parts and highly varying data I organized each section into its own chapter and connected them with the theme of A Journey of a Lifelong Learner. Finally, I referred to my own process of portfolio building throughout the year as my students worked on their portfolios.
In September, I alerted students to their own portfolio requirements, outlining general criteria along with the changes. Students understood they were to throw nothing away-they would be keeping all drafts, student work, reading records, etc. in designated files. Journals were also viewed as living textbooks of their learning. I shared some of my own ongoing portfolio process: the collection, selection, reflection, and production. Toward the end of the year, we went through my finished portfolio, page by page. Now I wish I had shown them even more of my actual process of assembling the portfolio and not just the beautiful product. The mere weight of the volume suggested the hours of effort, however.
We then drew on our shared experiences. Many of the students had been in the fourth-grade section of Readers' and Writers' Workshop (not Jenna, however) the previous year and I had kept their portfolios for models. These portfolios were also used as a baseline for growth and reflection. After close observation and reflection upon all the available models, the students and I collaboratively set up the criteria and organization for this year's portfolio. The students and I labeled the portfolio sections or chapters: Strategies and Thinking, Choices, Turning Points for Me as a Reader and Writer and Quality Evidence.
PREPARING FOR PORTFOLIO PRESENTATIONS
Discussions and mini-lessons during the weeks before presentations centered on what a quality portfolio should look like. Student-generated focus questions helped target the collection and organization of evidence. Class time was used to set up a rubric with the criteria points we had decided would be evaluated. Students were given plenty of class time to use all their available resources: themselves, their peers, the school, the teacher. More time was spent on developing the logic and reasons for collecting evidence than the product appearance.
During this preparation one lesson reviewed metaphor selection for individual portfolios, drawing examples from the models of previous years. The portfolio metaphor used a student-selected symbol that could "grow" and would metaphorically connect literacy changes. We had studied metaphor in our readings and writings, but our poetry discussions, especially, offered many chances for indepth discussion of symbolism. Brooks and Brooks (1993) describe power of metaphors when they observe that "Metaphors help people to understand complex issues in a holistic way and to tinker mentally with the parts of the whole to determine whether the metaphor works" (p. 116). Another lesson involved small groups writing focus questions for each chapter in order to better guide selection and reflection. Peer conferences, both formal and spontaneous, were held during workshop time the week before scheduled portfolio presentations to rehearse for the presenting of portfolios. Peers used the focus questions and the rubric to center the discussions. Peers asked their partners about their collection of quality evidence which drew from saved student work, drafts and published pieces, reading records, and journals. They wanted to know how this evidence "fit" into the portfolio, how it demonstrated student learning and how the selected theme connected everything in the portfolio together.
Presentations were to happen in the classroom in front of peers, teachers, and invited guests. Guests included parents, administrators, teachers from our own and other schools and from other classrooms at our school. I especially wanted the middle school teachers who would "inherit" these kids to hear the presentations, but in most cases, scheduling could not be worked out. Students understood the expectations for portfolios. The portfolio was a large part of their final "grade" in language arts, as well as being a requirement for entering middle school. Each student would receive extensive feedback on the established criteria they had helped to create. Parents, teachers, peers, and presenting students all used the criteria to evaluate portfolios.
Parents were required to fill out a feedback form and listen to their child's presentation. A letter went home explaining this process. Parents could fill out the form at school if they attended the classroom presentation. If this was not possible, students took their portfolios home and held a student-led conference with their parents. There was never an expectation that parents wouldn't hear their child and respond in writing on the provided form. With a little pressure (and a few phone calls) I had 100% participation. The parent comments were wonderful, full of positive and affirming statements that truly showed they understood their child's learning.
Peers filled out feedback forms during and right after completion of each portfolio. Again, there was never an expectation that peers would not also evaluate each other, positively Active audience listening, questions, and comments, in the end, were purposeful and insightful. I too filled out a form as each student was presenting. I found that my comments were much more pertinent to the individual student if I made them "on site."
This was the context from which Jenna's portfolio emerged. I now turn to how I used Jenna portfolio to help me think about standards and my own teaching.
GETTING GRAPHIC ABOUT CONTENT STANDARDS
With Jenna's portfolio, a year's worth of lesson plans, and the Content Standards in front of me, I knew I first needed to organize my data. I started asking myself questions. When I was confused on how to explain ideas in the classroom, what had I done to clarify simplify, and make sense out of the muddle? If my students didn't understand a concept or were having trouble gaining depth, what did I do that helped? I followed the steps outlined in Figure 1 to design a chart that would help me reflect on all the data.
I began my chart on the computer and the first decision I had to make was labelling the columns. What were the main ideas I wanted to see on my chart? Jenna's Portfolio, Content Standards and Benchmarks, and Classroom Lessons, these were the three concepts I wanted to connect. These became my columns. (See Figure 2)
But where could I start for the horizontal rows? I needed a basis, an anchoring framework. By completely unpacking Jenna's portfolio I realized that I would have the data for the first column, the first set of rows. Everything she included in her portfolio, I included in my chart. Her written words and oral description explaining the inclusions were quoted. The actual physical evidence she included was printed in bold.
In the second column, I matched Jenna's portfolio comments and contents with the Michigan English Language Arts Standards, going back and forth, and back and forth, identifying which was best shown or demonstrated with the evidence I had before me. I found there was much overlapping of content within the standards themselves and I had to be selective on which standards or benchmarks were mostly shown. The chart development process gave me the opportunity to dig deep into content standards. I learned much more about the content standards, what they meant, how they were shown, and which way they could be demonstrated best. Because I mapped the standards onto Jenna's portfolio, the ordering of the standards on the chart resulted in a re-ordering of the sequence of the standards (In Figure 2, I have preserved the original numbering of the standards).



















Many school districts are using professional portfolios as part of their hiring, retention, evaluation, and promotion process. This article provides educators with guidelines and resources for developing professional portfolios that reflect their experiences, training, and achievements as educators. Although the guidelines are presented in the context of educators entering the profession, they can be adapted by educators who have been teaching for several years. You applied for a teaching position in a local school district by sending a letter of interest, a resume, and a completed employment application. A week later, the superintendent's office contacts you and asks you to come in for an interview and to bring your professional portfolio. How would you feel? What would you do? Like the district in this vignette, many school districts are increasingly using professional portfolios as part of their hiring, retention, evaluation, and promotion processes (Green & Smyser, 1995). If you attended one of the growing number of universities that require their teacher education students to complete a professional portfolio representing their teaching experiences and training (Bloom & Bacon, 1995; McCrea, 1998; Pleasants, Johnson, & Trent, 1998), you would probably respond to this request by happily, and perhaps a little nervously, scheduling the interview and reviewing your portfolio. You may realize that sharing your portfolio with others at the interview will help you make a favorable impression and allow you to feel more comfortable as you support your oral responses with visual evidence of your skills and experiences, such as successful reading and content area lessons you have taught (Guillaume & Yopp, 1995). However, if you completed a teacher training program that did not require you to develop a professional portfolio, your excitement about being called for an interview may be combined with a bit of panic and confusion. Once you overcome your panic, you start to work on putting together your portfolio, asking yourself such questions as ? What is a professional portfolio for teachers?; ? When and how should I start to develop my portfolio?; ? What items should I include in my portfolio, and how should I organize them?; and ? How can I package my portfolio? This article is designed to help preservice and inservice teachers and other professionals address these questions and provide them with guidelines for developing professional portfolios that reflect their experiences, training, and achievements as educators. Although the guidelines are presented in the context of educators entering the profession, these guidelines and resources can be adapted by inservice educators who want to develop professional portfolios that allow them to apply for new positions, document teaching effectiveness and professional competence as part of the teacher evaluation process, foster reflection and self-assessment, and identify and address professional development needs. The guidelines also can be used to assist teacher educators in implementing professional portfolios as part of their teacher education programs and in helping their programs move toward performance-based licensing (see the sidebar "Benefits of a Professional Portfolio"). What Is a Professional Teaching Portfolio? A professional portfolio is a thoughtful, organized, and continuous collection of a variety of authentic products that document a professional's progress, goals, efforts, attitudes, pedagogical practices, achievements, talents, interests, and development over time (Winsor & Ellefson, 1995). Portfolios are both product- and process-oriented and involve educators in the purposeful, collaborative, and reflective process of selecting and compiling multiple sources of information that reveal their beliefs, skills, knowledge, accomplishments, unique characteristics, and commitments with respect to a variety of teaching and learning experiences (Guillaume & Yopp, 1995). Through the development of professional portfolios, prospective and practicing teaching professionals can document their development and reflections as educators and can showcase their knowledge, skills, and accomplishments (Antonek, McCormick, & Donato, 1997). Dietz (1994) delineated three types of professional portfolios: a presentation portfolio, a working portfolio, and a learner portfolio. A presentation portfolio is one that documents and showcases a teacher's achievements, strengths, and areas of expertise. A working portfolio is one that contains items that are selected to conform to a set of prescribed competencies and standards to meet requirements for licensure or to certify the achievements of educators seeking national certifications such as the National Board of Professional Teaching standards or the Council for Exceptional Children's Professionally Recognized Special Educator. A learner portfolio offers a framework for reflecting on and providing evidence related to a set of learning outcomes. When and How Should I Start to Develop My Portfolio? The earlier you begin to collect items for your portfolio, the better (Heskett, 1998; May, 1997). The professional portfolio may be assembled near the completion of your teacher education program; however, you can start to select and collect items for inclusion in your portfolio each semester. Therefore, during each semester, it is recommended that you identify and save potential portfolio items by storing them in a box or folder and dating and annotating them so that you will remember their significance when putting your portfolio together (Wolf, 1996). If you are unsure about which items to store for possible inclusion in your portfolio, you may want to speak to your professors, advisor, and peers to help identify potential portfolio items. What Items Should I Include, and How Should I Organize Them? The items included in and the organization of a professional portfolio will vary from individual to individual and will depend on the purpose(s) and context for developing the portfolio (Wolf, Whinery, & Hagerty, 1995). Although others may offer guidance to assist you in identifying potential items, it is your portfolio and therefore your responsibility to select the items to be included. When making these decisions, you must choose from a wide range of potential items that you have produced during your training program. Where appropriate, it is recommended that you include authentic items such as actual products you developed and implemented; work samples from your students; and photographs, recordings, and videos of classrooms and classroom activities. When including photos, video, audio recordings, and samples of students' work, make sure you have the necessary permissions, maintain confidentiality, and use caption statements to provide the reader with a context for understanding the item. In selecting items, carefully examine each potential item and consider what it reveals about your teaching ability, philosophy, strengths, growth, self-reflection, unique characteristics and experiences, as well as who will be looking at your portfolio and for what reasons they will be examining it (Giuliano, 1997). Briefly, in choosing portfolio items, it may be helpful to ask yourself several questions: 1. What does the item reveal about my skills, knowledge, growth, experiences, self-reflections, and attitudes? 2. Is the item consistent with my educational philosophy and best practices? 3. Does the item demonstrate my best work? 4. Is the item free of grammatical and other errors? 5. Is the item authentic, and does it showcase my skills and experiences in working with students, families, and other professionals? 6. What processes and experiences did I engage in to produce the item? 7. What does the item reveal about me on a personal level? Another factor affecting the selection of items is the organization of the portfolio. The organizational structure of the portfolio has a reciprocal relationship with the items selected for inclusion in the portfolio. This means that the items you select may help you determine the ways to organize your portfolio, and the ways you organize your portfolio also may guide you in selecting items to include. Although your portfolio should be structured so that it is easy for others to follow, it can be organized in a variety of ways. Some educators organize their portfolios according to the chronological order in which items were produced; others develop theme-based portfolios (Dollase, 1996). For example, a portfolio of a special educator might be organized around the theme of the actual roles and tasks special educators perform in schools. We propose several potential categories for organizing a professional portfolio and offer a variety of potential portfolio items that relate to these categories. Introductory Information To assist the reader in understanding the organization and value of the portfolio, it is suggested that you include a table of contents (Heskett, 1998). The table of contents also orients the reader to the range of items included in the portfolio as well as assists them in locating specific items of interest. Some individuals supplement the table of contents by including a letter of introduction that provides a summary of the artifacts in the portfolio and states their career goals (Heskett, 1998). This section should also include a title or cover page that provides the reader with your name, address, and telephone number. Background Information The portfolio should include a section that provides background information about yourself. This section offers the reader an overview of some of your professional experiences and achievements. Potential items relating to this section include ? an up-to-date resume; ? transcripts, national and statewide examination results, certification documents, awards, honors, fellowships, and letters of recognition; ? a narrative about yourself or an educational autobiography of your experiences as a learner and a teacher; and ? letters of recommendation. Because many school districts are looking for staff members who can lead extracurricular clubs, teams, and activities, this section of your portfolio can also include a listing of your hobbies, interests, and special talents. In addition, because many school districts are serving students and families from linguistically diverse backgrounds, an indication of the languages you speak can also increase your chances of being hired. Educational Philosophy and Teaching Goals Potential employers will be particularly interested in your educational philosophy and teaching goals as these provide an understanding of the principles that guide you as an educator as well as offer insights into your personality. Because an understanding of your educational philosophy can also help you and the school district determine if you are compatible, an important part of your portfolio should be a narrative statement outlining your teaching goals and your core beliefs about education, teaching, learning, curriculum, assessment, classroom management, diversity, family involvement, technology, and collaboration. The statement can also address how you arrived at these beliefs and include the theorists, theories, and experiences that have shaped your goals and beliefs, as well as the implications of these goals and principles for teaching, learning, curriculum, assessment, classroom management, family involvement, technology, and schools. The educational philosophy section of your portfolio can also be supplemented by relevant papers you have written and assignments you have completed that are consistent with or that expand on your educational philosophy and teaching goals. Fieldwork Experiences Potential employers also will be very interested in your experiences working with a range of students and professionals and in a variety of educational settings; for this reason, I suggest that your portfolio include a section that not only lists the number of fieldwork experiences you have had but also summarizes the nature of these experiences. The section should describe each of your fieldwork experiences, your responsibilities, and the types of students and professionals with whom you worked. This section can also present your observations and reflections regarding these experiences and outline the projects and activities you completed during each fieldwork or practicum experience. The narrative summary of your fieldwork experiences can be supplemented by use of accompanying photographs, recordings, and videos of the settings in which you worked; the students, professionals, and family members with whom you worked; and the products you developed. Educational Assessment Skills Special educators are asked to use their educational assessment skills to participate in many important educational decisions regarding students, including determining students' educational placement and need for related services, identifying teaching and Individualized Education Program (IEP) goals and objectives, assessing students' mastery of skills, and evaluating the effectiveness of the educational programs of their students. Because of the importance of educational assessment, school districts want information displayed in your portfolio about your ability to employ a variety of formal and informal assessment techniques to identify students' needs, develop instructional programs that address these needs, and monitor students' progress on a continuous basis. Your skills at using assessment techniques that are typically part of the multidisciplinary team planning process can be documented in your portfolio by including the following: 1. a comprehensive assessment report you wrote including a school observation; family, teacher, and student interviews; and the administration of several standardized tests; 2. an IEP you developed; 3. products that reveal your participation in the process for identifying appropriate testing modifications, alternative testing techniques, and assistive technology for students; 4. examples of your use of nondiscriminatory assessment techniques with students from culturally and linguistically diverse backgrounds; and 5. a summary of your experiences in differentiating cultural and linguistic differences from learning problems. Your skills at using informal assessment techniques to demonstrate evidence of student learning can be evidenced by inclusion of such portfolio items as authentic/ performance assessments and rubrics you have developed as well as copies of a curriculum-based assessment, a miscue analysis, a running record, and a functional assessment you have conducted. Including examples of a portfolio assessment performed with a student, self-evaluation questionnaires, think-aloud techniques, student journals, and learning logs also can document your ability to perform a variety of student-centered assessment techniques. Examples of teacher-made tests and testing modifications you have employed also can document your skill at designing procedures that provide students with the opportunity to perform at their optimal level. Your ability to employ a range of observational techniques such as anecdotal recording can be revealed through the inclusion of student observations, weekly progress notes on students, and summaries of student reactions to lessons. Because many school districts are using technology-based assessment techniques to evaluate their students, evidence to show your skill at using technology-based testing to tailor assessments to the skill levels of students also would be appropriate for inclusion in your portfolio. Instructional Skills School districts seek teachers who can link assessment and instruction and who can understand, develop, and implement developmentally appropriate instructional programs that promote student learning in a variety of content areas. They look for educators who are knowledgeable about curriculum, learning styles, and instructional resources, and skilled at using learning strategies, peer-mediated instruction, student-centered and culturally relevant instruction, and instructional adaptations. Potential items that can showcase your teaching effectiveness include ? videocassettes or audiocassettes of your teaching; ? evaluations of your teaching from students, instructors, cooperating teachers, peers, and employers; ? samples of students' work as a result of instruction they received from you; ? photographs and/or descriptions of materials, learning centers, and bulletin boards you developed; and ? evaluations of curriculum materials or software programs that you have completed. Your instructional skills also can be demonstrated through the inclusion of product-based portfolio items such as sample lesson plans, units of instruction, instructional materials, cooperative learning activities, learning packets and IEPs you have developed, examples of your use of instructional technology (i.e., Web sites and Internet-based lessons you have developed), culturally relevant instruction, learning strategies, individualized instruction, multi-level instruction, and adapted materials for diverse learners. Classroom Management Skills When making hiring decisions regarding educational personnel, school districts place a high priority on a prospective educator's classroom management skills. In recognition of the importance of classroom management skills, your portfolio can provide evidence that shows you are able to create and manage effective, efficient, and appealing instructional environments that promote learning and foster appropriate behavior in all students. Your ability to design and manage effective learning environments can be demonstrated by such portfolio items as a copy of a behavior change project you conducted to increase an appropriate behavior or decrease an inappropriate behavior of a student or a group of students, graphs to demonstrate your success in helping students acquire new behaviors through use of self-management techniques, and a copy of a classroom management plan that you developed. The classroom management plan can include rules, routines, and procedures that students and teachers follow in your classroom as well as how you would organize space, time, materials, and furniture in your classroom and a drawing or photograph of a classroom you have designed. Other potential portfolio items that address your classroom management skills include self-reflections of your use of different classroom management techniques, examples of your use of student contracts, affective education strategies and peer-mediated techniques, and your analysis of a case study or incident involving classroom management issues. Collaborative Skills The ability to work collaboratively with families and other professionals is important for successful functioning as a special educator. While collaboration skills are employed in all types of special education positions, they are especially important when you are applying to work in inclusion and resource room programs. Therefore, your portfolio should include items that provide an indication of your ability to work collaboratively with families and other professionals, such as a summary of your interactions with families and your experiences teaching or working collaboratively with other professionals, samples of correspondence sent to families and other professionals (e.g., class newsletters and notes to parents), and examples of products you developed for families and products developed with other professionals. Your ability to work collaboratively with others can also be revealed in your portfolio by including items that address your community-based experiences and your involvement in extracurricular activities. For example, your involvement in community events and after-school activities can be documented by copies of thank-you letters you received from community organizations and groups and a summary of your involvement in community events and extracurricular activities. Commitment to Professional Development Education, particularly special education, is a field that is constantly changing and evolving to respond to new research, model programs, instructional strategies, and legislation. In light of these changes, school districts are looking for educators who keep abreast of new developments in the field and continue to develop their skills by engaging in professional development activities. Therefore, you want your portfolio to include items that serve to document your commitment to being a lifelong learner who takes advantage of opportunities to grow professionally. Potential items relating to this section include 1. a listing or summary of conferences and workshops attended, visits to model programs, observations of and meetings with master teachers, presentations you have given to others, and articles you have published; 2. a summary of your involvement in professional and community organizations (e.g., activities, leadership positions held, and memberships in professional organizations) and mentoring experiences; 3. an abstract of a research project you conducted; 4. copies or summaries of articles and books that inform your teaching; and 5. additional training you have received in specific areas (e.g., crisis intervention or peer-mediation training). In addition, your portfolio can include a professional growth plan that includes personal and professional goals and activities for professional development in the future. Reflective Thinking Skills An integral aspect of a professional portfolio is evidence of your reflective thinking, "a means of reliving and recapturing experience in order to make sense of it, and to develop new understandings and appreciations" (Wade & Yarbrough, 1996, p. 64). Through the inclusion of portfolio items that reveal your reflective thinking, you can demonstrate that you are an ethical practitioner who continually examines the impact of your decisions and actions on yourself and others. In addition, examples of your reflective thinking provide prospective employers with insights into how you learn from past experiences and dilemmas, analyze these experiences and dilemmas, view them from multiple perspectives, and apply new learning and perspectives to your future endeavors, goals, and professional development activities. A reflective thinking component of your portfolio also helps connect your experiences and the items included in your portfolio and offers the reader a context for understanding it better. You can build self-reflection into your portfolio in a variety of ways (McCrea, 1998). Each item that you select can include a caption statement reflecting on what the item reveals about your learning or growth as an educator (Wolf, 1996). For example, attached to each portfolio item, you can include such statements as ? Why did I select this item? ? What did I learn from this activity or experience? ? Was this activity or experience successful? Why or why not? ? What would I do differently? and ? What does this show about my growth as a teacher? (Antonek et al., 1997) Your ability to be a thoughtful and inquiring professional can also be documented by including specific reflective thinking items in your portfolio such as reflective journal entries or self-reflective narratives examining lessons you taught, assessment and instructional strategies you implemented, interactions with others, problematic situations you encountered, reactions to case studies, and the impact of students' cultural backgrounds on learning (Dieker & Monda-Amaya, 1997). In addition to using caption statements and including specific reflective thinking items, you can write an essay that reflects on how your portfolio as a whole demonstrates growth and changes in your skills, viewpoints, commitments, and knowledge base. In writing your reflective essay, you can consider the following: ? What is (are) the purpose(s) of your portfolio? ? What principles guided you in developing your portfolio? ? What does the portfolio reveal about you as a professional and as a person? ? What does your portfolio reveal about your experiences in your teacher education program and the skills you have developed as a special educator? and ? What does the portfolio reveal about your beliefs and attitudes about education? How Can I Package My Portfolio? Your portfolio should be neat and manageable in terms of size. It can be bound in a 2" to 3" three-ring binder or assembled using file folders, accordion file folders, and boxes with dividers. Binders are often preferable to folders because they allow you to add or delete items easily and limit the likelihood of items being lost (Stahle & Mitchell, 1993). In packaging your portfolio, consider your organizational framework and use dividers and pages with headings to delineate sections, and place things in sections using a logical sequence such as chronological order or thematic relevance (Giuliano, 1997). Your portfolio can be personalized, so be creative and use your imagination. For example, you may want to decorate your portfolio with photographs, logos, drawings, and other features that showcase your relevant interests, skills, and abilities. However, as you attempt to personalize your portfolio, remember to focus your displays around professionally related themes and features and avoid symbols that may be controversial or misinterpreted by others. You can also use technology and multimedia to create an electronic portfolio. In addition to having your portfolio readily available to others on diskette and CDROM, an electronic portfolio has the added advantage of allowing you to display and showcase your skills at employing technology. Electronic portfolios involve using software and hardware tools to create and record portfolio items and add sound and text. For example, you can use a digital camera to take pictures of a bulletin board you created and a videocassette recorder to record various classroom activities you directed. These recordings can then be scanned into your electronic portfolio. Resources are available to assist you in creating your own electronic portfolio. Several software-based portfolio programs are commercially available to assist you in creating your professional portfolio. These programs allow you to scan and organize portfolio items and enter sound, video clips, graphics, and text. A variety of resources on portfolios are also available through the World Wide Web. Summary Whether you are entering the profession or have been teaching for years, at some point you will probably be asked to develop a professional portfolio. The guidelines presented in this article are designed to assist you in developing your own professional portfolio, and you will want to adapt it to the unique skills and demands associated with your professional responsibilities. REFERENCES Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81, 15-27. Bloom, L., & Bacon, E. (1995). Using portfolios for individual learning and assessment. Teacher Education and Special Education, 18, 1-9. Dieker, L. A., & Monda-Amaya, L. E. (1997). Using problem solving and effective teaching frameworks to promote reflective thinking in preservice special educators. Teacher Education and Special Education, 20, 22-36. Dietz, M. E. (1994). Professional development portfolio. Boston: Sundance. Dollase, R. H. (1996). The Vermont experiment in state-mandated portfolio program approval. Journal of Teacher Education, 47(2), 85-98. Giuliano, F. J. (1997). Practical professional portfolios. Science Teacher, 64, 42-45. Green, J. E., & Smyser, S. O. (1995). Changing conceptions about teaching: The use of portfolios with pre-service teachers. Teacher Education Quarterly, 22, 43-53. Guillaume, A. M., & Yopp, H. K. (1995). Professional portfolios for student teachers. Teacher Education Quarterly, 22, 93-101. Heskett, M. (1998). Perfecting the professional portfolio. CEC Today, 4, 6. May, A. P. (1997). The professional performance portfolio. In American Association for Employment in Education (Ed.), 1997 job search handbook for educators (p. 18). Evanston, IL: American Association for Employment in Education. McCrea, L. D. (1998,April). Self-assessment tools: Reflective practices with preservice teachers. Paper presented at the annual meeting of the Council for Exceptional Children, Minneapolis, MN. Pleasants, H. M., Johnson, C. B., & Trent, S. C. (1998). Reflecting, reconceptualizing, and revising. The evolution of a portfolio assignment in a multicultural teacher education course. Remedial and Special Education, 19, 46-58. Stahle, D. L., & Mitchell, J. P. (1993). Portfolio assessment in college methods courses: Practicing what we preach. Journal of Reading, 36, 538-542. Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12, 63-79. Wilcox, B. L. (1996). Smart portfolios for teachers in training. Journal of Adolescent and Adult Literacy, 40, 172-179. Winsor, J. T., & Ellefson, B. A. (1995). Professional portfolios in teacher education: An exploration of their value and potential. The Teacher Educator; 31, 68-74. Wolf, K. (1991). The schoolteacher's portfolio: Issues in design, implementation and evaluation. Phi Delta Kappan, 73, 129-136. Wolf, K. (1996). Developing an effective teaching portfolio. Educational Leadership, 53, 34-37. Wolf, K., Whinery, B., & Hagerty, B. (1995). Teaching portfolios and portfolio conversations for teacher educators and teachers. Action in Teacher Education, 17, 30-39. ~~~~~~~~By Spencer J. Salend Spencer J. Salend, EdD, is a professor of special education in the Department of Educational Studies at the State University of New York at New Paltz. His research interests relate to educating students with disabilities in general education classrooms and meeting the educational needs of students from culturally and linguistically diverse backgrounds, including migrant students with disabilities. Address: Spencer J. Salend, Department of Educational Studies, SUNY at New Paltz, 75 South Manheim Blvd., New Paltz, NY 12561. BENEFITS OF A PROFESSIONAL PORTFOLIO In addition to providing a picture of your knowledge and skills to prospective employers, professional portfolios benefit educators and schools in a variety of ways. For example, professional portfolios assist educators in understanding the portfolio process and using portfolios to examine the growth and progress of their students (Guillaume & Yopp, 1995). Portfolios help prospective teachers reflect on the complexity and subtlety of the teaching and learning process and serve as a framework for engaging in self-assessment to identify your strengths and weaknesses; to share ideas about teaching, learning, and the profession with others (Wilcox, 1996); to plan for your professional development (Green & Smyser, 1995); and to structure mentoring and collaborative activities (Wolf, 1991). Professional portfolios can also be used to evaluate teacher education programs by offering feedback to validate successful aspects of training programs as well as areas in need of revision.
Copyright of Intervention in School & Clinic is the property of PRO-ED. Copyright of PUBLICATION is the property of PUBLISHER. The copyright in an individual article may be maintained by the author in certain cases. Content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.Source: Intervention in School & Clinic, Mar2001, Vol. 36 Issue 4, p195, 7p

Please answer the following questions:
e-Commerce Module 3, questions 1 - 4. (Module 3 Website)
What do you think about these e-business issues that impact organizations?

After each of the following statements, create a response to affirm or contradict that statement. Justify your opinions. Give examples. Look up any words you are not familiar with before answering the question.

1. Digitization is removing the need for human interface.



2. Virtualization renders physical location and proximity irrelevant.



3. Networking enables everything to be outsourced or done through alliances.



4. Knowledge capture or "information flow co-ordination" needs to become a central, driving core competence.




2. Just Google It problems 1-3.
JUST GOOGLE IT





Want to know how many ounces in a gallon? Where your former flame lives? What is the most popular television program? Do what tens of millions of people do every day: type a query into a blank line on a simple Web page. In other words, Google it.

Internet-search engines have been around for more than a decade, but today Google dominates the market with its uncanny ability to provide curious minds with the exact information they seek. Google combines a unique set of smart algorithms, web crawlers, and 10,000 computer servers to provide simple answers to the most obscure questions. With virtually no marketing, Google is now the fourth most popular web site in the world, and the numbers one and three sites (AOL and Yahoo) both license Google technology for their web searches. About half of all web searches in the world are performed with Google.

Google was the brainchild of two Stanford graduate students who refused to accept that Internet searching was either a solved problem or not very interesting. Larry Page and Sergey Brin met as doctoral candidates in computer science in 1995. They began with an academic research project that led to an experiment on web searching. The heart of their idea was something they called PageRank, which took into account not just the title or text on a web site but the other sites linked to it. Basically, the system exploited the complex linking network of the web itself.

Their system became a cult favorite among Standfordites, and more computer power was required. Page and Brin soon realized that their research project had commercial potential. In 1998 they looked for funding to start a company. After a 15-minute pitch Sun Microsystems cofounder Andy Bechtolsheim wrote a $100,000 check on the spot. It was made out to Google, the name the founders had chosen. At that point Brin and Page figured they?d better incorporate so they could open a bank account in which to deposit the check. Eventually venture-capital firms signed on as well.

Page and Brin watched their pennies. They built their own servers using repaired defective disk drives and were extremely careful about hiring. In defiance of the dot-com experience, they quickly made a profit. Making money allows Google to resist another bubble-related pitfall: a premature IPO.

Despite being free to users, Google generates enormous revenue. The company makes money through license fees from places like Yahoo or AOL. Corporate sales departments pay as much as half-million dollars to use Google technology to search their own information. But the bulk of the company?s revenues (estimated at $100 million in 2002) come from advertising. Advertisers buy words associated with given searches for a fixed fee. The company also auctions ?sponsored links? that sit to the right of the search results. These text-based ads are clearly labeled and limited to eight per page with no intrusive graphics, banners, or pop-ups.

The actual search results are sacrosanct?they can?t be bought. But in a limited number of cases, Google does modify the search results. It tries to identify and block results from hard-core-porn sites. More controversial is the removal of specific sites (such as holocaust-denial sites and links to the Church of Scientology.)

Although competition in Internet searching has heated up, Google has not lost its focus. Its main efforts have been in collecting more information to search and providing new ways to do it. The home page now includes a way to search for images, a Google dictionary, a Google phone book, and a feature called Google News that automatically searches news sites for up-to-the minute stories and arranges them into a custom web page.

Google founders are still dreaming big. According to Sergey Brin, ?I view Google as a way to augment your brain with the knowledge of the world.?



(Source: Steven Levy, ?The World According to Google,? Newsweek, December 18, 2002, pp. 47-51.)



DISCUSSION QUESTIONS:





1. Have you Googled lately? What are some of the more interesting things you have learned through Google?





2. What other search engines have you used? How do they compare to Google?





3. What are the disadvantages to using Google and other Internet searches to find information you need?

According to the Misson of Community Colleges in North Carolina which is below:

MISSION OF THE COMMUNITY COLLEGE


1. OPEN ACCESS- Doors should be open to anyone suitable to learn or benefit from programs. Ways in which to have open access are the following; Geographic- higher education available within one hour drive, Economic- Affordable, Institutional- Easy registration, financial aid etc.., Personal- Friendly environment
2. COMPREHENSIVE CURRICULUM- Can?t have open access without this! 7 components of comprehensive curriculum
- Transfer Education
- Career/Vocational Education
- General Education (reading/writing skills)
- Basic Skills (prepare for post secondary classes)
- Community Education
- Contract Education
Adaptive Global Education (to understand that what happens globally effects what happens locally)
3. STUDENT CENTERED LEARNING ENVIRONMENT
Emphasizing student learning and teaching that will directly benefit students
4. COMMUNITY ORIENTATION TO PROGRAMS
Each community college tailors its curriculum to meet the needs of the community it serves
5. ECONOMIC DEVELOPMENT
- Workforce preparation
- What work requires of school
- Upgrading skills of current workers
- Meeting needs of current employers

Are North Carolina Community Colleges fulfilling this mission if so how if not how, is what needs to be researched

The research question is "Are NC Community Colleges fullfilling its mission?"

8 sources APA Format, 10 pages in length

Hello
I am writing a college application essay, but it was not easy for me. So, I founded Essaytown.com and hope you guys can solve my problem. It will tremendously affect my life, so please write an unique essay for me. Also, I appreciate you guys help!

I hope the essay will be fit into the both topic.

My Essay Topic
[Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you]
[Describes a setback that you have faced. How did you resolve it? How did the outcome affect you? If you something similar happended in the future, how would you react?]

I wanna provide my informations, so you can write the essay based on the given informations. You don't necesarily write the essay based on my informations.

1. I was born in America, but I went back to Korea when I was 2 years old. At that time, I was grown up in a day nursery and got too much stress because of phobia. (My mother said that i was afraid of black. She said that I could not hang out with black kids, and I usually cried when she dropped me into the a day nursery.)

2. Since I got too much stress when I was a baby, it caused Tic disorder and Tourette's Disorder. A tic is a problem in which a part of the body moves repeatedly, quickly, suddenly and uncontrollably. Tics which last one year or more are called "chronic tics." Chronic tics affect less than one percent of children and may be related to a special, more unusual tic disorder called Tourette's Disorder.

3. My parents and I realized that I had the disorder when i was 7-years-old, and I went to the hospital.

4. I came back to America when i was almost 15. I really got impression when i saw the sentence "In God We Trust."

5. Although I faced language barrier, I enjoyed my life in the US and overcame the disorder.

6. My father usually stayed in Korea because of his business, and my mother worked. So, I didn't have any ride.

7. Since I didn't have ride, I couldn't do both volunteer work and extracurricular actively. Even I usually taught some of friends science and math in my school library and got ride to go back home.

8. My life in America was a turning point for me.

A team of researchers decide to investigate possible determinants of interest in science among elementary school children. First they develop and validate a measure of this variable. Then they locate tests that measure as many variables as possible in as short a time as possible to correlate with this interest test. Their reasoning is that they will increase the likelihood of discovering significant relationships if they maximize the number of variables in the correlational design. What is wrong with the researchers? reasoning, and how could they improve their research design?

UNDOCUMENTED STUDENTS EQUITY TO IN-STATE TUITION:
REDUCING THE BARRIERS

TEMPLE UNIVERSITY

EDUCATIONAL ADMINISTRATION 5101

SECTION 012

RESEARCH DESIGN IN EDUCATION
SUMMER 1, 2011

York Williams, title








Immigrant undocumented students
challenges for residency for tuition
purposes and permanency in the
United States






Lori Daniels June 14, 2011

Table of Contents


Abstract ..
Acknowledgments .
Table of Contents
List of Tables ..
Chapter 1 Introduction
Introduction ...
Purpose of the Study..
Importance of the Study & Research Problem ..
Research Questions (number them)
Methods ..
Limitations .
Terms ..
Theory .
Chapter 2
Literature Review
Outraged


Chapter 3 Methodology & Procedures
Study and Design
Population
Procedures
Trustworthiness, Validity, Reliability
Ethical Consideration












INTRODUCTION

In todays universal society it is more important than ever to receive a quality education and to go to college. However, many undocumented immigrant high school students face many issues surrounding illegal immigration. The lack of legal residency and any supporting paperwork, green card, social security number, government issued identification, basically portrays undocumented students as nonexistent to the American federal and state governments. This occurrence has controlled the lack of undocumented students who are eligible to attend postsecondary educational institutions.

These constraints include opposed rights to admission, immigrant-specific obstacles to financial aid and disputes regarding in-state tuition privileges. Immigrant families with low-income, particularly Spanish immigrants, who are attending inner city high schools, are at a greater risk of having unfulfilled dreams of attending a university. Undocumented students are greatly concentrated in urban areas such as Texas, California and New York; however, these individuals are established across the states. Additionally, undocumented students are more likely to begin their postsecondary careers at community colleges rather than four-year institutions because access and lower cost.

Often time minority students from low socioeconomic status might have difficulty identifying their self?worth, and may develop inferior beliefs, and experience academic failures. It is essential that students of every racial background express their own ethnic identity and improve how they see themselves. Discrimination generally cuts across all underrepresented groups, African Americans, Asian American, and Latino/a. African American students consistently reported significantly more racial?ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff. (Ancis, Sedlacek and Mohr 2000)


Because of these instances the United States is currently evaluating an immigration law reform act.


The Dream Act was established in 2006 by Senator Dick Durbin democrat of Illinois and he presented the DREAM Act (S.729) in the Senate and Representative Howard Berman a democrat from California who introduced the American Dream Act (H.R.1751) in the House. (Palacios pg. 2) The In-state resident tuition legislation act that will benefit undocumented students is a significant policy to provide access to immigrant college students to four year institutions, the military and eventually the right to citizenship.

The Dream Act has established standards for the promotion of success for all undocumented students to attend a university of choice being a four year or community college. However, with the present new legislation that makes it a crime to be in Arizona without legal status and requires police to check for immigration papers many immigrants who have lived here illegally for many years and lead productive lives will be subjective to racial profiling. Besides Arizona, there are other states that are contemplating initiating this policy. I think that this will have a negative impact on the public school systems as well as universities and colleges in enrolling undocumented students because they already face many, cultural, social, and economical challenges. These stigmatisms could create difficulties in undocumented students identifying their self-worth, and may develop inferior beliefs.

PURPOSE OF THE STUDY

The purpose of this study is to identify specific policies and procedures to provide the resources and capital to assist undocumented students as well as review key elements of showing the correlation of ethnic identity in access and equity to higher education. hat would help eliminate students frustration. And to illustrate there is no accountability system surrounding the success of undocumented students postsecondary education divide significant structure. In most states undocumented students whose family are long time residents
of the area and pay state and local taxes are considered a resident of that particular state. The realization for many first-generation, undocumented students is that they cannot attend a college/university of their choice because they are not documented. Moreover, after graduation they will have even more difficult than their peers finding a job because they dont have the proper documentation. Undocumented, underrepresented students are at a disadvantage to receive learning opportunities and achievements than their peers. Moreover, immigrant families need greater access to accurate information about college in a consistent manner.

IMPORTANCE OF THE STUDY AND RESEARCH PROBLEM

The need for change is evident, reforms for better immigration laws for public education to create opportunities, access, and respect for undocumented students is imperative. Undocumented high school students need to have the accessibility to secondary learning and know that laws were created to employ citizenship and in-state tuition eligibility for residents who contribute to our society and social order.

RESEARCH QUESTIONS

Without the fundamental requirements met how will undocumented students achieve their goal to attain a degree, and seek a rewarding career?

Is it unjust to extradite an illegal alien who has been living a constructive life and contributing to benefit our society?

Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students?
METHODS


I first plan to visit

LIMITATIONS

Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition. bigotry and prejudices against someone who is different still thrives even today. and state laws to the contrary are preempted by federal law

TERMS

Undocumented Immigrants
Immigrant
Dream Act
Antiaffirmative Action
Sociocritical Literacy

THEORY
Helms theory of racial identity most influential three concepts: Racial Identity ego status 1. Conformity, negative stereo type of group, commitment to white standards, Adaptation assimilation accepted into white culture, 2.ego status Dissonance much confusion discriminated against will always be viewed as an minority repress anxiety, People of Color Racial Identity, and White racial identity self-actualization. ethnic statuses mature, being able to perceive and cope with the realities of racism and other oppressive forces 3. Immersion/Emersion immerse into own cultural group reject white culture self blame for ignorance emersion educated about your culture true understanding strengths and weaknesses

LITERATURE REVIEW

Higher Education and Children in Immigrant amilies ??" Sandy Baum and Stella M. Flores

The article describes how new immigrants emerge in the U.S. every day, and how ones country origin, socioeconomic status can determine the educational goal attainment of immigrant students. The author talks about Asian immigrant parents who are primarily in the engineering and medical fields, whereas Latino and Caribbean immigrant parents are labor workers. The effect of having educated or non-educated parents plays a vital role on the success of immigrant students in attaining a post-secondary degree. The younger an immigrant enters the U.S. preferably before the age of thirteen the more likely they will succeed in secondary education because the language skills should be well-built.

The authors mention some of the barriers for immigrants attending higher education as language, not proficient in English, applying for college, financial aid, and lack of academic preparedness. Students with low income are able to enroll in college; however, they have a greater difficulty of completing college. Mexican parents do not want their children to leave home to attend college, discouraging to Mexican students.

Most immigrants who have permission from their native country to attend a university in the U.S. have been selected because of their intelligence and skills. The authors found this true except for Mexican immigrants who most likely have a higher social economical status. The article illustrates that more the half of illegal immigrants 53% has graduated from high school, and has attended postsecondary education. The research is contradictory in show a high postsecondary outcome of immigrants overcoming financial and legal barriers. This pertains to the students who arrive before age thirteen.

Outrage by Dick Morris & Eileen 2007 (Harper Collins Publishers)
Chapter 1- Immigration: The Wide Open Door

This chapter first discusses the extensive measures that the United States conducts on a daily basis to keep unwanted illegal immigrants from crossing our U.S Mexican borders. The chapter describes this as only half of the problem, the other half of this issue is illegal immigrants living in the U.S. with expired visa and the fact that our government does not kick them out. These immigrants come here legally as visitors tourist, workers or students; however, 50% of these immigrants never leave. The Immigration and Customs Enforcement (ICE) is the governmental agency responsible for protecting our borders and illegal visitors form residing in the U.S.
There are about 11.5 million illegal immigrants living in the U.S. Roughly about four to five million of them are here on expired visas. Sixty percent of these immigrants apply for permanent residency and many are granted regardless if they are legally or illegal living in the U.S. In 2001 there were 7,588,775 issued visas and 32,824,000 numbers of admissions into the U.S. The chapter talks about the fraud on the part of the immigrants, identity fraud, document fraud, counterfeiting, and corrupt employees, widespread lying and misrepresentation on the part of the applicants. Over $1billion dollars a year is spent on the imprisonment of about 300,000 illegal immigrants in the U.S. The consular officer is an ICE employee rarely who evaluates the application of the applicant; rarely does he turn an applicant away because of fraud. The consular does not want to complete the lengthy document that must be completed to justify the denial. One area where the consular is enforcing the law is on student visas.
Since the 911 attacks the government is doing better at identifying who enters the U.S. by having the home country fingerprint and photograph the immigrant before leaving, and the U.S. fingerprints the immigrant once they arrive to validate the accuracy of the entry is the same person. However, even with these provisions in practice not all U.S. airports and seaports fingerprint the immigrant when they leave. Without efficient exit check points there is no way to check immigrants whose visas have expired. Most of these immigrants live in poor minority cities.

Ethnic Identity
In Ortiz and Santos results suggest that like Asians, Latino/as identify as a distinct group. They are characterize
d as Puerto Rican, Chicana, Mexican, Dominican, Latino/a, 7 of 9 however, most prefer Mexican American (given that the study was done in California. Within this group some of the sub?groups have a negative association attached, Ferdman & Gallegoss (2001) model of Latino Racial Identity Orientation, (Ortiz & Santos p.133). Mexican American racial classifications do not fit neatly into the binary classification used by the United States, which leads to mistaken in ethnic identity.

The authors also discussed the Latino/a culture and traditions, describing how family members, music, food, language, religious beliefs, and cultural events contribute an important role in ethnic identity. Senior family members describe the traditions, cultural experiences and value of their history. For many students they lost their cultural awareness during high school. However, college became a time for students to return to their cultural background and understand the importance of family in their ethnic identity development.
In Ortiz and Santos critically examined immigrant Asian American family structure and its generational effects on ethnicity. Asian racial groups have sub?groups that self identify as Chinese, Cambodian, Japanese, Taiwanese, Filipino and Korean. Additionally, within these sub?groups are varied religious beliefs, Christian, Catholic or Buddhist which also contribute to ethnicity. This is the only group that had a significant interaction with mainstream America during high school. In the Asian culture the extended family often lives in one 5 of 9 household, children, parents, grandparents, and they speak their native language. They believe in strong family ties, and that children must be respectful of their elders. Asian parents tend to be strict and have high expectations for educational achievement and preserving and protecting Asian culture.
Asian students felt that their cultural values were transforming, just from living in the United States and that Asian assimilation to mainstream American had occurred. An Asian female participant in the study discussed the strict cultural background and how she concealed her interracial dating from her parents. The author states that once ethnic identity is weakened when a group adopts the host society, group members sometimes lose all traces of their identity. However, Asian acculturation with the mainstream culture is strong and bicultural according to Berrys Model of Identity. Students value their language and traditions as well as positively interrelate with society as a whole. Asian college students had positive interactions with mainstream America, which made them begin to examine their own culture. However, some Asians feel that if you acculturate fully you have sold out your race to mainstream America.

The Dream Act
The immigration law reform act is one of the changes President Barack Obama has promised the American people. He is genuinely taking into consideration the Dream Act, along with other strategies to improve immigrant existence in the U.S. The initiative of the DREAM Act would allow states the right to determine eligibility for in-state tuition. The DREAM Act would successfully revoke a condition, Section 505 of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 (IIRIRA), which has discourage states from offering in-state tuition to undocumented students unless they offer the same benefit to all out-of-state students. (Palacios pg. 2).

Some of the common barriers to college for undocumented students are the same as their peers such as and the insufficiencies in the academic preparation of the high schools years and financial difficulty. Under the Dream Act undocumented students who are enrolled in institutions of higher education and meet all of the requirements for conditional permanent residency staus would be eligible for federal student loan and federal work-study programs. However, with the current financial downturn in the United States economy, many federal and state programs will be negatively affected. This will have an impact on low-income students as well as undocumented students who want to participate in college grant programs, financial aid, tuition cost and the university/college student scholarships and loans. Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students? If immigrants are serving in the U.S. military and contributing to the economical structure than I would think that most would say that it is fair.
The Dream Act is a policy which states that, undocumented students willing to attend college or serve in the armed forces have the full ability to contribute to our society by creating a clear path to citizenship and allowing states to determine eligibility requirements for in-state tuition.
The DREAM Act, would allow illegal immigrants who were brought here at a young age by their parents a pathway to conditional legal status if they arrived in the United States before age 16, have been in the country for five continuous years, and have graduated from high school or obtained a GED or serve in the military.

To be eligible to apply for the Dream Act permanent residency the individual must live in the U.S. before the age of 16 and have continuous residency for five years. The individual must be able to speak English. The individual must enroll in some form of higher education, a trade school, community college, a four year institution or the military. Within a two year period and if the student has followed the aforementioned criteria the undocumented youth can petition for conditional residency. While in the conditional status a student cannot apply for Pell grants, but can utilize personal scholarships and loans. If the criteria are not met after six years the undocumented individual conditional status will lapse and they could be deported back to their homeland.

The Dream Act is still awaiting approval while many immigrants have spent more years illegally in the United States than in their home countries. The Dream Act gives hope to many immigrant American families for authorized work, education, and permanent residency. Hopefully the Dream Act immigration law reform will be passed this year along with many other initiatives the President is implementing to improve access to institutions of higher education.

Creating Pathways to College for Migrant Students: Assessing a Migrant Outreach Program





The article on Higher Educational Access for Undocumented Students suggested that:

Students should be encouraged to take student success courses during their first semester to learn early on about the transfer process, and/or major requirements to avoid taking unnecessary or inappropriate courses since cost is a major concern. These courses can also help students establish connections with undocumented student support clubs. Getting involved with undocumented student support clubs is particularly valuable because they provide students with peer role models and allow students to share information. The clubs also provide students with a sense of empowerment and official institutional (Perez pg. 35)

Most undocumented students situation correspond with the first-generation student as well as the low-income student. Poor students with no financial means and social capital are questionable to make it to college. The RAND study showed that economically disadvantaged families have been hit even harder by the recession, increasing the amount of financial aid and while the increase in Pell Grants to $5350 in 2009 and $5,550 in 2010 is encouraging, the cost of college education is significantly more. Additionally, undocumented students are not privy to state and federal grants.

Summary
Policy-makers and educationalists must effectively target services needed by undocumented students to improve the impact of accessing a secondary education on students security as a citizen. The Dream Act is an example of legislation that would provide a path to citizenship for undocumented students who were brought to the US as minors. Although efforts are being made to reform immigration laws, the legal status of undocumented students remains uncertain. As of now, prior to the Dream Act being standard, we should continued to try and improved involvement with parents, community leaders, counselors and teachers so that undocumented children will achieve their innate potential. A degree gives the student the potential for more career opportunities, earning power and recognition. To empower students this freedom the government would have to remove the barriers that persist in undocumented children from achieving goals.

A program could be designed to implement the effectiveness of undocumented students access and equity in institutions of higher education.

Identify older undocumented students to serve as role models.
Counselors (needs assessment) should be knowledgeable about government and college
admission
Identify private sponsors who can provide financial support to undocumented students
Involve Community partnership in internships and permanent positions after graduation
Survey undocumented student (for changes they would like to see)
Colleges/universities should support the Dream Act

The United States cannot maintain its global position if they do not utilize all the talent that is available, which includes undocumented students. I do think that the rules should apply to all U.S. citizens given the fact that taxes local and federal are paid by the people. So why would an immigrant who has only been paying taxes for a few years have an advantage of lower tuition cost than a person who has paid all their life.
On a daily basis I help undocumented students understand the legality of gaining residency for tuition purposes. There are many students who interpret the rules to favor their circumstances, however, I must examine each case individually and make an accurate assessment. Many of the students have attended PA public school system their entire lives. Additionally, many of their family members own businesses and work in prominent companies but are not considered residents for permanency or tuition purposes.
After all the _____ bigotry and prejudices against someone who is different still thrives even today. With all the talk about diversity and valued beliefs one would think that Americans would conquer their bias opinions of another culture integrating with the American society. America is made up of a melting pot of all races, colors, cultures, and economic status. However, there are more people who are accepting of immigrants, but you still have individuals, like the Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition.


Bibliography

the text book is Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 3/e John W. Creswell

Not sure if the theory I selected is workable for the paper

*My instructor uses a digital drop box where we put our papers that checks authenticity*

I am african american, work for a major university, grew up in an urban metropolitan city, I work as the certifying official at my univeristy were I determine residency for all students. etc.

Must show triangulation - Kreswell

No math - analysis of the data SPSS, ANOVA - must match review

this is a qualitative research study
There are faxes for this order.

APA style with footnotes or endnotes.

A) Read, analyze, and critcally compare the relationship of the following four case studies ONLY: #''s 2, 4, 6, and 7 (six pages each). Just make sure that it is quality writing, and that the analyses of each case study is logical (24 pages logically divided into chapters, providing a report and analysis of the findings of each study) on education and literacy in relation to employment in Ghana. The concluding chapter should be an additional seven pages, discussing the key findings, major themes, and insights emerging (i.e., the significance of the findings) of each case study, and what this means in relation to Ghana''s employment and economic development. Again, his makes 31 pages in total.

B) Just make sure the paper is sent (emailed) by 8 am Friday (11-15-02)...and there is no plagiarism.

Again, according to your website ad this does NOT include the sources of Reference/Notes/Bibliography/etc. You can choose either footnotes or endnotes...which ever makes more sense with your APA writing style.

The case studies (all attached, except the last one...it''s not online):

1) The Economies of School Quality Investments in Developing Countries: An Empirical Study of Ghana (Studies in the African Economies) by Paul W. Glewwe, 1999

2) Determinants of Adult Literacy and Numeracy skills in Ghana, by Neils-Hugo Blunch, 2002

3) Revisiting the link between Poverty and Child Labor: The Ghanaian Experience, by Neils- Hugo Blunch and Dorte Verner, 2001

4) Is Functional Literacy a Prerequisite for Entering the Labor Market? An analysis of the Determinants of Adult Literacy and Earnings in Ghana; by Neils-Hugo Blunch and Dorte Verner

5) Are Educated Workers Really More Productive? By Patricia Jones, 1999

6) Returns to Quality of Education by Julian R. Betts, 1999

7) IMF-World Bank and Labor''s Burdens in Africa: Ghana''s Experience by Kwamina Panford, 2001 (This book can be obtained from the Library...very important to include, because this person is Ghanaian).

Please contact me if you have any further questions...Thanks

P.s. I am also including a beginning Bibliography...maybe this will be of some use.
ADDITIONAL MS WORD FILE HAS BEEN SENT WITH STUDIES and INFO.

INSTRUCTION:
NEEDS LOTS OF GROOMING!!!!!
1. Personal Interest essay
2. TOPIC: My Personal Interest in a Career in Information Technology (IT)
3. MLA FORMAT with two cited sources. Arial/12/double space
4. I will include the articles of the cited sources. Please make sure I am not plagiarizing. Min quotations: 2, Min parentetical citations: 4
5. My draft does not flow. Please paraphrase the parenthetical citations in the essay to flow with my personal experiences. This essay is to show why I have interest in information technology.
I need a better Thesis statement in the document, if you think mine is not adequate.
6. Also you can include some of these other experiences in document to help with the writing:
A. Military Training (U.S. NAVY)
Attended Fire Control A school in 1984, this course gave me the knowledge and skills of basic electronics theory and basic electronic maintenance.
In the Navy, I?ve been trained to operate and configure high frequency (HF), very high frequency (VHF), ultra high frequency (UHF), and satellite secure and non-secure communications equipment.
I have attended Command/Control/Communication/Computer and Intelligence (C4I) system engineering courses. The courses taught me the basic understanding of applicable system hardware and connectivity, applicable system software, primary system support organizations, system documentation and data communications. Examples of systems are shipboard Global Command and Control System-Maritime (GCCS-M) and Advanced Tomahawk Weapons Control System (ATWCS) Tactical data Processor (TDP) ship platforms.
B. Military Life Experiences
Previous assignments in the Navy I was tasked to design, build, and maintain small to medium size networks on board ships. Money and manpower was a big factor in getting those jobs completed. Also, I am known as the ?C4I supervisor? while I am aboard ship. I am mainly a technical advisor on in problems that occur in the C4I architecture onboard ship. Examples are:
Connectivity of Ultra High Frequency (UHF) circuits
Connectivity of Extremely High Frequency (EHF) circuits
Connectivity of Unix based and Microsoft network computers
Connectivity all routers and switches
-----------
(DRAFT)

My Personal Interest in a Career in Information Technology (IT)

Outside the military, I do not have any reason to develop plans for weapon systems or to conduct attack exercises. The skills I acquired in information technology are transferable to civilian situations, however.
I have given 20 years of my life to military and have been dedicated to the armed forces, which placed me in a wide variety of situations quite different from what others might encounter. In these twenty years, I''ve also been exposed to the other side that is information technology; I''ve been allowed to learn new skills and apply them in new situations through this new technology.
My own future has been decided after an analysis of the way the military is currently structured and after making a projection into the future of what this means to me. I know that I was able to do this because of my experiences in the Navy and on the job. I know how the military operates and how it "thinks," and I have been trained to take all the evidence before me and shape it into something meaningful and accurate. In the following pages, I will describe some experiences I obtain in the military that pertain to information technology and why my personal interest in this topic is so important to me to continue to grow and learn more when I transfer into the civilian sector.
I have attended Command/Control/Communication/Computer and Intelligence (C4I) system engineering courses and these courses have taught me the basic understanding of applicable system hardware and connectivity, applicable system software, primary system support organizations, system documentation and data communications that is a part of intelligence. Officials said, that among the devices being hurried into the development pipeline is foliage-penetrating radar sensors, micro-drones and microwave antipersonnel guns that stun, rather than injure or kill (Freedburg, 1378). These are all the new technology used for the security, maintenance and knowledge for the sake of nation. The list of technologies that emerged from American military research is endless are now becoming very common like the computer mouse, flat-screen displays, night-vision goggles, and satellite global positioning, to name a few. Since research funds started drying up after the Cold War, some defense experts predict that a major increase in U.S. government-sponsored research would reverse the decline in commercial spin-offs (Freedburg, 1378). Without the information systems, the U.S. military would have just been blasting away at the landscape in a big, set-piece barrage right out of World War II. Navy Secretary Gordon England griped to his staff about the piles of paperwork on his desk and asked whether it could all be computerized (Loeb, 16). Everything needs to be computerized, properly organized and properly stated so that there is no guarantee of a mistake (Loeb, 16). Perhaps this is why I am so interested in the information technology.

Information technology is becoming the norm, and this means that companies are developing systems, which cover the spectrum of a business, and which provide IT answers to a number of problems. The Internet is becoming more integral to the operation of companies as well as individuals, and the movement of information form one place to another is still a key to competitiveness and advantage. The trend for companies may be toward network systems that offer massive storage capabilities without the necessity for the company itself to house that storage, and several companies are pushing in this direction for both companies and individuals. How well they do may depend on other developments in the industry, such as the development and implementation of systems with higher bandwidth.
These solutions require a better trained work force and I may be helpful to the civilian sector. Information technology has interested me with all the new technology; I believe I can be of great help. After analyzing my experiences in the Navy and on the job I have learned to know take all the evidence before me and shape it into something meaningful and accurate. I am seeking new knowledge to go with the experience and skills I have already obtained. Combined with the skills and knowledge obtained from my training and experience in the armed forces, this will allow me to continue on and complete a Bachelor of Science degree in Information Technology. This degree will then allow me to begin a new career in information technology.

Works Cited

Freedberg , Sydney J. "IT Changes Everything" National Journal. 34.19 (2002): 1378.

Loeb, Vernon W. "Afghan War Is a Lab for U.S. Innovation; New Technologies Are
Tested in Battle." The Washington Post. 26 Mar. 2002: 16.



------------

Title: IT CHANGES EVERYTHING.
Subject(s): TECHNOLOGY -- United States; SEPTEMBER 11 Terrorist
Attacks, 2001; DEFENSE industries -- United States; TERRORISM -- United
States
Source: National Journal, 5/11/2002, Vol. 34 Issue 19, p1378, 3p, 3bw

Author(s): Freedberg Jr., Sydney J.
Abstract: Discusses military technology in the U.S. and its
relation to the September 11, 2001 terrorist attack. Application of
information technology on airline flight schedules; Development of
bomber planes during World War II; Details of possible training given to
hijackers from Afghanistan; Utilization of satellites by the U.S.
military in the prevention of terrorism.
AN: 6697408
ISSN: 0360-4217
Full Text Word Count: 2238
Database: Academic Search Premier
Section: SPECIAL REPORT
IT CHANGES EVERYTHING



IT''S HARD FOR THE GOVERNMENT TO USE NEW INFORMATION TECHNOLOGIES,
BECAUSE CHANGING A BUREAUCRACY IS NOT SO EASY.

For more than 50 years, since the twin triumphs of World War II and the
Marshall Plan, nothing has summed up American power in the world so much
as piles of stuff.

Be it weapons or widgets, rockets or refrigerators, the United States
prevailed in war and peace because it could produce the most of the
latest stuff. It was global domination through mass production.

But like so much else, this supremacy by manufacture didn''t save us on
September 11, 2001. Terrorists armed with nothing more sophisticated
than box cutters hijacked the high-tech, high-flying products of U.S.
industrial might--Boeing airliners--and flew them into the high-rise
engineering wonder of the world-the World Trade Center. And in an ironic
twist, when U.S. retaliation came, Special Forces soldiers had to ride,
literally, to victory on the backs of borrowed horses and on the
lethality of air strikes conducted by the oldest aircraft in the
Pentagon''s inventory--the 50-year-old B-52 bomber.

Certainly, both sides in this new kind of war used the heavy-metal
gadgets that have long defined the cutting edge, most obviously
long-range jet aircraft (whether owned or stolen) laden with explosive
materials (whether smart bombs or jet fuel). But such tangible uses of
technology were just the starting point, their availability almost taken
for granted. The critical margin of victory for both sides was something
altogether more ethereal: It was information.

It was the terrorists'' understanding of air transportation, not their
box cutters, that was their deadliest weapon on September 11. Thanks to
21st-century information technology, everything they needed was readily
available: from manuals and simulators for their pilot training to
flight schedules on the Web. They also could glean from news articles
that standard procedure called for U.S. aircrews to collaborate with,
not confront, hijackers in order to save passengers'' lives.

Likewise, it was information that enabled America''s lightning campaign
in Afghanistan to work so well. Networking software allowed U.S.
planners to coordinate nearly nonstop missions over Afghan skies using
planes from Central Asian airstrips, aircraft carriers at sea, and bases
in the United States. Digital communications gear let Special Forces on
the ground transmit precise coordinates to the circling bombers. And an
$18,000 upgrade kit let old-fashioned, free-falling bombs steer
themselves to those coordinates by tapping into Global Positioning
System satellites in space. New technology did make the crucial
difference, but it was a new kind of new technology: small, quiet, and
relatively cheap computers that told all the big, loud, and expensive
machines exactly where to go for maximum effect. Without the information
systems, the U.S. military would have just been blasting away at the
landscape in a big, set-piece barrage right out of World War II.

A crucial caveat: It was having the right information, in the hands of
just a few of the right people, that made the difference. It was not
simply a matter of having a lot of data. On 9/11, Mohamed Atta and a
band of 18 disciplined and trained hijackers, armed with some key but
easily available information, wreaked great terror on America.
Similarly, small Special Forces teams made up of just six soldiers each
helped destroy an entire regime because of their precise knowledge of
the enemy''s location in Afghanistan, and because of their ability to
transmit that knowledge to the bombers. Said Kenneth Watman, director of
warfare analysis and research at the Naval War College in Newport, R.I.,
"The real working end of this problem is the information end, not the
shooting end."

And it''s not the quantity of information that counts, as anyone who has
used e-mail or searched the Web knows--it''s how you use the masses of
data to achieve your goal. "Being submerged in data that way is not very
productive," said Watman. "You''ve got to have some sort of intelligent
scheme for putting things together."

And that''s where government tends to fall down. A bureaucracy built for
the Industrial Age has real trouble adapting to an age of information.
The private sector is still struggling to master the e-economy, but
e-government lags far behind even these first steps. The White House''s
six-month-old Office of Homeland Security has only just hired a chief
information officer to help manage the flood of e-mailed proposals from
would-be contractors.

It is not that government never gets the information flowing smoothly.
The FBI''s National Crime Information Center can electronically alert
almost every police chief and sheriff in the country, and some
jurisdictions have computer terminals in every squad car. Other
government and private groups--from disaster planners to hospitals to
medical associations--have their own extensive networks, too. But each
network is often too narrow to catch anything unusual: It simply moves
information up and down within one organization, not side to side
between them. Retired Navy Capt. John Gannon (now with the consulting
firm Intellibridge) recalls that in his former job as director of the
federal interagency National Intelligence Council, "I had responsibility
for coordinating 11 agencies of the U.S. government. I could not
communicate with those 11 agencies through one e-mail system."

The greatest tragedy to result from this information arteriosclerosis,
of course, was 9/11. "It was the biggest single failure of our federal
government," said Rep. Curt Weldon, R-Pa. "You had agencies that were
tracking individuals that other agencies weren''t aware of, because there
was no cross-pollination of data sets." The State Department and the
Immigration and Naturalization Service, because they did not get a CIA
watch list until too late, let suspected terrorists into the country. A
warrant was issued for the arrest of the apparent ringleader, Mohamed
Atta, in April 2001 by Florida state police who had ticketed him for
driving without a license. But the Florida police had no access to
federal intelligence information.

So September 11 gave a new impetus to the long-running struggle to pool
information across government. The INS is now trying to merge its
database of offenders and fingerprints with the FBI''s. A Customs Service
pilot project in Arizona automatically checks vehicles crossing the
border against both state and federal registers of licenses, and it even
suggests which ones have suspicious crossing histories. A follow-on
experiment will share the data with every government entity that works
an Arizona border post: Arizona agencies, Customs, the Transportation
Department, and even the Agriculture Department. Even more ambitious,
the military''s Special Operations Command has taken over an experimental
Army project to "fuse" information from different Pentagon and civilian
spy agencies'' secret, and currently separate, data systems.

Again, the objective is not simply to accumulate mounds of information.
The idea is to fuse together different kinds of data to get different
perspectives on a problem from many angles. The simplest example is what
the military calls "hyper-spectral" reconnaissance--looking at the same
thing with different kinds of sensors. To an infrared camera, a heated
metal plate looks like a running tank engine; to an optical camera, a
wooden mock-up looks like a real tank. But if both sensors can be
pointed at the same suspected target and compared, then the enemy is
less likely to fool U.S. targeters.

The idea goes well beyond combining different types of cameras. Disaster
planners now build electronic maps that, for example, can show how close
fire stations are to chemical plants, or which hospitals can handle an
overflow of casualties in a nearby mall''s parking lot. Rep. Weldon
proposes a "National Operations and Analysis Hub" that can collate
transcripts of intercepted phone calls, spy camera imagery, agents''
reports, and more into a single coherent picture of the world.

It sounds like an impossible technical challenge. But in fact, large
private corporations have used the technology for years in data mining
and marketing, Weldon said. But getting the government to make use of
the technology, he said, "[has] been a battle with the agencies all
along."

So what''s the holdup? A big part of the problem is the resistance to
change. Even the most seemingly mundane uses of information technology
require some fundamental rethinking about how a bureaucracy does things.
In February, for example, Navy Secretary Gordon England griped to his
staff about the piles of paperwork on his desk and asked whether it
could all be computerized. By April, a "paperless" system was in place:
Preliminary estimates are that for each routine decision, processing
time was cut by 78 percent, the number of staff to handle it by 71
percent, and the cost by 75 percent.

But those savings didn''t result from simply speeding up the bureaucratic
rounds. In a traditional office, a physical piece of paper goes from
official to official to official, each one seeing the preceding
handlers'' comments and making his or her own before passing the
memorandum along. And if one handler along the way really objected, he
or she just sat on it. It was what engineers call a linear or "serial"
process, where one broken link breaks the entire chain. With the new
network, the originators of any proposal post their draft document on an
intranet, so anyone can review and comment simultaneously without
waiting. That''s called a "parallel" process--except that in geometry,
parallel lines never intersect, and yet in this network, everyone sees
each other''s comments and responds. It''s all about interaction and
intersection. The end result is faster, more flexible, more responsive
to everyone''s input--and distinctly unsettling to traditional
bureaucracies.

Now, this is what can happen inside just one small military secretariat.
It is fairly disruptive, but also more productive. Even more
destabilizing, and also more valuable, are those networks that link
different agencies. Knowledge is power, and is a jealously guarded
bureaucratic commodity. But when a new network fuses information from
multiple organizations, it creates new knowledge--new power--along the
boundaries between them. In the language of the Information Age
apostles, power shifts from the center to the edges.

Then those edges begin to blur. Eleven years ago, Desert Storm had an
air campaign and then a ground campaign, clearly distinct and
elaborately pre-planned; today in Afghanistan, aircraft and teams of
ground troops work together from minute to minute on their own
initiative. For the wars of tomorrow, the Pentagon''s Joint Forces
Command is experimenting with new task force headquarters that would
deploy only a minimum of staff to a war zone. These headquarters would
instead use networks to tap into centers of specialized
expertise--military and civilian--back home, much as a small e-business
start-up relies on contractors around the world. And a Chicago think
tank, the Emergency Response & Research Institute, has proposed "virtual
disaster networks" that can expand during a crisis to draw in whatever
resources are needed to confront a given fire, flood, earthquake, or
terrorist act. The local fire chief on the scene could link
electronically to neighboring counties, National Guard units, state
officials, the Federal Emergency Management Agency, and appropriate
experts anywhere on Earth--perhaps chemists for a Bhopal-style chemical
leak or nerve gas attack, or physicians at the Centers for Disease
Control and Prevention for an anthrax or smallpox outbreak.

What''s the organizational diagram for this future? There isn''t one.
Instead, there''s an ad hocracy that pulls together everything it needs
to solve the current problem, then dissolves. "Maybe a better word than
''organization'' would be ''collaborative community,''" said Dave Ozolek, an
experimenter at Joint Forces Command.

In this dizzying future, "the technology [is] simply the enabler,"
Ozolek added. "It''s not just buying a commercially available product and
getting everybody up on the same screen: It also requires organizational
change and cultural change."

No wonder few want to do it. Change is just too hard. At least troops
fighting in Afghanistan have a strong incentive: If they can get the new
way to work, it will save lives, maybe their own. Back home in
Washington, the only certainty is that sticking to the old way will save
your job.

So it should be no surprise that the history of government technology
projects is littered with overruns, delays, and projects killed outright
because different offices could not agree on what to do. And sometimes
the inherent flaws in some bureaucracies are so deep that a given agency
has to be brought up a level or two before extensive change can be
contemplated. Consider the Immigration and Naturalization Service
officers who issued visas recently to two terrorists who had died six
months earlier, on 9/11. The problem there was not the lack of
sophisticated network technology, it was a failure by humans to connect
the names in the newspaper to the names on the visa applications. As
tricky as the technical questions can be, said a senior IT consultant to
the federal government, "the big problem is the lack of management skill
in government."

With the rise of modern information technology, the tools exist to
change literally everything the government does, from counter-terrorism
to office management. The question is what government will do with them.

--------------------------------------------

Afghan War Is a Lab for U.S. Innovation; New Technologies Are Tested in
Battle
[FINAL Edition]
The Washington Post
Washington, D.C.
Mar 26, 2002

--------------------------------------------------------------------------------

Authors: Vernon Loeb

Pagination: A.16

ISSN: 01908286

Subject Terms: War
BombsMilitary weapons
Military strategy

Geographic Names: Afghanistan


Abstract:

Ten were quickly dispatched to U.S. forces in Central Asia, and three
weeks ago the first one was fired by an F-15E at a tunnel in eastern Afghanistan
at the start of Operation Anaconda, the offensive against suspected al
Qaeda and Taliban holdouts.

The thermobaric bomb resulted from a problem bedeviling Pentagon planners.
Many al Qaeda fighters were burrowed deep inside vast cave complexes in
Afghanistan''s mountains. Short of a ground invasion to roust them cave
by cave -- a proposition that would likely lead to a large loss of American
lives -- getting at the terrorists was problematic.

One $30 million Global Hawk crashed in late December after a mission
over Afghanistan. And two friendly fire incidents that left three U.S.
soldiers dead and more than two dozen wounded apparently took place after
target coordinates were miscommunicated from U.S. ground forces to pilots
firing satellite-guided bombs.
Copyright The Washington Post Company Mar 26, 2002

Full Text:

Within weeks of the attacks on New York and the Pentagon last September,
dozens of government scientists and engineers at the Defense Threat Reduction
Agency in Fairfax County began working virtually around the clock to develop
a powerful new bomb.

Their mission: come up with a device that could penetrate al Qaeda''s
cave complexes deep in the mountains of Afghanistan and kill the people
inside.

By mid-December, the scientists were ready to go. In the Nevada desert,
65 miles north of Las Vegas, they detonated the world''s first "thermobaric"
bomb, which creates massive amounts of shock wave pressure from its blast.

Ten were quickly dispatched to U.S. forces in Central Asia, and three
weeks ago the first one was fired by an F-15E at a tunnel in eastern Afghanistan
at the start of Operation Anaconda, the offensive against suspected al
Qaeda and Taliban holdouts.

The crash development of the weapon is just one example of how the war
on terrorism is proving to be a potent laboratory for military innovation.
Thirty new technologies, from armed aerial drones to dosimeters that measure
exposure to toxic chemicals, have been rushed into use at home and abroad,
the offspring of a $688 million effort over the past eight years to stimulate
innovation at the Pentagon.

Among the devices being hurried into the development pipeline are foliage-penetrating
radar sensors, micro-drones and microwave antipersonnel guns that stun,
rather than maim or kill, officials say.

The results of the scientists'' work likely will reverberate far beyond
the campaign against terrorism. As the German blitzkrieg tactic of sudden,
swift land attacks or the American Manhattan project that developed the
first atomic bomb during World War II demonstrated, major wars lead to
military innovations that revolutionize how conflicts are fought.

"Many of the weapons that remain the centerpiece of our military posture
trace their origins directly to previous conflicts: the tank in World War
I, radar on the eve of World War II, and of course the nuclear bomb, which
defined an entire age," said Loren B. Thompson, a defense consultant at
the Lexington Institute, a public policy research organization.

Eight days after the Sept. 11 attacks, Ronald M. Sega, who directs research
and engineering at the Pentagon, called a dozen defense technology officials
together to talk about what projects should be accelerated to support the
impending war.

Sega said three emerged from a crowded field of 150 projects: the thermobaric
bomb, a bunker-busting, air-launched cruise missile, and a "nuclear quadrapole
reasonance" sensor to detect the presence of bulk explosive materials in
trucks and shipping containers.

He said all three have been deployed, either in Afghanistan or the United
States.

The thermobaric bomb resulted from a problem bedeviling Pentagon planners.
Many al Qaeda fighters were burrowed deep inside vast cave complexes in
Afghanistan''s mountains. Short of a ground invasion to roust them cave
by cave -- a proposition that would likely lead to a large loss of American
lives -- getting at the terrorists was problematic.

"We looked at thermobarics and said, ''Hey, we could do this really quickly
and provide a significantly improved capability,'' " said Stephen M. Younger,
director of the Defense Threat Reduction Agency.

The thermobaric bomb releases and then detonates a fine cloud of high-explosive
chemicals, creating devastating shock waves that destroy everything --
and everyone -- inside a cave, bunker or building. The term thermobaric
is derived from the effects of temperature -- the Greek word for heat is
"therme" -- and air pressure -- the Greek word for pressure is "baros"
-- on the target.

Only one has been dropped in Afghanistan on what Gen. Richard B. Myers,
the chairman of the Joint Chiefs of Staff, called a "tactically significant"
cave. Although the device detonated as envisioned, a problem with the laser-guidance
system caused it to fall short of the cave entrance, negating its effectiveness,
a defense official said.

In addition to the thermobaric bomb, the Afghan war will be remembered
for its tactical advances -- the fusion of Special Operations Forces spotting
targets on the ground and long-range bombers firing at them from the air,
for example. It also has marked the first use of armed unmanned drones,
with the CIA using surveillance Predators to launch Hellfire antitank missiles,
and the first operational flight of the Global Hawk, an unmanned surveillance
plane that flies higher and longer than the Predator.

Air Force officers working out of a special operational cell at the
Pentagon called Checkmate figured out how to feed surveillance video from
a Predator directly into an AC-130 gunship''s computers for real-time targeting.

Navy pilots flying EA-6B Prowlers off aircraft carriers found themselves
playing a new role in jamming enemy ground communications. Army Special
Forces troops devised new ways of communicating target coordinates to incoming
fighter and bomber pilots.

There can be dangerous and costly consequences to such experimentation,
however.

One $30 million Global Hawk crashed in late December after a mission
over Afghanistan. And two friendly fire incidents that left three U.S.
soldiers dead and more than two dozen wounded apparently took place after
target coordinates were miscommunicated from U.S. ground forces to pilots
firing satellite-guided bombs.

But even with such setbacks, defense officials and analysts say the
pace and scope of innovation in wartime -- and the immediate feedback on
how the new weapons are performing on the battlefield -- are invaluable.
In this respect, they say Operation Enduring Freedom, as the Pentagon calls
the Afghanistan war, is already proving its worth.

"The most important innovation of Operation Enduring Freedom was the
netting together of forces that traditionally weren''t regarded as having
much to do with each other: strategic bombers and Special Forces, ground
forces and Navy electronic aircraft," Thompson said.

Indeed, the war has been a near-perfect laboratory, according to Michael
Vickers, a military analyst at the Center for Strategic and Budgetary Assessments,
a defense think tank. Vickers, a former Army officer and CIA operative,
said the success came because the al Qaeda network and the Taliban government
sheltering it were overmatched opponents.

"When great powers fight smaller wars -- precursor wars in between the
old military world and the new military world -- you can experiment more
because there''s no doubt you''re going to win," he said. "You experiment,
and there is real feedback. You don''t get that very much in the military."

In Afghanistan, Vickers drew a distinction between technical innovation,
such as development of the thermobaric bomb, and what he considers even
more important organizational and tactical innovation, such as linking
Special Forces on the ground with bombers in the air.

"This was a new way of war, a new operational concept," Vickers said.
"And it was a pretty significant innovation, because we got fairly rapid
regime change with it. This wasn''t on the shelf. This was the way we planned
to overthrow governments."

But even this tactical advance was highly dependent upon new military
technology, largely information technology linking the ground and air forces.

According to one Air Force case study documenting the fusion between
soldiers and bombers, one lethal attack took place last fall after a commander
with the anti-Taliban Northern Alliance asked U.S. Special Forces troops
to help him maneuver through a valley occupied by a large Taliban garrison
and troop concentration.

Using satellite communications, the Army troops called the Air Force
operations center in Saudi Arabia to request an aircraft. The operations
center immediately told an "on-station" B-52 to contact the soldiers.

Using a device called a Viper -- a portable laser range finder, digital
map display and Global Positioning System receiver -- the soldiers calculated
the coordinates of the Taliban garrison and troops and radioed them to
the B-52 crew.

"Less than 20 minutes after the Special Forces operator was contacted,
the B-52 crew passed over the target area and dropped a series of munitions
on the Taliban garrison and troop concentration," the case study said.
"The airstrike resulted in heavy Taliban casualties, the destruction of
numerous fighting positions and artillery pieces, and significant damage
to a command bunker."

One senior Navy official told of how Special Forces called in a carrier-based
Navy warplane on four al Qaeda fighters in a sports utility vehicle who
stopped and took cover under a bridge as soon as they heard the approaching
jet.

With the Special Forces troops shining a laser designator on the enemy,
the official said, the Navy pilot was able to "bounce" a laser-guided bomb
and kill the enemy without damaging the bridge.

"They didn''t know where it [was] coming from," the official said. "A
lot of it was technology per se that enabled us to just kick these guys
every time they put their head up."

Reproduced with permission of the copyright owner.
Further reproduction or distribution is prohibited without permission.

END OF DOCUMENT

Requirements on the paper:
"This should be 1-2 pages in length. The essay should describe your motivation for studying abroad. The essay should be well written and specify the reasons for choosing your particular program. In addition, you should describe yourself, your academic experience, your goals and how you hope to incorporate your study abroad experience into your future plans. "

Overview of the program:
"A unique and adventurous way to spend your summer is on a Purdue study abroad program in Oxford, England. This program offers students the opportunity to take Purdue courses overseas and earn undergraduate credit while studying in a historic English university city. The program is, open to students of any major, offering an interesting selection of courses which will be taught by Purdue University and British faculty members. Extracurricular and out-of-class activities will provide an enriching international educational experience."

This is an admissions essay for Purdue Summer Program in Oxford...which is the study abroad program I would like to go on. This is a 6 weeks program for students to study in Oxford, England over the summer by taking 2 courses they offer. I''m thinking about taking Aviation Law or American History to 1877 and International Business. A little bit about me....I''m 19 years old, attenting Purdue Univeristy..I''m a Computer Science major, I came from Taiwan to the States 7 years ago...and I''m also an activemember at the local Sigma Nu fraternity. The reason I would like to study abroad in England is because I went all over Europe including England for vacation over summer of ''98...and it was the best vacation I''ve ever had...and I would like to go back there to actually stay longer and to experience more of their cultural difference. I''m fluent in England as well as Manderine Chinese. I believe this program will help me in the future cause I would be able to understand and deal with people of different nationalities better. thats just some general info about myself...I really want to go on this program this summer...but I don''t have time to write the essay cause I have 6 finals next week...please make this essay as great as possible...because I believe its up to this essay wether they''ll accept my application or not. if you have any more questions about my academic experiences or just my general experiences, please e-mail me! thanks!

I will need a title page, APA format, 12 font times new roman, a reference page (please do a reference page instead of a bibliography).
The intervention project (paper) needs to be 15 pages. The primary purpose of this project is to research and create an intervention proposal using at least one theory of counseling.


A. Statement of the Problem: What is the problem, issue, or subject that
your addressing? I want to address drop out rates among minority students. I
want the dropout prevention intervention to focus on middle school students.

B. Statement of Significance: Why is this issue important to address? What
would be the the importance of your proposed intervention?

C. A Literature Review: This is a brief summary ( 3-7 pages) of the existing
research on the subject you wish to address. In other words, summarize how
previous research has attempted to address this problem. Be sure to use APA
style in citing any/all research in the custom paper.

D. Intervention: Develop an intervention that will address the problem that
you have identified (ex. a dropout prevention conference for 6, 7th and 8th
graders OR a one day a week four week series of workshops at the school to
promote high school and college education OR some sort of afterschool
club/activity OR a combo of all of the above or whatever you think will be best)

You will want to include demographic information regarding the population
you're interested in working with. You will need to describe the intervention in
some detail and include information on how you would measure the
effectiveness of your interventiohn (ex. pre-post testing OR something else you think will
work for this custom paper topic) Money is no object when developing an
intervention

You will need 6 references on the topic. At least 3 should be from a
research-based journal (ex. Journal of Counseling and Development). The custom paper
must use at least one Theory of Couseling either in the Literature Review or
to support the intervention.

E. Discussion Section: This is the conclusion of the paper where you need to
discuss the type of results that you might expect, potential problems with
the intervention, and how your intervention would generalize in helping society
at large.


You can e-mail me at this address or call me at 520-237-4322.

Thank you,

Shelly

Chose two professional organizations for information professionals. Research the organization by reading articles and web pages by, for, or about the organization. I need a 6 page paper. I do not want you to merely recite what is readily available on each organization's web site or membership brochure. Instead, I want you to synthesize the information you have read on each organization, and critically compare and contrast them. End the paper by stating which organization you feel will be of most value to you, and tell me why. Make sure to include references/citations and a bibliography.
The two professional organizations I need spoken about are:
"Technology - (AECT)"
"Education - (ISTE)
The area that would be of most interest to me would be the "EDUCATION - (ISTE)" because I am in the Education field. It would help if I knew what was going on.
You can access the organizations website by typing in the organizations initials plus .org If this does not work, use the search engine to locate the website. Thank you.
The references/citations and bibliography can be the 6th page. The other five are the information and the compare and contrast part.

Open to all writers!

1. Name four practices that commonly require written administrative procedures.
2. How would you know if you are complying with EQ policies and procedures?
a)--------------
b)-------------
c)--------------
3. Explain non-verbal communication and provide three examples of ways that we communicate non-verbally.
4. What are three considerations that we should have in mind when writing letters home to parents?
5. Why is cultural sensitivity so important in your role as an education support person?
6. Explain the difference between "nature" and "nuture".
7. Who is primarily responsible for identifying students learning difficulties in the classroom context. There may be more than one.
8. Give an example of a situation where you might be asked to provide learning support for a student with learning difficulties. What sort of support could you offer in this circumstance?
9. Identify some common class rules that are laid down to guide student behaviour. List three of these rules and explain why they are important.
10. Why is cultural sensitivity so important in your role as an education support person?
11. If you were given the task of perparing a sheet of work for your class, what should you do to ensure that it complies with the teacher's expectations?
12. How and from whom would you expect to get guidance about using an overhead projector?
13. If a parent asks you about the progress of an individual child, what should you do?
14. Briefly summarise your demonstrated compliance's of you complying with a specific Education Queensland policy and procedure. Explain how you would demonstrate these points.
15.Compose an appropriate letter to go home to all parents of the children in a class inviting them to an education event at the school. Ensure that the letter is culturally sensitive.
16. Discreetly select a student in the class who is having learning difficulties, gain as much understanding as much as you can. Write brief notes about the support programme that the student is receiving. Do you have any suggestions that might increase the effectiveness of the existing programme?
17. Identify a behavioural concern in your classroom and identify how the problem is being addressed according to the school's behaviour management plan. Make brief notes about your observation, outlining the process that the school is adopting.
18. Prepare an item that can be used as a teaching aide, write a brief description of the aide.
19. Briefly describe what you do if you were to demonstrate your ability to set up an item of equipment for a class teacher.
20. Brief describe how you would respond to requests from other staff for assistance and how you would handle queries about student learning from parents.
___________________________________________________________
21. Provide three examples of how we communicate non-verbally
22. List three requirements that should be part of all interactions between yourself and children in your care.
23. What is the major benefit that can arise out of collaborating with students regarding their learning needs?
24. What is meant by parallel communication?
25. List three strategies useful in conducting a Glasser style "Classroom Meeting"
26. What do you understand the term "shared wisdom" to mean?
27. What are three limitations that could impact on implementing student's ideas and suggestions?
28. Where in your school should you find guidance on child and adult safety issues?
29. Provide an example of a child who might be likely to use non-standard language.
30. What does the term stereotypical mean?
31. makes notes giving at least 6 examples of interactions with students over a number of sessions. Explain how you demonstrated an appropriate caring and respectful manner.
32. Make notes giving at least 6 examples of interactions with students over a number of sessions, explaining how you elicited ideas and suggestions from your student group.
33. Make notes giving at least 6 examples of interactions with students over a number of sessions, explain how you appropriately discussed with children their likes and dislikes while managing to pass on the idea that differences are positive things to be celebrated.
34. Make notes giving at least 6 examples of interactions with students over a number of sessions, explaing how you obtained feedback from them about their learning experiences.
35. Name the policies / procedures that deal with child safety in the learning environment, and explain where a copy of these are to be found in school.
----------------------------------------------------------
36. What is meant by the term "process writing"?
37. What is meant by "drafting" in the context of writing?
38. What is the Narrative Sequencing Model?
39. What are the three interdependent elements of an effective teaching programme. Explain what is meant by each term.
40. What does the term "invented spelling" mean?
41. To whom should you refer when you consider that student confidentiality is at risk?
42. What is meant by "summative evaluation"?
43. In Education Queensland "Diagnostic Net", literacy has 2 elements. What are these two elements?
44. What is the most advanced writing phase of the Education Queensland "Diagnostic Net"?
45. What is "shared writing"
46. You may already be fimiliar with the strategies used by the teachers/teacher aides in Queensland to support children's writing. You will need to make careful observations and make notes of the way in which opportunities for writing are taken, writing support is provided and shared writing approach may be taken. Also, you need to know how success and progress are acknowledged.
You will need to reflect on your experiences and make notes about them. () What were you doing when your work was abserved? Eg Working collaboratively with students in providing them with writing support. () Were you able to engage the child in the writing process-i.e was the child willing to write? () Were you able to identify any difficlties that the child was having and use guidance techniques to support the child to success? () Was it an enjoyable process? Add any other observations that you think are relevant.
----------------------------------------------------------
47. When we are thinking about reading, what do we mean by the term, "syntax"?
48. What is meant by a miscue analysis?
49. What are the 8 conditions for learning language identified by "Brian Cambourne"?
50. What does the term "semantic" mean?
51. List two specific criteria that you might apply in selecting a book
52. What do we mean by "scaffolding" when we use it in terms of a reading programme?
53. List three reasons why students confidentiality must be maintained at all times.
54. Where in a school would you find guidance about reading guidelines and programmes?
55. What curriculm is covered by the year 2 "Diagnostic Net"?
56. What are the indicators of a student achieving independence in reading?
57. WE use the techniques of "Brian CAMBOURNE" at schools to support children's reading you will need to observe several sessions and make notes on the way in which children are supported when they don't know a word and are reluctant to attempt it, say the wrong word, lose their place etc. Also, observe how success and progress are acknowledge. Reflect on your experience and make notes about it. Were you able to identify any difficlties that the child was having and use guidance techniques to support the child to success? Were you able to engage the child in reading process-i.e was the child willing to read? Was it an enjoyable process? Add any other observations that you think are relevant.
58.You have now learned about "Brain Cambourne"s model of learning and now compare it with the model that is in place in your school, remember that, you need to be very sensitive about appearing to criticise when you are seeking information and opinions about established practices in a school. Your role is not to make judgements or criticise, but to gather information and observations. () Make sure you thoroughly understand what each of Camboourne's conditions means. () Observe how each of these conditions is addressesd in your school. Does your school place importance on other conditions? () Complete this in a table of 4 colums going across 1st heading "CAMBOURNE'S CONDITIONS" 2nd heading 'WHAT DOES THIS MEAN'? 3rd heading 'HOW DOES THE SCHOOL DEMONSTRATE THIS CONDITION'? 4th heading 'DOES THE SCHOOL PLACE IMPORTANCE ON OTHER CONDITIONS'? and now 7 colums going down stating all under 'CAMBOURNE'S CONDITIONS' colum, 1st colum down 'IMMERSION' 2nd colum down under neight 1st 'DEMONSTRATION' 3rd colum going down uder neith 2nd and 1st 'EXPECTATION' 4th 'RESPONISIBILITY' 5th 'USE' 6th 'APPROXIMATION' 7th colum 'RESPONSE' (Hope you understand this one)
59. Go to the library and choose 8 books for your class, to read in accordance with selection criteria nominated by the class reading programme. You should make sure that you have some fiction and some non-fiction in your selection. ()Breifly explain your selection making notes about your discussion.
60. Make notes about your participation in a support reading programme remembering to address Element 2 PC 1-3 and Element 4 PC 1-5 which are Element 2: Select appropriate books for student readers.PC 1-3 are 1.Books are selected to specified selection criteria 2. Books are selected according to reader's ability 3. Books are selected in consultation with the reader Element 4 is: Support student readind programme PC 1-5 are 1.Support strategies to accomodate reader's ability are determined according to educational guidelines 2.Readers' requests are interpreted and responded to according to reading programme guidelines 3.Students' reading ability is evaluated according to reading programme guidelines and Education Queensland "Diagnostic Net" 4.Support procedures for readers are implemented in accordance with reading program specifications 5.Support procedures encourage the development of self reliance in readers. Makeing sure you respond to the childrens' reading attempts according to support guidelines, maintain records accurately when you are breifly explaining about participation in the support programme.
A lot this time I know :) :) thanks..Toni

Imagine that the cybercrime forensics lab where you work received approval to purchase a new software suite to aid investigations. Your supervisor (Mr. Turtle) asks you to create a proposal comparing three computer forensic software utilities and to recommend which one you would purchase based on your research.

Using the Internet, research three leading computer forensic software providers that offer utilities that feature an entire suite of tools used to examine electronic data. Your research will examine the following categories regarding the forensic software utilities:

? Cost per license purchased
? Operating systems the suite can analyze, such as Microsoft? Windows?, UNIX?, MAC OS, and Linux?
? The number of and the descriptions of included separate features, such as disk imaging, disk cloning, keyword searching, image searching, MD5 hash algorithm, or SHA hash algorithms
? Availability of password-cracking utilities
? Availability of drive-wiping utilities
? Ability of the software to use a Known File Filter (KFF)

Write a proposal to your supervisor (Mr. Turtle) comparing the three software utilities you found and which utility you recommend purchasing. Include the following in your proposal:

? Compare and contrast the three software utilities.
? Describe how digital evidence is extracted using the software utilities.
? Explain how these software utilities can be used to apply forensic science to computers.
? Explain which of the three software utilities you recommend purchasing.
? Describe why you recommend this software utility including the results from your research.
? Do not use abstracts to introduce your work.
? Use headings and/or sub-headings above paragraphs that title each section of the proposal.

One interesting aspect of distribution channels occurs when a retailer, in this case, Amazon, integrates backward with the intent of attracting suppliers (authors with brand names) and the expectation of utilizing other outlets (traditional bookstores) for full distribution of its products. In this example, the largest traditional bookstore chain, which also has a significant online business, has decided not to stock Amazon's products in the hope of discouraging authors from signing publication contracts with Amazon. Effective distribution channels call for vertical cooperation, here among authors and their agents, publishers, and retail outlets. But vertical integration invites conflicts.

These articles also relate to recent developments in book retailing:

Bosman (2012). The bookstore's last stand. New York Times (January 28). Available 5/5/12 through ProQuest database.

Haq, H. (2012). Barnes & Noble refuses to sell Amazon-published books. Christian Science Monitor (February 1). Accessed 5/5/12 at: http://www.csmonitor.com/Books/chapter-and-verse/2012/0201/Barnes-Noble-refuses-to-sell-Amazon-published-books

Turner, K. (2012). Independent retailers [bookstores] turn page on business. Toledo Blade (February 5). Accessed 5/5/12 at: http://www.toledoblade.com/Retail/2012/02/05/Independent-retailers-turn-page-on-business.html

Case Assignment

Develop a report in terms of the following guidelines. A well-written report should have a brief introduction, headings or subheadings, and a brief concluding comment. Note that you should use some keywords as headings or subheadings such as "Facts Recap," instead of a sentence or a question.

Briefly review the facts reported in the article.

Was Amazon wise to get into publishing in addition to its very strong position in retailing new and used books? Explain your answer.

If you were a popular author of children's fiction (with a successful past relationship with a traditional publisher) and your agent (another member of the book publishing channel) asked you whether to approach Amazon regarding the publication of your latest project, what would you say? Why?

Would it matter if you were working on your first book and had no previous relationship with an editor or publisher? If yes, why would this make a difference?

In your judgment, do you think that either Amazon or Barnes & Noble is likely to change the strategic decisions reported in this article? Why?

Assignment Expectations

Expectations Regarding Your References and Defense of Your Positions

Write clearly, simply and logically. Your paper should be 750-1000 words long, excluding title pages and references, but quality of writing is more important than length. Use double-spaced, black Verdana or Times Roman font in 12 pt. type size.

Back up your positions or opinions with references to the required reading found in the Module 1-4 Backgrounds and Ongoing Useful Resources. In using those references, demonstrate your understanding of the concepts presented. Rather than grading on how much information you find, emphasis will be on the defense of the positions you take on the issues. Also remember that:
1.The "why" is more important than the "what."
2.The defense of your positions on the issues is more important than the positions you take.

Do not repeat or quote definitions. Your use of the required reading to support your opinions (that is, contentions or positions) should demonstrate that you understand the concepts presented.

Do not include definitions or summaries of the readings or simply describe what the company did. Instead, your responses to the questions should be analytical and should demonstrate that (a) you understand the principles from the background reading and (b) you can apply them to this particular case. Vague, general answers will not earn a good grade.

Avoid redundancy and general statements such as "All organizations exist to make a profit." Make every sentence count.

Paraphrase the facts using your own words and ideas, employing quotes sparingly. Quotes, if absolutely necessary, should rarely exceed five words.

When writing an academically oriented paper, you will uncover many facts about the product. If you paraphrase the facts, cite the sources in your text and link those citations to references at the end of the paper.

The purpose of this assignment is to provide you with the opportunity to examine topics discussed in class in more depth and to further familiarize you with how cognitive psychology research is applied to real-world situations. For the current assignment, you need to choose one of the following research articles and complete all of the tasks described below. I recommend that you choose an article that is of interest to you.

Choose one of the following articles:

Option A:
Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working memory and ?choking under pressure? in math. Psychological Science, 16(2), 101-105.

Option B:
Hirst, W., Phelps, E. A., Buckner, R. L., Budson, A. E., Cuc, A., Gabrieli, J. D., ... & Vaidya, C. J. (2009). Long-term memory for the terrorist attack of September 11: flashbulb memories, event memories, and the factors that influence their retention. Journal of Experimental Psychology: General, 138(2), 161.

Assignment

Please read the article thoroughly and answer the following questions. Please address all sections of the assignment in sentence format. Please type your answers to each of the following questions. Your answers will be graded on content, the quality of the content, spelling, and grammar. You should not have any direct quotes. Please use your own words and cite properly. If you cite something other than your text book or your class notes, please cite appropriately (in APA format) and include a Reference page.

SUMMARY

1. Briefly describe the research area [e.g., provide a brief review of the previous literature discussed by the current author(s)]. Please limit your summary to 8 sentences.

2. Why was the current study conducted?

3. State the independent variable(s). If the author(s) of the article you chose to read conducted more than one experiment, please state the independent variable(s) for each experiment.

4. State the dependent variable(s). If the author(s) of the article you chose to read conducted more than one experiment, please state the dependent variable(s) for each experiment.

5. State the hypothesis(es). If the author(s) of the article you chose to read conducted more than one experiment, please state the hypothesis(es) for each experiment.

6. Describe the experimental procedure (e.g., what took place, the tasks that the subjects/participants completed). If the author(s) of the article you chose to read conducted more than one experiment, please describe the general procedure for each experiment.

7. Describe the results of the study.


IMPLICATIONS FOR COGNITION RESEARCH

8. How are these findings relevant to everyday life? Provide at least two examples. At least one of these examples should be an original example. That is, it should not be mentioned by the author(s) of the research article.

9. Describe two ways in which this research expands upon the theories and concepts discussed in class? You may wish to consult your textbook and lecture notes. Please cite appropriately (in APA format) when you discuss information from your text (e.g., Goldstein, 2011) and from your class notes (e.g., Trammell, personal communication, 2013). Please limit your response to 8 sentences.

10. What research questions remain unanswered? That is, describe at least two areas for future research. Please limit your response to 8 sentences.

I need a literature review for a dissertation paper. The topic is Problem Based Learning (PBL) as a teaching method versus the Traditional Teaching Method in Respiratory Therapy Education
The literature review should be 7 pages long with paying attention to the references which should be related to the topic and from articles in peer reviewed journals such as the American Journal of Respiratory and Critical Care Medicine, Annals of Allergy, Asthma, and Immunology, Anesthesiology, Chest, Clinical Pulmonary Medicine, Critical Care Medicine, European Respiratory Journal, Intensive care Medicine, Journal of Aerosol Medicine, Journal of Allergy and Clinical Immunology, Journal of Asthma, Journal of Respiratory Disease, Pediatric Pulmonology, Respiratory Care, Respiratory Care Clinics of North America, Thorax, New England Journal of Medicine, and AARC Times, etc, but not from books nor magazines please. Moreover, the literature review should contain a) A well-defined introduction, problem statement, purpose, research question/hypothesis, significance
b) A well-organized body of the literature review. c) A clearly stated conclusion that addresses the problem and flows logically from the body of the review. d) The paper should be written according to APA guidelines (6th edition).
The literature review should begin with PBL in general, then the use of PBL in medicine education, the use of PBL in nursing education, and finally the use of PBL in Respiratory therapy education. Please go in depth with the studies and discuss them in details and their conclusions. More so, please list the studies that support the use of PBL and the studies that do not support it. (and by the way there are about 5-6 studies in the use of PBL in respiratory therapy education, these studies are done by: Beachey, W. D. (2007). A comparison of problem-based learning and traditional curricula in baccalaureate respiratory therapy education. Respiratory Care, 52(11), 1497-1506.
Ceconi, A., Opt Holt, T., Zip, G.P., Olson, V., Beckett, R. (2008). Influence of problem-based learning instruction on decision-making skills in respiratory therapy students. Respiratory Care Education Annual, 17, 57-64.
Mishoe, S. C. (2002). Educating respiratory care professionals: An emphasis on critical
thinking. Respiratory Care Journal, 47(5), 568-570.
Mishoe, S. C. & Hernlen, K. (2005). Teaching and evaluating critical thinking in respiratory care. Respiratory Care Clinics of North America, 11(3), 477-488.
Opt Holt, T. B. (2005). Problem-based and case-based learning in respiratory care education. Respiratory Care Clinics Of North America, 11(3), 489-504.
Opt Holt, T. B. (2000). A first-year experience with problem based learning in a baccalaureate cardio-respiratory care program. Respiratory Care Education Annual, 9, 47-58.
The important points that should be covered in the literature review include:
1. Identify methodological weakness and strengths, and general weaknesses among studies
2. Comment on instrument reliability and validity
3. Comparing participant sampling among studies
4. Note which studies stood out as exemplary
4. Consider building a table of research methods, definitions, ect.
5. Indicate why certain studies are important
6. Are there landmark studies?
7. Discuss other literature reviews on the topic
8. Justify comments like "no studies were fund"
9. If results from previous studies are inconsistent, cite them separately.
10. Emphasize the need for the study
11. How does this review relate to the topic
12. list the results and conclusions of each study, and does it support the literature review
Please make sure that the journals used are related to the topic.
I am expecting a unique paper that is very well written and reflect the academic level of a PHD.
Please remember that this is a review of literature and should be done as requested. All of the above points should be covered and the references should be related to the topic. Moreover, please identify the results of each study and conclusions and the important of each study in regards to the literature review and the study.
I am requesting a specific writer called "cscannell" to do my paper please or any other qualified writer but not like the last one who wrote me the introduction paper (sokkertrapp) which was not accepted. This is my last try with this web site and will not deal with it again if I do not like the paper or the writer did not follow my specifications above
Thanks

Please write a three chapter Research paper a Professional Contribution. Chapter 1 will be the introduction of the topic. Chapter 2 will be a literature review of the research. chapter 3 will be the methodology how or what your doing to put it into play. This is a professional contribution to a university. I have included power points on each chapter of how to write it and what needs to be in it. You will be researching and writing about networking in student affairs. So chapter 2 needs to have 20 articles related to students affairs networking and how professionals are socialized in the field of student affairs.This is the baulk of the paper! this part should be atleast 14 pages!! You then take the 20 articles and write a literature review on them. As for Chapter 3 it needs to state that making a manual for all the local university's and colleges in north east pa that will feature local student affairs professionals at the university and it will have a guide to how to get into or what to be prepared for when going into a masters degree for Higher education administration. I also held a social at a local banquet hall where again local university and colleges student affairs group were able to get together and meet one another. As for chapter 1 its an introduction to what I am trying to do so what the liturater is about and how it will come into play. It needs to have at least three paragraphs of introduction explaining the purpose of the literature review, which bodies of literature they looked at to address the topic and a summary argument. Make sure in this chapter you include information regarding how literature was searched.

make sure you have the paper organized! headers
make sure to include a summary in the end of the chapter 2 the lit review that the lit on this topicis limited and this is why im going to explore this topic.
Also I need all the copies of articles you use!!
Please fallow what this says and the power points i have up loaded and if you have any questions call me I really need help and what this to be correct.

Three (3) questions to be answered with brief essays. Each question requires a response of three to five paragraphs. Each section should be clearly labeled with the question number. Your answers need to be supported with information from the textbook or other appropriate sources such as peer reviewed (professional) journal articles. Wikipedia or other encyclopedias, dictionaries or general online sources such as Ask.com are not acceptable sources.

For each of the three (3) topics, write a one-page (approximately 250 words, double-spaced, with one-inch margins all around, using 12 point New Times Roman essay responding to the topic. Use and cite in APA style information from the textbook or other appropriate sources to support your statements. 6 references in APA style reference list.

Approaches to Learning

Compare and contrast the social cognitive, information processing, and social constructivist approaches to learning. For each approach, explain how learning is thought to occur. How is each approach used in education? Evaluate the strong and weak points of each approach.

Managing the Classroom

Both styles of parenting and styles of classroom management affect student behavior and motivation. Several different styles have been identified, including authoritarian, authoritative, and permissive. In your judgment, which of these styles is most effective and why? What outcome do you predict for the student when the teacher uses this style? How does this compare to outcomes for the other management styles?

Assessment

A major issue in education today is the use of standardized tests. Standardized testing is thought to have some legitimate uses. But many teachers believe that it forces them to teach in an ineffective manner. Analyze the arguments for and against standardized testing and propose alternatives that may be equally or more effective in assessing student achievement.



Textbook used: Educational Psychology John W. Santrock McGraw Hill 2009 4th edition

Design an implementation plan for e-learning within an organization.
Your organization (business or higher education) is seeking to move employee training/student learning to the online environment. Before implementing this process across departments, however, you have been asked to design an implementation plan and a learning module to demonstrate how this could be effectively accomplished. For this assignment you are to (a) describe the purpose and type of organization for which the training/learning is designed, (b) number of employees/students involved, (c) suggested method for implementing the training/learning program, (d) suggested online environment that would best meet the needs of the training/learning, and (e) a syllabus of a sample learning module that contains: goals/objectives, learning activities and assessments for the activities contained in the module. Be sure to include citations for quotations and paraphrases with references in APA format and style.