College Course Essays and Research Papers

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Title: Describe the logic behind a subject that you have studied Answer questions about the underlying assumptions problems and point of view of the subject

  • Total Pages: 2
  • Words: 474
  • References:2
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: 1). Describe the typical design of a college course and the outcomes that result for students in these courses. In addition, describe a situation in which you found yourself falling into this style of learning.


Two questions and only 200 words per question



2). Describe the logic behind a subject that you have studied. Answer questions about the underlying assumptions, problems, and point of view of the subject

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Why study history? (2014). The University of Wisconsin. Retrieved from:

http://history.wisc.edu/undergraduate/whystudyhistory.htm

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Title: Authentic project

  • Total Pages: 4
  • Words: 1652
  • Works Cited:2
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Project 1: User Needs Research Data Collection and Analysis Report (total 20% final grade weighting)

For the first project and the remaining two related projects, a target area for "redesign" of existing software and/or Web site should be identified by the student (and submitted to the instructor for prior approval) and stated in the assignment description for each of the three projects. The main criteria for this choice should be that the interface is freely visible and accessible by users and the subjects that are chosen for this assignment need research.

Purposive Subject Selection (10% of project 1 grade):

Select a minimum of five adults (and one alternate) for subsequent informed consent recruitment. Subjects should be varied in their demographics (gender, age, prior knowledge of computers and software in general and specifically in terms of the target redesign area). You will need to be sure that the adults selected will be available for the full duration of the project; i.e. course semester.

Provide documentation (minimum 250 words) listing these characteristics of each subject as well as the collective variance inherent in the subjects as a sample (group). Describe each subject using a pseudonym, such as subject 1, 2, 3, etc. or using male or female first names that are not actual subject names.

Human Subjects Informed Consent (10% of project 1 grade):

Provide documentation (minimum 250 words) of Human Subjects Informed Consent wording to be used in formal recruitment of subjects.

Elements of this wording should address the following criteria:

Provide overview information of nature and purpose of the user needs research

Provide overview information of nature of data collection (initial questionnaire and follow-up interview)

Characterize participation in study as voluntary with the right to withdraw at any time without use of previous data collected.

Characterize use of individually collected data as confidential (no personally identifiable information shared).

Characterize use of data for analysis as summary or aggregate in nature (not individualized).

Characterize use of individually collected data as temporary and its records destroyed after summaries are created.

Characterize use of data for reporting as limited to presentation in a report for a college course (assignment).


Questionnaire Creation and Administration (20% of project 1 grade):

Provide a sample of an originally created questionnaire addressing the following criteria:

Create a brief introduction describing the basic nature and purpose of the user needs research.

Create a minimum of three question items that address various user demographics (age range, gender, and type and extent of prior computer and software use, especially in software similar or same as the target interface area.

Create a minimum of six question items that address various aspects of user needs for the target interface area for redesign.

Create an open-ended question item at end of questionnaire prompting for additional comments on perceived user needs and suggestions for improvement of the target interface area


Interface Tutorial Creation and Administration (10% of project 1 grade):

For subjects with little or no prior experience with the specific target interface area that is the focus of redesign, a tutorial should be created and administered to focus on its use (prior to questionnaire data collection).

Provide documentation (minimum 250 words) of an originally created interface tutorial (for the target interface area) addressing the following criteria:

Create a brief introduction describing the basic nature and purpose of the user needs research interface tutorial.

Create sequential instructions that explain each step of the tutorial to the subject.

Follow-up Interview Creation and Administration (20% of project 1 grade):

Provide documentation of questions (minimum of five open-ended question items) posed to two of the (five) original subjects that provide elaboration, clarification, and probing of topics (themes of user needs) identified in their individual questionnaire responses.


Topic I picked up is about Craig list web site what need to be change and improve about craigslist e.g. adult service narrow it down such Craig list Adult services. Since Craig list is too broad please narrow it down
Prepare questionnaire and select about five people to interview they don’t have to be real people you can make them up.
User Needs Questionnaire: Number and Types of Items
Although you may want to have multiple-response items on your initial user needs questionnaire for the project, I think you need to include several open-ended questions that can scoop up anything they have to say about:

* what they would like to see in the site that is missing (how and why)

* what they would like changed that is there (how and why)

These open-ended questions can be posed about the whole Web site area or broken down in terms of sub-areas or even sub-functions.

There is likely need for close-ended questions that act like multiple choice where you have them focus in a certain area or topic of redesign and select from a list, but you should always include a response item that is labeled "Other (please specify):" so that they can still address the area of focus while working beyond the set of response items provided. You can also indicate that they can select one or more response items as that may often be the case of choice.

There may be some need to break down each functional area of the site and address questions relevant to each, but I think there are many questions that can be posed in a way that addresses any area within the Web site that may be of interest to your subjects.

Up to a point, the more question items, the better because it offers more opportunities for questions you ask in your follow-up interview based on each individual's responses to the initial questionnaire. However, you cannot make the initial questionnaire too long or difficult to complete (15 minutes is usually considered the longest completion time)
You should keep the total expected completion time to 15 minutes (not counting the time subjects spend in the demo of the Web site).

And do not forget; you are planning a follow-up interview, so you can catch whatever you may discover that you might have missed in the initial question.


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Bernoff, J., & Li, C.. (2008). Harnessing the Power of the Oh-So-Social Web. MIT Sloan Management Review, 49(3), 36-42.

Finkel, E. (2009). NOT JUST FOR APARTMENTS AND USED GUITARS. ABA Journal, 95(7), 30, 32.

Sindhuja, P., & Dastidar, S.. (2009). Impact of the Factors Influencing Website Usability on User Satisfaction. IUP Journal of Management Research, 8(12), 54-66.

Craigslist Permanently Closes 'Adult Services'. (2010, September 15). Wall Street Journal (Online)

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Title: Genetically Modified Foods

  • Total Pages: 11
  • Words: 2981
  • Bibliography:8
  • Citation Style: MLA
  • Document Type: Essay
Essay Instructions: For an insight on what this course entails, this is a senior level english course on research writing. This course asks students to think of academic inquiry while writing their paper. The idea of academic inquiry is to collectively explore what it might mean to view academic work as a process which uses writing to produce new insight, knowledge, and new understanding rather than passive comsumers of it.

PLEASE I BEG OF YOU... No plaigarism. Also, please do not make up sources as our sources will be searched upon handing in this essay. Please have scholarly articles and books (interlibrary loan is the easiest to obtain these) unless you already have access to something like JSTOR.

I will be including some sources for you. One is a sample research essay from this class and I would like you to note the references to Sarah J Arroyo's Essay W/Holes. I would like this done in my paper. I will include a copy of Sarah J Arroyo's: W/Holes in word format- I will warn you it is not an easy read (approz 20 some pages) and if you could make a connection between my topic (genetically modified food) and something discussed in Sarah J Arroyo's paper like technology: and how maybe it is a detriment to our society or anything that spurs up when reading this essay by Sarah J Arroyo. This does not have to be pages and pages of connections, just a paragraph tied into my reasearch paper would be sufficient. PLEASE do not cancel my order if any of this is not doable-contact me we can work something out.

I know you have standards on format and such but if you could do 1 inch margains in 12pt Times New Roman format that would be surperb.

I have not yet come up with a title but please keep in mind this is a senior level college course and a lame title will not be accepted.
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Finucane, Melissa L. (2002) Mad Cows, Mad Corn and Mad Communities: The Role of Socio-Cultural Factors in the Perceived Risk of Genetically Modified Food. Proceedings of the Nutrition Society 2002, 61.

Genetically modified Organisms: Consumers, Food Safety and the Environment. Vol 2 of the FAO ethics services. Organization of the United Nations. Food & Agriculture Organization 2001.

Hossain, Ferdaus, and Onyango, Benjamin (2004) Products Attributes and Consumer Acceptance of Nutritionally Enhanced Genetically Modified Foods. International Journal of Consumer Studies, Vol. 28, No.2. June 2004.

Li, Quan; Curtis, Kynda R.; McCluskey, Jill J.; and Wahl, Thomas I. (2002) Consumer Attitudes Toward Genetically Modified Foods in Beijing, China. Journal of Agrobiotechnology Management and Economics. Vol. 5. No.4, Article 3.

Rickert, Thomas. "Hands Up, You're Free': Composition in a Post-Oedipal World."JAC 21 (2001): 287-320.

The Pew Initiative on Food and Biotechnology (2006) the Mellman Group, Inc. 16 Nov 2006. Online available at: http://www.pewtrusts.org/uploadedFiles/wwwpewtrustsorg/Public_Opinion/Food_and_Biotechnology/2006summary.pdf

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Title: Differentiated Instruction

  • Total Pages: 17
  • Words: 4687
  • Sources:20
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: Most project options will consist of three chapters. Chapter 1 is the introduction to your project and contains an untitled introduction, the background, purpose of the paper, the need for and significance of the project, and definitions of terms. Chapter 2 presents a review of the academic/educational literature and research on the topic under investigation. Chapter 3 will be an action research proposal. Note that APA style and format is expected no matter which capstone project you choose.

Since this is a graduate college course, graduate quality writing is expected within your written proposal. The mechanics of your writing will form part of the evaluation of your work. Documents must be sent in MSWord format.

MAT 640: Applications of Research


WORKSHEET and OVERVIEW

A.Identify the topic of your project.
What general topic related to your practice of teaching are you interested in investigating? For example, when you reflect on your teaching, is there a strategy or program you would like to try to see if students’ achievement levels increase? Or, is there a topic you would like to learn in depth, and then design a presentation for your colleagues?
It is important to choose a topic about which you feel passionate; however, one caution is in order. You must not begin your project with the intent to “prove” something. Like a good detective, you must gather information and look for evidence with an open mind. Accurate analysis of reliable data will allow you to speak authoritatively after you carry out your study. Wherever possible, it is important to provide differing and/or opposing perspectives on the issues that are at the heart of your topic.

A topic I feel passionate about and would like to pursue for MAT640 is…
the merits of differentiated instruction in science classes for grades 9-12.




B.Problem
In regard to the topic you identified, what is the current situation? What is the problem, need, or issue that you would like to address? The information you write in this section can be used in Chapter 1 of your project.

Begin your response here…Most teachers currently use the direct instruction approach and not all students are on the same level so achievement is not up to standards for all students.



C.Background
What has led up to your choosing your particular project? Has something occurred in your classroom (or school, or district, or state, etc.) that has led to the need for your project?
The information you write in sections B and C can be summarized in one or two paragraphs and included in Chapter 1 of your project. (Chapter 1 is written after you have written chapter 2.)
Begin your response here…The use of direct instruction in science classes doesn't allow adequate learning for all students.




D.Significance of the Project
Who will benefit from the results of your project if you were to carry it out? Why would it be important to carry out the project? What will happen if nothing is done?
For example, if your topic was about investigating whether use of a specific reading program raised students’ reading scores, the results of your project would be of significance to your own students because reading is so vital to learning. Such a project would also have significance for parents, educators, and researchers.
The information you write in this section can be used in Chapter 1 of your project.

Begin your response here…The students will benefit the most because they will all be learning in a way they can understand which will increase self-esteem and motivation to learn. Teachers will also benefit in that they will have a proven teaching strategy to implement in their science classes to promote whole class learning.




E.If you are doing an action research proposal or a grant proposal, what would you measure (or who would you interview or survey) to gather data? (if you were to carry out your project)? Remember that you do not carry out your proposal in MAT640. You go only as far as planning for gathering data and data analysis.
(For example, measures of whether an intervention is successful could come from such things as test scores, office referrals, attendance, et cetera. Such numerical data is called quantitative data. Or you could discover what you need to learn by interviewing people who have experienced what you are investigating. Such verbal or written data is called qualitative data.)

Begin your response here…An action research proposal which would measure test scores over a semester where differentiated instruction is used compared to previous semesters test scores.




F.Purpose of the project.
Identify one of the following seven options you will use for the application in chapter three, and then complete the purpose statement below. (Examples of completed purpose statements are in a document in the Resources section of our course website.)
Action Research Proposal – Develop the plan for (but not conduct) a research study using qualitative and/or quantitative research to design, a classroom based research study.

For my MAT 640 project, the application I have chosen is…an Action research proposal.


Your purpose statement must be a clear, precise statement that encapsulates what you intend to do in your study. The purpose statement provides a guide for everything you write in your study. Each time you repeat your purpose statement in your project, be sure it is a copy and paste of the statement approved by your instructor.

Complete the following statement: The purpose of this project is to….determine the relationship between measures of student achievements in science classes in grades 9-12 and implementation of differentiated instruction over a period of 1 semester.




While each student’s project is unique, the information in A through F (above) will be relevant to your writing of chapter one, and the purpose statement will guide the whole of your project.
While it is important for you to think through each of the items above and include the information in Chapter 1, you will begin the writing of your project by writing the literature review, Chapter 2. In Unit 3 of the course, you will come back to this Worksheet and use the information (together with some of what you found in the literature review) to write Chapter 1.

Chapter one is described more fully in Lecture 3. It is an introductory chapter that provides a general overview of your project. An outline for chapter one should be evident in the headings you use throughout the chapter. Review the example papers in the Resources section of the course website to see how headings and citations should appear in Chapter One.


Use the information below in conjunction with planning to write the Literature Review (Chapter 2, Unit 2), and preparing your application (Chapter 3, Unit 3).

II. Chapter Two: Begin the writing of your project with the Literature Review

A.Chapter Two sets the theoretical basis for your study.
Chapter 2 reports what others have written about the topic, and reports about the methodology and findings of studies that relate to your topic.
It is important to report opposing views and differing perspectives on the topic.
It is important to organize a very clear outline for Chapter Two, and make the outline visible to the reader through the use of headings.

B.For Unit 2 of our course you will write a draft of Chapter Two. It is important to being writing Chapter Two as soon in the course as possible. Chapter Two is by far, the most time-consuming chapter to write. By comparison, Chapters One and Three will take much less time to complete.

C.Begin chapter by (re)stating the purpose of your project and restating the purpose (copy and paste your purpose statement each time you use it), and identify what is to come in chapter two by listing the main points of the outline of the chapter. The format for your Chapter 2 will look like the following:

CHAPTER TWO: LITERATURE REVIEW

Introduction… in which you state the purpose of your project clearly and precisely and state what is to come in chapter two by listing the main points of the outline of the chapter. For example you might say, the purpose of this project is to… In chapter two a review of literature includes…(then list the main headings in the chapter. The headings will reflect what you have found to be important elements to report about the topic you have chosen. Remember that you cannot write exhaustively about your topic. Doing so would require a book. Your purpose statement should serve as a guide for what you address in your literature review).

First Main Heading

Report relevant information from your reading of peer reviewed sources. The headings you use should reflect the order in which you listed the main parts of your literature review in the introduction.

Second Main Heading (Add additional headings as needed)

Use of headings is expected in scholarly writing to guide readers through the logic of your presentation. While there is a specific APA format for headings, there is not “one best way” to organize or outline your literature review. Translate your outline into headings as a way to clearly show how your flow of thought is organized. “Carefully outline the hierarchy of the ideas you wish to present, and use headings to convey the sequence and levels of importance. Headings help the reader grasp the article's organization and relative importance of the parts” (Publication Manual of the APA, 2002, p. 10).

An important part of scholarly writing is citing and referencing sources of information. The difference between an outstanding scholarly report and plagiarism can be as little as citing (or failure to cite) the source of information and ideas. If in doubt about whether to cite a source, cite the source.

The APA Manual and the NU Library Reference and Citation Guide are excellent resources for how to accurately cite and reference the articles and books you use. The sample projects in the resources section of our course also model APA format.

End chapter two with a brief summary of what you have written. No new information should be included in the summary.


III. Chapter Three Overview: Practical application

A.Chapter three presents the application of your project.
In an Action Research project, chapter three presents a plan for gathering and analyzing data.

B.
Chapter three will reflect the unique purpose of your study. As with chapters one and two, headings should be used to reflect an outline and the flow of thought in your writing.

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Baum, S. & Nicols, H. (2007). The keys to differentiation. Personal communication. May 14 in Yangon, Myanmar.

Benjamin, Amy (2002) Differentiated Instruction. Eye on Education 2002. Online available at http://books.google.com/books?id=03bBUdZpRksC&pg=PA42&lpg=PA42&dq=science+class+differentiated+instruction&source=bl&ots=-1vvMSlMWF&sig=rBfgdhCmdIfuwcfO6Ke8-tYblfo&hl=en&ei=wy2XScHNJeHAtgeUram4Cw&sa=X&oi=book_result&resnum=4&ct=result#PPR9,M1

Blosser, Jahnine (2005) Units of Lessons: Safety in the Secondary Science Classroom. 21, July 2005. Online available at http://edhd.bgsu.edu/~sbanist/611/final/jblosser/jbsummary.pdf.

Brown, MD (nd) Differentiated Elementary Science Instruction. Summer Workshops. Online available at http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/brown/brown.pdf

Deighton, Y. (2006). Planning for and using Styles to differentiate instruction. Master of Science in Science Education.htm Capstone Projects.

Gaffey, G. (2006) you got to reach them to teach them. Master of Science in Science Education.htm Capstone Projects.

Gardner, H. (1983, 1993) Frames of mind: The Theory of Multiple Intelligences,

New York: Basic Books. Retrieved April, 2007. Online available at: (http://www.infed.org/thinkers/gardner.htm)

Hamm, Mary and Adams, Dennis (2008) Differentiated Instruction for K-8 Math and Science. Eye on Education, Inc. 2008. Online available at http://books.google.com/books?id=ouAusqgTHT0C&dq=science+class+differentiated+instruction&source=gbs_summary_s&cad=0

Heacox, Diane. (2002). Differentiating Instruction in the Regular Classroom. Minneapolis: Free Spirit Publishing.

Khalsa, Sirinam S. (2004) Differentiated Instruction: How to Reach and Teach all Students. Douglas Lord Matthews. TEACHINGpoint, Jacksonville, FL. Online available at http://www.teaching-point.net/samples/websample.dif.inst.pdf

Kirkey, T. Differentiated Instruction and Enrichment Opportunities: An Action Research Report. www.nipissingu.ca/oar/PDFS/V833E.pdf

Saldanha, Winsome May (2007) Differentiated Instruction in Science Area. Online available at http://www.aiu.edu/publications/student/english/differentiated-instruction-in-science.htm

Smutny, Joan Franklin (2004) Differentiated Instruction for Young Gifted Children: How Parents Can Help. Parenting for High Potential September 2004. Online available at http://www.nagc.org/uploadedFiles/PHP/PHP_Article_Archive/2004/Sept/Differentiated%20for%20Young-Parents%20Can%20Help-Smutny-9_04PHP.pdf

Stenberg, R., Torff, B. & Grigorrenko, E. (1998).Teaching triarchically improves student achievement. Journal of Educational Psychology, 90,374-384

Tomlinson, C.A. (1999). The Differentiated Classroom. Retrieved February 11, 2005, at http://pdonline.ascd.org

Tomlinson, C.A. (1995) Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom. ERIC Digest E536. Online available at http://www.ericdigests.org/1996-3/mixed.htm

Toni, Theisen (2006) Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners. Online available at http://www.sedl.org/loteced/communique/n06.pdf

Willis, S., & Mann, L. (2004, November/December). Differentiated Instruction. Retrieved January 24, 2005, at http://www.ascd.org

Wyman, R.C. (2006) what impact does differentiating instruction and assessments have on teaching and learning? Master of Science in Science Education.htm

Differentiated Instruction in the Classroom

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