I need some help with one of my assignments – 2 years ago
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– 2 years ago
The final project for this class is a multimedia presentation to the mayor and city council of a city that is trying to entice a professional team to move to their city (e.g., NFL, NBA, WNBA, NWSL, NHL, etc.). You are the vice president of finance for a consulting firm that has been hired by the may…
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Order on TutorsGallery →The final project for this class is a multimedia presentation to the mayor and city council of a city that is trying to entice a professional team to move to their city (e.g., NFL, NBA, WNBA, NWSL, NHL, etc.). You are the vice president of finance for a consulting firm that has been hired by the mayor and city council to give them a detailed analysis of what it would take to entice a team to move to their city. You are a member of the five person team that will conduct the analysis and make a presentation to the mayor and city council. Your responsibility is to provide the financial analysis for the project which includes the construction of a sports venue to accommodate the team.
For this assignment you will develop the year one operating budget. You will also complete a year one through five revenue and expense profit/loss forecast both of which will become part of your final presentation. Review the information on operating budgets and forecasting in your resources. The numbers used in this assignment are to be a realistic estimate based on your research of similar projects. Use a spreadsheet application such as Excel for this assignment. Provide at least one graph on both the budget and the forecast to help the mayor and city council better understand the information that you are providing.
– 2 years ago
Policy Issue and Solution Assignment feedback from literature review assignment: Overall, this submission met the criteria for the grade awarded. However, there are some opportunities for improvement. See my rubric comments and markup file attachment for errors. Be certain that the instructions and …
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feedback from literature review assignment: Overall, this submission met the criteria for the grade awarded. However, there are some opportunities for improvement. See my rubric comments and markup file attachment for errors. Be certain that the instructions and rubric are well understood before beginning work. Review the proper citation format (and rules) in the current APA Publication Manual or a similar, reliable reference. Added review time and/or Online Writing Center assistance is recommended. Errors aside, this was a readily useful submission
attached are the instructions for current assignment as well as the literature review
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edwardsshaquanna_MKUP1.docx](https://www.sweetstudy.com/files/edwardsshaquanna-mkup1-docx "edwardsshaquanna_MKUP1.docx")
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ResearchPaperAssignmentInstructions2.docx](https://www.sweetstudy.com/files/researchpaperassignmentinstructions2-docx-10213275 "ResearchPaperAssignmentInstructions2.docx")
– 2 years ago
I need help with homework – 2 years ago **files (3)** – ## RequiredReferencesforweek2topic2assignment.docx – ## PhonologicalandPhonemicAwarenessInstructions.docx – ## PhonologicalAwarenessTemplateforweektwoassignment.docx **## RequiredReferencesforweek2topic2assignment.docx** Required Refences: Phon…
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– 2 years ago
**files (3)**
– ## RequiredReferencesforweek2topic2assignment.docx
– ## PhonologicalandPhonemicAwarenessInstructions.docx
– ## PhonologicalAwarenessTemplateforweektwoassignment.docx
**## RequiredReferencesforweek2topic2assignment.docx**
Required Refences:
Phonological Awareness and its Connection to Reading: Science of Reading
**Required**
Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT
… Read More
https://youtu.be/OIesTCGsA3g
Basics: Phonological and Phonemic Awareness
**Required**
Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.
https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness
What Is Scarborough’s Reading Rope and How Do Teachers Use It?
**Required**
Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs
… Read More
https://www.weareteachers.com/scarboroughs-rope/
44 Phonemes
**Required**
Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).
https://youtu.be/wBuA589kfMg
The Development of Phonological Skills
**Required**
Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.
https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills
Phonemic Awareness vs. Phonics
**Required**
Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).
https://journal.imse.com/phonemic-awareness-vs-phonics/
Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties
**Required**
Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located
… Read More
https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/
Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons
**Required**
Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on
… Read More
https://youtu.be/TRzXYtf
**## PhonologicalandPhonemicAwarenessInstructions.docx**
Requires Lopeswrite
Assessment Description
As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.
**Part 1: Phonological and Phonemic Awareness Strategies Chart**
Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.
**Part 2: Multisensory Integration**
Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**Part 3: Technology Integration**
Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Phonological Awareness**
18 points
**Criteria Description**
Phonological Awareness
**5. Target**
18 points
Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.
**4. Acceptable**
15.66 points
Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.
**No Submission**
0 points
Not addressed.
**Phonemic Awareness**
18 points
**Criteria Description**
Phonemic Awareness
**5. Target**
18 points
Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.
**4. Acceptable**
15.66 points
Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.
**No Submission**
0 points
Not addressed.
**Multisensory Integration**
6 points
**Criteria Description**
Multisensory Integration
**5. Target**
6 points
Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**4. Acceptable**
5.22 points
Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**No Submission**
0 points
Not addressed.
**Technology Integration**
6 points
**Criteria Description**
Technology Integration
**5. Target**
6 points
Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.
**4. Acceptable**
5.22 points
Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
6 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
5.22 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## PhonologicalAwarenessTemplateforweektwoassignment.docx**
__
**ELM-545 Phonological and Phonemic Awareness Template**
**Part 1: Phonological and Phonemic Awareness Strategies Chart**
| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |
**Part 2: Multisensory Integration**
| |
| — |
| |
**Part 3: Technology Integration**
| |
| — |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## PhonologicalAwarenessTemplateforweektwoassignment.docx**
__
**ELM-545 Phonological and Phonemic Awareness Template**
**Part 1: Phonological and Phonemic Awareness Strategies Chart**
| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |
**Part 2: Multisensory Integration**
| |
| — |
| |
**Part 3: Technology Integration**
| |
| — |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## RequiredReferencesforweek2topic2assignment.docx**
Required Refences:
Phonological Awareness and its Connection to Reading: Science of Reading
**Required**
Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT
… Read More
https://youtu.be/OIesTCGsA3g
Basics: Phonological and Phonemic Awareness
**Required**
Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.
https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness
What Is Scarborough’s Reading Rope and How Do Teachers Use It?
**Required**
Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs
… Read More
https://www.weareteachers.com/scarboroughs-rope/
44 Phonemes
**Required**
Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).
https://youtu.be/wBuA589kfMg
The Development of Phonological Skills
**Required**
Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.
https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills
Phonemic Awareness vs. Phonics
**Required**
Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).
https://journal.imse.com/phonemic-awareness-vs-phonics/
Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties
**Required**
Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located
… Read More
https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/
Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons
**Required**
Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on
… Read More
https://youtu.be/TRzXYtf
**## PhonologicalandPhonemicAwarenessInstructions.docx**
Requires Lopeswrite
Assessment Description
As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.
**Part 1: Phonological and Phonemic Awareness Strategies Chart**
Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.
**Part 2: Multisensory Integration**
Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**Part 3: Technology Integration**
Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Phonological Awareness**
18 points
**Criteria Description**
Phonological Awareness
**5. Target**
18 points
Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.
**4. Acceptable**
15.66 points
Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.
**No Submission**
0 points
Not addressed.
**Phonemic Awareness**
18 points
**Criteria Description**
Phonemic Awareness
**5. Target**
18 points
Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.
**4. Acceptable**
15.66 points
Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.
**No Submission**
0 points
Not addressed.
**Multisensory Integration**
6 points
**Criteria Description**
Multisensory Integration
**5. Target**
6 points
Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**4. Acceptable**
5.22 points
Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**No Submission**
0 points
Not addressed.
**Technology Integration**
6 points
**Criteria Description**
Technology Integration
**5. Target**
6 points
Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.
**4. Acceptable**
5.22 points
Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
6 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
5.22 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## PhonologicalAwarenessTemplateforweektwoassignment.docx**
__
**ELM-545 Phonological and Phonemic Awareness Template**
**Part 1: Phonological and Phonemic Awareness Strategies Chart**
| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |
**Part 2: Multisensory Integration**
| |
| — |
| |
**Part 3: Technology Integration**
| |
| — |
| |
**References**
© 2023. Grand Canyon University. All Rights Reserved.
## image1.jpeg
**## RequiredReferencesforweek2topic2assignment.docx**
Required Refences:
Phonological Awareness and its Connection to Reading: Science of Reading
**Required**
Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT
… Read More
https://youtu.be/OIesTCGsA3g
Basics: Phonological and Phonemic Awareness
**Required**
Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.
https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness
What Is Scarborough’s Reading Rope and How Do Teachers Use It?
**Required**
Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs
… Read More
https://www.weareteachers.com/scarboroughs-rope/
44 Phonemes
**Required**
Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).
https://youtu.be/wBuA589kfMg
The Development of Phonological Skills
**Required**
Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.
https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills
Phonemic Awareness vs. Phonics
**Required**
Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).
https://journal.imse.com/phonemic-awareness-vs-phonics/
Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties
**Required**
Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located
… Read More
https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/
Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons
**Required**
Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on
… Read More
https://youtu.be/TRzXYtf
**## PhonologicalandPhonemicAwarenessInstructions.docx**
Requires Lopeswrite
Assessment Description
As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.
**Part 1: Phonological and Phonemic Awareness Strategies Chart**
Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.
**Part 2: Multisensory Integration**
Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**Part 3: Technology Integration**
Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Phonological Awareness**
18 points
**Criteria Description**
Phonological Awareness
**5. Target**
18 points
Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.
**4. Acceptable**
15.66 points
Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.
**No Submission**
0 points
Not addressed.
**Phonemic Awareness**
18 points
**Criteria Description**
Phonemic Awareness
**5. Target**
18 points
Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.
**4. Acceptable**
15.66 points
Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.
**No Submission**
0 points
Not addressed.
**Multisensory Integration**
6 points
**Criteria Description**
Multisensory Integration
**5. Target**
6 points
Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**4. Acceptable**
5.22 points
Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.
**No Submission**
0 points
Not addressed.
**Technology Integration**
6 points
**Criteria Description**
Technology Integration
**5. Target**
6 points
Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.
**4. Acceptable**
5.22 points
Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
6 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
5.22 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## PhonologicalAwarenessTemplateforweektwoassignment.docx**
__
**ELM-545 Phonological and Phonemic Awareness Template**
**Part 1: Phonological and Phonemic Awareness Strategies Chart**
| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |
**Part 2: Multisensory Integration**
| |
| — |
| |
**Part 3: Technology Integration**
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**References**
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q1 Natadecha-Sponsel talks about, in "Individualism as an American Cultural Value," the role of communalism (e.g. focus on the group/community) as opposed to individualism. What do you see as the role of these two values in East Asia? And how do they compare to at least one of the other societies th…
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Natadecha-Sponsel talks about, in "Individualism as an American Cultural Value," the role of communalism (e.g. focus on the group/community) as opposed to individualism. What do you see as the role of these two values in East Asia? And how do they compare to at least one of the other societies that we've talked about?
q2
_Black Panther_ is about a futuristic society that avoided the calamities of European colonialism and thus, through control of their own resources and technological innovation, its people were able to thrive and far exceed the progress of other global societies. While this is fictional (a brand of storytelling called Afrofuturism), it reflects a way of considering the role of contingency in the past (e.g. how could things have been different).
Embracing this approach (but with a more historically-based approach), how might things have been different in Haiti if foreign countries had not insisted on intervening on a near-constant basis. You can use traditional narrative or tell a fictional story about the place that would exist.
q3
Assess the role of multi-culturalism in Europe. To what degree is European identity about ancestry and to what degree is it about belonging? Can people from e.g. former European colonies "be" European? Why or why not?
q4
Given that the United States had its own sphere of influence in the Western Hemisphere, which had its origin in the Monroe Doctrine in 1823, were the Soviets not justified in promoting their influence in Eastern Europe? (5 points) (see textbook, chap. 3)
q5
To what extent did the Korean War reflect the Cold War policy on both the U.S. and Communist sides? To what extent did the Korean War reflect a civil war in the aftermath of decolonization?
– 2 years ago
q1 Students will identify the cultures and societies (plural) of East Asia q2 Students will assess the role of foreign intervention in the making of modern Haiti Students will evaluate the role of creolization/hybridity in the making of Haitian society and culture q3 Students will assess the relatio…
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Students will identify the cultures and societies (plural) of East Asia
q2
Students will assess the role of foreign intervention in the making of modern Haiti
Students will evaluate the role of creolization/hybridity in the making of Haitian society and culture
q3
Students will assess the relationship between Europe and the world
q4
Students will assess the relationship between Mexico and the rest of North America.
Students will describe the development of Mexico as a multi-ethnic society.
– 2 years ago
PLEASE FOLLOW THE INSTRUCTIONS – 2 years ago **files (1)** – ## Week3-2Discussion.pdf **## Week3-2Discussion.pdf** 1 Prepare For this discussion, choose one article from the available action research articles in the Journal of Teacher Action Research and review the introduction and literature review…
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– 2 years ago
**files (1)**
– ## Week3-2Discussion.pdf
**## Week3-2Discussion.pdf**
1
Prepare
For this discussion, choose one article from the available action research articles in
the Journal of Teacher Action Research and review the introduction and literature review
sections of the article. These may be organized differently than how you will organize your
proposal, but many of the content elements will be similar.
Write
Based on the introduction and literature review of the article you chose, respond to each of the
following prompts below. Your response to each prompt should be no more than one to two
sentences:
1) Describe the professional role and setting of the action researcher who authored the
study.
2) Explain the purpose of the study.
3) Identify the problem the action researcher is attempting to address with their study.
4) Describe the population of the study.
5) Identify the research question of the study.
6) Explain how the study reflects that the area of focus is within the locus of control of
the action researcher.
[http://www.practicalteacherresearch.com/index.html](http://www.practicalteacherresearch.com/index.html)
**## Week3-2Discussion.pdf**
1
Prepare
For this discussion, choose one article from the available action research articles in
the Journal of Teacher Action Research and review the introduction and literature review
sections of the article. These may be organized differently than how you will organize your
proposal, but many of the content elements will be similar.
Write
Based on the introduction and literature review of the article you chose, respond to each of the
following prompts below. Your response to each prompt should be no more than one to two
sentences:
1) Describe the professional role and setting of the action researcher who authored the
study.
2) Explain the purpose of the study.
3) Identify the problem the action researcher is attempting to address with their study.
4) Describe the population of the study.
5) Identify the research question of the study.
6) Explain how the study reflects that the area of focus is within the locus of control of
the action researcher.
[http://www.practicalteacherresearch.com/index.html](http://www.practicalteacherresearch.com/index.html)
– 2 years ago **files (2)** – ## childdevelopment.docx – ## transcript.txt **## childdevelopment.docx** **Assignment 1 ( 1page)** In your essay, please be sure to respond to the following guiding questions: 1. Which tutorial did you complete? ( I completed Workshop 4 Cite sources with APA – Transcr…
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**files (2)**
– ## childdevelopment.docx
– ## transcript.txt
**## childdevelopment.docx**
**Assignment 1 ( 1page)**
In your essay, please be sure to respond to the following guiding questions:
1. Which tutorial did you complete? ( I completed Workshop 4 Cite sources with APA – Transcript attached)
2. What did you learn from this tutorial that you can apply in your coursework?
3. What personal academic goals will you set for yourself for this course?
Please formulate a brief essay (No references needed)
**Assignment 2 (1 page)**
Thinking of your own development, answer the following questions in an informal discussion post.
· Consider your own experience and provide examples from your life that illustrate the multidimensional nature of your development. Can you do the same for multidirectionality and for plasticity? How has the context in which you live and were raised influenced your development?
· Consider your own experience and provide examples from your life that illustrate how the interaction of these areas (physical, cognitive, and socioemotional) influences development.
**Assignment 3 – 1 page**
Within Chapter 3 of your textbook, you learned all about the limitations and capabilities of newborns. While newborns come into the world with functional sensory systems, they are still developing, choose
**ONE** sense to focus on, and describe:
· the newborn's capabilities and limitations specific to the chosen sense; and
· how newborns use this sense to bond with their caregivers.
You should rely on at least one outside scholarly or professional source when writing your submissions
Text book
Paris, J., Ricardo, A., & Rymond, D. (2019).
[Child Growth & Development](https://drive.google.com/file/d/1B4e6oKPTFeUE9tXsJMcjsczb6Kj7EfEb/view), is an Open Educational Resource (OER) book.
**## transcript.txt**
Let's talk about citing sources using the APA format. We'll begin by looking at some reasons why your professors ask you to cite your sources in the first place. If you dislike having to do the nitty gritty work of citing, you're not alone. Every student in the history of education has thought the exact same thing. However, there are valid reasons why citing is important. First, if you don't disclose where the ideas in your papers are from, that is both plagiarism and academic dishonesty, and these, whether accidental or intentional, can come with serious academic consequences. Second, everyone likes to get credit for their ideas. If you had a great idea at your job, but then a co-worker stole that idea and took credit for it, you'd likely be mad. The same applies to intellectual ideas and research. Citing allows you to give formal credit to the originators of information you use in your papers. Third, because you generally use outside sources of information as evidence for your own arguments and assertions within your writing, citing those sources allows readers to weigh the soundness of the evidence. Formatting those citations correctly also allows readers to locate those sources themselves. Lastly, in this age of easy copy pasting and various cheating tools to write papers, citing your sources is one way you can show your professors that you've spent the time learning the existing knowledge about your topic and that your writing is backed up by solid evidence. Citing basics. When do you need to cite something? Basically, anytime you use information that is not your original idea. The only exception to this is common, widely known facts. Think of this like if you asked a random person on the street about it, is there a good chance they would know it? If not, it may not be widely known. And so even if you know it, you should probably find a source that states that fact and cite that source. When you cite something in your academic writing, you need to do so using a formal citation style. We're looking at APA here, but there are dozens of others used within various fields of study or in different parts of the world, such as MLA, Chicago, and more. The basic idea is when you need to cite something, you look up the guidelines and choose an example from those provided that matches the sources you have. In those cases where what you're citing doesn't fit neatly within a single example, which will happen, it's your responsibility to make a choice and apply the structure from that example to the information you have from your chosen source. When you cite, you need to have citation information in two places in your paper. In text, alongside the quoted or paraphrased information, and at the end of the paper in a bibliography, which in APA is called the References page. Let's take a closer look at in-text citing. In APA, the information you need to include in-text is author last name year of publication, and only if available, and not summarizing, the page number where the quote or paraphrase is located within the work. There are two ways to format an in-text citation. The first way is one you've likely seen the most, and if you've already done some citing, have used. This is called a parenthetical in-text citation. Parenthetical because the citation is put inside parentheses after the quote or the paraphrase. Here are some examples. Note the second example didn't have a page number, and so that part was omitted. However, there is a second way to format in-text citations, and I would argue in many circumstances, a superior way. This is called a narrative in-text citation, narrative because you can put some parts of the citation before the quote or paraphrase and integrate it into your own narrative voice. Here are some examples as above, but formatted narratively. If you compare the two sets of examples, they contain the exact same information, but notice the narrative citation can provide some additional context to your reader about who the information is from and when it was published. When you use sources as evidence for assertions in your writing, if you can provide that context before the quote or paraphrase is read, the persuasive power of the evidence is often increased. This format also just flows better when reading it. Let's look at some more examples to hammer home the differences between the in-text methods and why you should consider sometimes using narrative formatting instead of parenthetical. So on the screen is an example of a parent in-text citation. You have the quote, and then in parentheses, you have the author last name with a comma, then a space, then the year of publication, followed by another coma and a space, and then lowercase p period, space, the page number where that quote is located within the source. A narrative example, the same thing, states Jones, parentheses 2016, states that this is an example of a direct quote using the most common citation method. In this example, if there is a page number, the only thing that goes in parentheses at the end is the page number. Here are some more narrative in-text examples using paraphrasing, which we'll talk about next. And as you'll see, when you paraphrase, using the narrative in-text citation methodology is probably strongly suggested. So in the first example, we have: This condition has led to what Arthur Schlesinger junior, 1987, describes as a secrecy state, which is a source of power and an efficient way of covering up the embarrassments, blunders, follies, and crimes of the ruling regime. Page five in parentheses. Here's another example using a paraphrase summary of a work. In this case, the summary of a chapter. Freud, 1975, focuses especially on what he terms dream censorship, whereby the patient in describing dreams will omit key pieces of information in parentheses, chap. 9. So in this case, it's a summary of a chapter within a larger work by Freud from 1975. And for any other details like the title, the page numbers, things like that. You reader can then use the author last name and date to go to the bibliography at the end of the paper and look up those details. Now I'm asking you to pause the video and write out a narrative in-text citation with a direct quote of the passage below. There's no judgment here. This is just practice. Okay, if you're unpausing, I'm now going to forward to some possible solutions to creating a narrative in-text citation for this passage. So there's 2 examples on the screen of a narrative in-text citation. The first one says, Melillo, in parentheses 2014, found that the projected costs associated with 1 ft of sea level rise by 2100 are roughly $200,000,000,000. And since you'll note that there's no page numbers on the web document, so the page number and the parentheses at the end are omitted. Now let's look at the APA References page, the bibliography at the end of your paper. There are some general guidelines involved here. First, the References page is a separate page and it is titled References, which is centered and in bold at the top of the page. Each line after the first, for each entry, uses what's called a hanging indent, which is an indent of half an inch, and we'll look at examples of this in a moment. And if you're wondering how to create a hanging indent, there are methods within Microsoft Word that can allow you to do this after you've written out your references, and you can simply go to YouTube or Google and search on hanging indent Microsoft Word, and you'll see the methods to do that. Now your References page entries should be alphabetized by author last name. For middle and first names, you only use initials. Here's an example, Williams, space, J, period M. If there isn't a named author, what do you do? In most cases, you'll instead use what's called a group author. What you do is use the organization or agency that has produced the work as a substitute for the author. In the rare case where there's a completely unknown author, this usually refers to historical works where someone has written something anonymously or we simply don't know who wrote it. You move the title of the work to the beginning and don't have an author, and it's alphabetized that way. But in most cases, web pages and things like that, you'll use the name of the organization that has created the page. Now, here's one that trips up a lot of students because it's not intuitive, but it is the way APA does it. And that is, for article and book titles and subtitles, you ONLY capitalize the first letter of the first word of those titles and subtitles. The only exceptions are proper nouns, and here's some examples. So the first one is an article or a web page where you have Capitalist economies in Europe, colon Evolving or a dying breed. As you can see, Capitalist is capitalized with the C, and Europe because it's a proper noun, has the E capitalized. And then you have the subtitle Evolving or a dying breed, where just evolving has its first letter capitalized. And the second example, we have a book, and note that book titles are also in italics, but you have the same capitalization of the title. And take a note that if you use a citation generating tool, like as provided in a lot of the library databases, they can make errors, especially in the capitalization of titles. So while those tools can be a good starting point for generating references, proof read them, especially in the capitalization of the titles. Now, journal articles also include a journal title, and those are capitalized normally and also in italics. So sort of think of them like the similar to a book, they're what the article is in. So the journal title is capitalized normally, but it is in italics. Each entry on the APA References page should be double spaced. And a period should appear at the end of each entry unless you have a web address, a URL. In those cases, you do not have a period at the end of the entry. Now let's talk a little bit about what's called a DOI, which generally applies to journal articles only. This DOI stands for digital object identifier. And basically, it's very similar to a URL or a web address, but it's sort of platform agnostic, and it's not assigned to all journal articles, but if available, you use a DOI instead of the URL or web address that's normally displayed within the browsers' address bar. And in a lot of library databases, you'll often find the DOI listed there. If there isn't a DOI for a journal article and it's from a library database, you omit the web address or URL. And by the way, just a reminder that you aren't necessarily required or being asked to memorize all these details. And at the end, I'll show you where you can go in the library to look up all these details when the time comes. On the screen now are some example references formatted. So in the first one is a book reference, and you can see it as author last name, space, one initial, so there was no middle name. And then in parentheses, you have the date of publication. And then a period following that, you have the title of the book in italics with just the first letter of the first word capitalized with no subtle. And then because it's a printed book, you have the name of the publisher. Now, if it was an e book, you would likely instead provide a web address. Instead of the publisher information. The second example is an example of a report from the web. In this case, you have a group author. So it's the American Psychological Association. And by the way, when you have something like American Psychological Association, which is abbreviated as APA, you do not use the abbreviation when citing the group author. So you spell it out. If it's United Nations, you do not use UN, Use United Nations. Then you can also see that this report reference has a web address, and so there's no period at the end of it. And the third example is a journal article reference, and you can see it has multiple authors, and I'm going to show you at the end where you can look up all the details if you have more than one author because there are some permutations in there that we're not going to have time to go over right now. But in this case, you can see you have the article title, not in italics, but with the capitalization of just the first letter of the first word in the title. And then you have followed by the journal title where the article resides, that is in italics and it's capitalized normally. And then usually have the volume and issue. And it looks a little weird, but you usually have the issue in parentheses, with no space between, immediately following the volume. And then you usually have the page range of the article. And in this case, you can see it also includes a DOI web address. So you can usually tell it's a DOI when it has doi.org in the web address, right after the HTTP part. So those are some examples. Let's talk a little bit about overall APA paper formatting. And first off, if you're unsure if you need to format your entire paper in APA and not just not just the citations, ask your instructor, because keep in mind that these citation formats were not designed for things like discussion forums and non-paper assignments. So if you're unclear, ask your instructor and any guidelines they give you should apply. And they can you know, at their discretion, professors, of course, can choose to override what's in the general APA guidelines. Just like on the References page, your text should be double spaced, and you should have 1 inch margins on all sides. The page numbers should be in the top right, starting with the title page and including the references page. And there is a method in Microsoft Word to format, what's called the Header, where you can include those page numbers and format them to the right as required. And again, you can Google or search YouTube for methods and how to do that, if unsure. So in general, your paper should consist of the title page, the text or the body of your paper, and a References page. And in some, you know, more advanced cases and in formal publications, sometimes you'll have supplemental material charts and graphs and things like that, but we won't go into those details. And of course, always refer to the specific assignment instructions, as well as the APA sample papers, which I'm going to show you at the end for all these details. I've been doing this APA teaching for more than 20 years, and I can tell you that I do not have all these details memorized. I just know where to quickly look them up when the time comes to know them. All right. Let's talk a little bit about paraphrasing. Now, what is paraphrasing? It involves taking a passage, an idea or a summary of a source and putting that information into your own words and into your own sentence structure, using your own voice to describe that idea or information. Now, when you do this, even though it's in your own words, you still must also cite it both in-text and on your References page. Now, when you paraphrase, you're usually making the original passage more condensed, shorter than the original. You're taking a segment from the source and condensing it. That is one of the key factors in paraphrasing. Now, when you paraphrase, you generally need to go beyond just changing some of the words, you want to restructure and rewrite that information as completely as possible. And the key to this is when you're reading your sources, and I can't stress this enough. Take notes and jot down ideas in your own words. Don't just highlight the text, because if you take that extra step to take notes and ideas in your own words, whether it's in the margins of a printout, on a separate piece of paper or in a word document or on your phone, If you can put those things in your own words, you will have gone at least halfway into creating a paraphrase right from there. In addition, good note taking habits are the key to learning in general. So I cannot stress enough that if you don't already have a good note taking habit and writing things in your own words, that you spend some time developing that because it can help you immensely in your academic career. All right, let's look at an example. So here's an original passage from a book, an old book. It says, students frequently overuse direct quotation and taking notes. And as a result, they over used quotations in the final research paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. And then there's some information there about where it's from. Let's look at some paraphrases of information from that. So here's one example. And this includes, you'll notice, the narrative in text citation formatting that we talked about earlier. Lester, 1976, argues that in research papers, students often quote excessively, failing to keep quoted material down to a desirable level closer to 10%. And then in parentheses, pages 46 through 47. Now, you notice that this is a distillation of what's in the longer passage. It condenses that information and just focuses in on the key piece of information that the person wanted to use when they created the paraphrase, which is that 10% number. Here's another example. Lester, 1976, suggests that students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper. Again, page numbers 46 through 47. Again, you'll notice that it's condensed. It's just sort of summarizing the passage and the idea within it. Now, let's finally look at an example that would probably be considered plagiarism. And in this one, it says, Lester, 1976, suggests that students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. So you may notice in looking at this that includes a proper narrative in text citation. So that isn't a problem. So why might this be considered an act of plagiarism? And the answer is that what I did when I created this last plagiarized paraphrase is that I simply took out a thesaurus and changed about half the words from the original passage. And if you compare this last paraphrase to the original passage, you'll notice it contains all the exact same sentence structure. It just changes some of the words. So when you paraphrase, Again, it's more than just changing some of the words. You want to, if at all possible. Sometimes it isn't possible, if it's a very short piece of information. But when you paraphrase, you want to condense it and change the sentence structure as much as possible. Now, you may be asking yourself at this point, why should I bother paraphrasing? And there are several reasons for this. Number one, paraphrasing is a very powerful, persuasive tool in academic writing. It's the most powerful way to leverage the evidence in your sources and weave it into your own assertions and arguments. And the best writers, the most persuasive writers use this method a lot. Secondly, And more practically, if you can take that extra step in just paraphrasing a couple of things the next time you write a paper, I can pretty much guarantee that your professor will notice, and it'll make your writing stick out to that professor. And hopefully, it might have a positive impact on the grade of that particular assignment. Finally, let's look at where in the library, you can get help with citing sources. First of all, you'll notice here on the library homepage. There is a chat with the librarian 24-7 appear in the right. And if you have questions, you can always contact a librarian to get those questions answered about citing. This is something that all students struggle with at one time or another, so don't hesitate to ask for help. For self help, and if you ask a librarian, we'll probably refer you to these materials because we won't do these citations for you. If I scroll down below the OneSearch under the Get help section in the middle column of the library, there's the first link there it says Citing and Citation Tools. So I'm going to click on that. And then there are blue tabs near the top of the page, and I'm going to click on the one for APA. And then I will see a bunch of help materials for APA. Now, I'm just going to point out a couple of important ones, but there are others, including video tutorials similar to this that you can explore if you so choose. The first link on the left side is a word template for APA student papers. And this is very helpful if you're being asked to format your entire paper in APA, because what this does is provide a already formatted word APA paper, including a title page and a references page, and you just have to take out the example material and replace it with your own writing. So it's a good way to get a head start on that formatting. The second link is the APA style guide seventh edition Owl. And this is the de facto go to for looking up APA details in on the web. And so I'm going to show you this just real briefly. If I click on it, it'll take me to the Perdue University APA Style Guide. And what you'll do is come here and use the left side menu to get all the sort of nitty gritty details that you'll not have memorized and you'll want to look up. So you can see there's two sections here for In-text citations, the basics, which you'll give you examples and things like that. And in text citations, author authors. And so if you have questions about, well, there's no author included or I have five authors, how do I format that? That's where you go for that. And then there's some sections here for reference list. And you can see there's basic rules, author authors, again, for permutations and authors and how to format that. And then you'll have sections for various types of publications. And you're going to generally here at Empire, you're probably going to be mostly using electronic sources. And so this will have examples of journal articles, web pages, ebooks, those types of things. But you can explore all those on your own. Coming back to the APA Empire page. There are some details here about doing intex citations in the APA, if you ever want to review what we've discussed. There's a Quick Tips handout that covers some of the basics that I encourage you to print out and just keep it handy if you're going to be doing a lot of writing with APA. But a really important one that a lot of students like is the APA references examples. And so I'm just going to show you this real quickly. And this is, as the name implies, it's just a list of examples in with various publication styles. So, for example, there's a section here for periodicals on journal article references, magazine and newspaper articles, book and E book references, and all sorts of other things, report by government agency, dissertations, those types of things. You can find all those examples. And what you generally want to do is find the example that most closely fits what you have in front of you. Look at the format provided, and then sub in your own materials. So you can see, you know, here's where the periods you go. Here's what needs to be in italics. Here's how things need to be capitalized. Here's how to format the author, and those types of things. You can see that and apply that to the information from your specific sources, okay? Okay. Lastly, I just want to point out that there are some sample papers with annotations explaining how things are formatted. So you can explore those to see how a paper is laid out, what a references page and a KDO page looks like fully filled out, and you can explore that as well. And there's more materials available. So that is it for siting with APA. So, just remember, you can always reach out to a librarian with any questions, and there's lots of self help materials available from the library home page as well.
**## transcript.txt**
Let's talk about citing sources using the APA format. We'll begin by looking at some reasons why your professors ask you to cite your sources in the first place. If you dislike having to do the nitty gritty work of citing, you're not alone. Every student in the history of education has thought the exact same thing. However, there are valid reasons why citing is important. First, if you don't disclose where the ideas in your papers are from, that is both plagiarism and academic dishonesty, and these, whether accidental or intentional, can come with serious academic consequences. Second, everyone likes to get credit for their ideas. If you had a great idea at your job, but then a co-worker stole that idea and took credit for it, you'd likely be mad. The same applies to intellectual ideas and research. Citing allows you to give formal credit to the originators of information you use in your papers. Third, because you generally use outside sources of information as evidence for your own arguments and assertions within your writing, citing those sources allows readers to weigh the soundness of the evidence. Formatting those citations correctly also allows readers to locate those sources themselves. Lastly, in this age of easy copy pasting and various cheating tools to write papers, citing your sources is one way you can show your professors that you've spent the time learning the existing knowledge about your topic and that your writing is backed up by solid evidence. Citing basics. When do you need to cite something? Basically, anytime you use information that is not your original idea. The only exception to this is common, widely known facts. Think of this like if you asked a random person on the street about it, is there a good chance they would know it? If not, it may not be widely known. And so even if you know it, you should probably find a source that states that fact and cite that source. When you cite something in your academic writing, you need to do so using a formal citation style. We're looking at APA here, but there are dozens of others used within various fields of study or in different parts of the world, such as MLA, Chicago, and more. The basic idea is when you need to cite something, you look up the guidelines and choose an example from those provided that matches the sources you have. In those cases where what you're citing doesn't fit neatly within a single example, which will happen, it's your responsibility to make a choice and apply the structure from that example to the information you have from your chosen source. When you cite, you need to have citation information in two places in your paper. In text, alongside the quoted or paraphrased information, and at the end of the paper in a bibliography, which in APA is called the References page. Let's take a closer look at in-text citing. In APA, the information you need to include in-text is author last name year of publication, and only if available, and not summarizing, the page number where the quote or paraphrase is located within the work. There are two ways to format an in-text citation. The first way is one you've likely seen the most, and if you've already done some citing, have used. This is called a parenthetical in-text citation. Parenthetical because the citation is put inside parentheses after the quote or the paraphrase. Here are some examples. Note the second example didn't have a page number, and so that part was omitted. However, there is a second way to format in-text citations, and I would argue in many circumstances, a superior way. This is called a narrative in-text citation, narrative because you can put some parts of the citation before the quote or paraphrase and integrate it into your own narrative voice. Here are some examples as above, but formatted narratively. If you compare the two sets of examples, they contain the exact same information, but notice the narrative citation can provide some additional context to your reader about who the information is from and when it was published. When you use sources as evidence for assertions in your writing, if you can provide that context before the quote or paraphrase is read, the persuasive power of the evidence is often increased. This format also just flows better when reading it. Let's look at some more examples to hammer home the differences between the in-text methods and why you should consider sometimes using narrative formatting instead of parenthetical. So on the screen is an example of a parent in-text citation. You have the quote, and then in parentheses, you have the author last name with a comma, then a space, then the year of publication, followed by another coma and a space, and then lowercase p period, space, the page number where that quote is located within the source. A narrative example, the same thing, states Jones, parentheses 2016, states that this is an example of a direct quote using the most common citation method. In this example, if there is a page number, the only thing that goes in parentheses at the end is the page number. Here are some more narrative in-text examples using paraphrasing, which we'll talk about next. And as you'll see, when you paraphrase, using the narrative in-text citation methodology is probably strongly suggested. So in the first example, we have: This condition has led to what Arthur Schlesinger junior, 1987, describes as a secrecy state, which is a source of power and an efficient way of covering up the embarrassments, blunders, follies, and crimes of the ruling regime. Page five in parentheses. Here's another example using a paraphrase summary of a work. In this case, the summary of a chapter. Freud, 1975, focuses especially on what he terms dream censorship, whereby the patient in describing dreams will omit key pieces of information in parentheses, chap. 9. So in this case, it's a summary of a chapter within a larger work by Freud from 1975. And for any other details like the title, the page numbers, things like that. You reader can then use the author last name and date to go to the bibliography at the end of the paper and look up those details. Now I'm asking you to pause the video and write out a narrative in-text citation with a direct quote of the passage below. There's no judgment here. This is just practice. Okay, if you're unpausing, I'm now going to forward to some possible solutions to creating a narrative in-text citation for this passage. So there's 2 examples on the screen of a narrative in-text citation. The first one says, Melillo, in parentheses 2014, found that the projected costs associated with 1 ft of sea level rise by 2100 are roughly $200,000,000,000. And since you'll note that there's no page numbers on the web document, so the page number and the parentheses at the end are omitted. Now let's look at the APA References page, the bibliography at the end of your paper. There are some general guidelines involved here. First, the References page is a separate page and it is titled References, which is centered and in bold at the top of the page. Each line after the first, for each entry, uses what's called a hanging indent, which is an indent of half an inch, and we'll look at examples of this in a moment. And if you're wondering how to create a hanging indent, there are methods within Microsoft Word that can allow you to do this after you've written out your references, and you can simply go to YouTube or Google and search on hanging indent Microsoft Word, and you'll see the methods to do that. Now your References page entries should be alphabetized by author last name. For middle and first names, you only use initials. Here's an example, Williams, space, J, period M. If there isn't a named author, what do you do? In most cases, you'll instead use what's called a group author. What you do is use the organization or agency that has produced the work as a substitute for the author. In the rare case where there's a completely unknown author, this usually refers to historical works where someone has written something anonymously or we simply don't know who wrote it. You move the title of the work to the beginning and don't have an author, and it's alphabetized that way. But in most cases, web pages and things like that, you'll use the name of the organization that has created the page. Now, here's one that trips up a lot of students because it's not intuitive, but it is the way APA does it. And that is, for article and book titles and subtitles, you ONLY capitalize the first letter of the first word of those titles and subtitles. The only exceptions are proper nouns, and here's some examples. So the first one is an article or a web page where you have Capitalist economies in Europe, colon Evolving or a dying breed. As you can see, Capitalist is capitalized with the C, and Europe because it's a proper noun, has the E capitalized. And then you have the subtitle Evolving or a dying breed, where just evolving has its first letter capitalized. And the second example, we have a book, and note that book titles are also in italics, but you have the same capitalization of the title. And take a note that if you use a citation generating tool, like as provided in a lot of the library databases, they can make errors, especially in the capitalization of titles. So while those tools can be a good starting point for generating references, proof read them, especially in the capitalization of the titles. Now, journal articles also include a journal title, and those are capitalized normally and also in italics. So sort of think of them like the similar to a book, they're what the article is in. So the journal title is capitalized normally, but it is in italics. Each entry on the APA References page should be double spaced. And a period should appear at the end of each entry unless you have a web address, a URL. In those cases, you do not have a period at the end of the entry. Now let's talk a little bit about what's called a DOI, which generally applies to journal articles only. This DOI stands for digital object identifier. And basically, it's very similar to a URL or a web address, but it's sort of platform agnostic, and it's not assigned to all journal articles, but if available, you use a DOI instead of the URL or web address that's normally displayed within the browsers' address bar. And in a lot of library databases, you'll often find the DOI listed there. If there isn't a DOI for a journal article and it's from a library database, you omit the web address or URL. And by the way, just a reminder that you aren't necessarily required or being asked to memorize all these details. And at the end, I'll show you where you can go in the library to look up all these details when the time comes. On the screen now are some example references formatted. So in the first one is a book reference, and you can see it as author last name, space, one initial, so there was no middle name. And then in parentheses, you have the date of publication. And then a period following that, you have the title of the book in italics with just the first letter of the first word capitalized with no subtle. And then because it's a printed book, you have the name of the publisher. Now, if it was an e book, you would likely instead provide a web address. Instead of the publisher information. The second example is an example of a report from the web. In this case, you have a group author. So it's the American Psychological Association. And by the way, when you have something like American Psychological Association, which is abbreviated as APA, you do not use the abbreviation when citing the group author. So you spell it out. If it's United Nations, you do not use UN, Use United Nations. Then you can also see that this report reference has a web address, and so there's no period at the end of it. And the third example is a journal article reference, and you can see it has multiple authors, and I'm going to show you at the end where you can look up all the details if you have more than one author because there are some permutations in there that we're not going to have time to go over right now. But in this case, you can see you have the article title, not in italics, but with the capitalization of just the first letter of the first word in the title. And then you have followed by the journal title where the article resides, that is in italics and it's capitalized normally. And then usually have the volume and issue. And it looks a little weird, but you usually have the issue in parentheses, with no space between, immediately following the volume. And then you usually have the page range of the article. And in this case, you can see it also includes a DOI web address. So you can usually tell it's a DOI when it has doi.org in the web address, right after the HTTP part. So those are some examples. Let's talk a little bit about overall APA paper formatting. And first off, if you're unsure if you need to format your entire paper in APA and not just not just the citations, ask your instructor, because keep in mind that these citation formats were not designed for things like discussion forums and non-paper assignments. So if you're unclear, ask your instructor and any guidelines they give you should apply. And they can you know, at their discretion, professors, of course, can choose to override what's in the general APA guidelines. Just like on the References page, your text should be double spaced, and you should have 1 inch margins on all sides. The page numbers should be in the top right, starting with the title page and including the references page. And there is a method in Microsoft Word to format, what's called the Header, where you can include those page numbers and format them to the right as required. And again, you can Google or search YouTube for methods and how to do that, if unsure. So in general, your paper should consist of the title page, the text or the body of your paper, and a References page. And in some, you know, more advanced cases and in formal publications, sometimes you'll have supplemental material charts and graphs and things like that, but we won't go into those details. And of course, always refer to the specific assignment instructions, as well as the APA sample papers, which I'm going to show you at the end for all these details. I've been doing this APA teaching for more than 20 years, and I can tell you that I do not have all these details memorized. I just know where to quickly look them up when the time comes to know them. All right. Let's talk a little bit about paraphrasing. Now, what is paraphrasing? It involves taking a passage, an idea or a summary of a source and putting that information into your own words and into your own sentence structure, using your own voice to describe that idea or information. Now, when you do this, even though it's in your own words, you still must also cite it both in-text and on your References page. Now, when you paraphrase, you're usually making the original passage more condensed, shorter than the original. You're taking a segment from the source and condensing it. That is one of the key factors in paraphrasing. Now, when you paraphrase, you generally need to go beyond just changing some of the words, you want to restructure and rewrite that information as completely as possible. And the key to this is when you're reading your sources, and I can't stress this enough. Take notes and jot down ideas in your own words. Don't just highlight the text, because if you take that extra step to take notes and ideas in your own words, whether it's in the margins of a printout, on a separate piece of paper or in a word document or on your phone, If you can put those things in your own words, you will have gone at least halfway into creating a paraphrase right from there. In addition, good note taking habits are the key to learning in general. So I cannot stress enough that if you don't already have a good note taking habit and writing things in your own words, that you spend some time developing that because it can help you immensely in your academic career. All right, let's look at an example. So here's an original passage from a book, an old book. It says, students frequently overuse direct quotation and taking notes. And as a result, they over used quotations in the final research paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. And then there's some information there about where it's from. Let's look at some paraphrases of information from that. So here's one example. And this includes, you'll notice, the narrative in text citation formatting that we talked about earlier. Lester, 1976, argues that in research papers, students often quote excessively, failing to keep quoted material down to a desirable level closer to 10%. And then in parentheses, pages 46 through 47. Now, you notice that this is a distillation of what's in the longer passage. It condenses that information and just focuses in on the key piece of information that the person wanted to use when they created the paraphrase, which is that 10% number. Here's another example. Lester, 1976, suggests that students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper. Again, page numbers 46 through 47. Again, you'll notice that it's condensed. It's just sort of summarizing the passage and the idea within it. Now, let's finally look at an example that would probably be considered plagiarism. And in this one, it says, Lester, 1976, suggests that students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. So you may notice in looking at this that includes a proper narrative in text citation. So that isn't a problem. So why might this be considered an act of plagiarism? And the answer is that what I did when I created this last plagiarized paraphrase is that I simply took out a thesaurus and changed about half the words from the original passage. And if you compare this last paraphrase to the original passage, you'll notice it contains all the exact same sentence structure. It just changes some of the words. So when you paraphrase, Again, it's more than just changing some of the words. You want to, if at all possible. Sometimes it isn't possible, if it's a very short piece of information. But when you paraphrase, you want to condense it and change the sentence structure as much as possible. Now, you may be asking yourself at this point, why should I bother paraphrasing? And there are several reasons for this. Number one, paraphrasing is a very powerful, persuasive tool in academic writing. It's the most powerful way to leverage the evidence in your sources and weave it into your own assertions and arguments. And the best writers, the most persuasive writers use this method a lot. Secondly, And more practically, if you can take that extra step in just paraphrasing a couple of things the next time you write a paper, I can pretty much guarantee that your professor will notice, and it'll make your writing stick out to that professor. And hopefully, it might have a positive impact on the grade of that particular assignment. Finally, let's look at where in the library, you can get help with citing sources. First of all, you'll notice here on the library homepage. There is a chat with the librarian 24-7 appear in the right. And if you have questions, you can always contact a librarian to get those questions answered about citing. This is something that all students struggle with at one time or another, so don't hesitate to ask for help. For self help, and if you ask a librarian, we'll probably refer you to these materials because we won't do these citations for you. If I scroll down below the OneSearch under the Get help section in the middle column of the library, there's the first link there it says Citing and Citation Tools. So I'm going to click on that. And then there are blue tabs near the top of the page, and I'm going to click on the one for APA. And then I will see a bunch of help materials for APA. Now, I'm just going to point out a couple of important ones, but there are others, including video tutorials similar to this that you can explore if you so choose. The first link on the left side is a word template for APA student papers. And this is very helpful if you're being asked to format your entire paper in APA, because what this does is provide a already formatted word APA paper, including a title page and a references page, and you just have to take out the example material and replace it with your own writing. So it's a good way to get a head start on that formatting. The second link is the APA style guide seventh edition Owl. And this is the de facto go to for looking up APA details in on the web. And so I'm going to show you this just real briefly. If I click on it, it'll take me to the Perdue University APA Style Guide. And what you'll do is come here and use the left side menu to get all the sort of nitty gritty details that you'll not have memorized and you'll want to look up. So you can see there's two sections here for In-text citations, the basics, which you'll give you examples and things like that. And in text citations, author authors. And so if you have questions about, well, there's no author included or I have five authors, how do I format that? That's where you go for that. And then there's some sections here for reference list. And you can see there's basic rules, author authors, again, for permutations and authors and how to format that. And then you'll have sections for various types of publications. And you're going to generally here at Empire, you're probably going to be mostly using electronic sources. And so this will have examples of journal articles, web pages, ebooks, those types of things. But you can explore all those on your own. Coming back to the APA Empire page. There are some details here about doing intex citations in the APA, if you ever want to review what we've discussed. There's a Quick Tips handout that covers some of the basics that I encourage you to print out and just keep it handy if you're going to be doing a lot of writing with APA. But a really important one that a lot of students like is the APA references examples. And so I'm just going to show you this real quickly. And this is, as the name implies, it's just a list of examples in with various publication styles. So, for example, there's a section here for periodicals on journal article references, magazine and newspaper articles, book and E book references, and all sorts of other things, report by government agency, dissertations, those types of things. You can find all those examples. And what you generally want to do is find the example that most closely fits what you have in front of you. Look at the format provided, and then sub in your own materials. So you can see, you know, here's where the periods you go. Here's what needs to be in italics. Here's how things need to be capitalized. Here's how to format the author, and those types of things. You can see that and apply that to the information from your specific sources, okay? Okay. Lastly, I just want to point out that there are some sample papers with annotations explaining how things are formatted. So you can explore those to see how a paper is laid out, what a references page and a KDO page looks like fully filled out, and you can explore that as well. And there's more materials available. So that is it for siting with APA. So, just remember, you can always reach out to a librarian with any questions, and there's lots of self help materials available from the library home page as well.
**## childdevelopment.docx**
**Assignment 1 ( 1page)**
In your essay, please be sure to respond to the following guiding questions:
1. Which tutorial did you complete? ( I completed Workshop 4 Cite sources with APA – Transcript attached)
2. What did you learn from this tutorial that you can apply in your coursework?
3. What personal academic goals will you set for yourself for this course?
Please formulate a brief essay (No references needed)
**Assignment 2 (1 page)**
Thinking of your own development, answer the following questions in an informal discussion post.
· Consider your own experience and provide examples from your life that illustrate the multidimensional nature of your development. Can you do the same for multidirectionality and for plasticity? How has the context in which you live and were raised influenced your development?
· Consider your own experience and provide examples from your life that illustrate how the interaction of these areas (physical, cognitive, and socioemotional) influences development.
**Assignment 3 – 1 page**
Within Chapter 3 of your textbook, you learned all about the limitations and capabilities of newborns. While newborns come into the world with functional sensory systems, they are still developing, choose
**ONE** sense to focus on, and describe:
· the newborn's capabilities and limitations specific to the chosen sense; and
· how newborns use this sense to bond with their caregivers.
You should rely on at least one outside scholarly or professional source when writing your submissions
Text book
Paris, J., Ricardo, A., & Rymond, D. (2019).
[Child Growth & Development](https://drive.google.com/file/d/1B4e6oKPTFeUE9tXsJMcjsczb6Kj7EfEb/view), is an Open Educational Resource (OER) book.
**## transcript.txt**
Let's talk about citing sources using the APA format. We'll begin by looking at some reasons why your professors ask you to cite your sources in the first place. If you dislike having to do the nitty gritty work of citing, you're not alone. Every student in the history of education has thought the exact same thing. However, there are valid reasons why citing is important. First, if you don't disclose where the ideas in your papers are from, that is both plagiarism and academic dishonesty, and these, whether accidental or intentional, can come with serious academic consequences. Second, everyone likes to get credit for their ideas. If you had a great idea at your job, but then a co-worker stole that idea and took credit for it, you'd likely be mad. The same applies to intellectual ideas and research. Citing allows you to give formal credit to the originators of information you use in your papers. Third, because you generally use outside sources of information as evidence for your own arguments and assertions within your writing, citing those sources allows readers to weigh the soundness of the evidence. Formatting those citations correctly also allows readers to locate those sources themselves. Lastly, in this age of easy copy pasting and various cheating tools to write papers, citing your sources is one way you can show your professors that you've spent the time learning the existing knowledge about your topic and that your writing is backed up by solid evidence. Citing basics. When do you need to cite something? Basically, anytime you use information that is not your original idea. The only exception to this is common, widely known facts. Think of this like if you asked a random person on the street about it, is there a good chance they would know it? If not, it may not be widely known. And so even if you know it, you should probably find a source that states that fact and cite that source. When you cite something in your academic writing, you need to do so using a formal citation style. We're looking at APA here, but there are dozens of others used within various fields of study or in different parts of the world, such as MLA, Chicago, and more. The basic idea is when you need to cite something, you look up the guidelines and choose an example from those provided that matches the sources you have. In those cases where what you're citing doesn't fit neatly within a single example, which will happen, it's your responsibility to make a choice and apply the structure from that example to the information you have from your chosen source. When you cite, you need to have citation information in two places in your paper. In text, alongside the quoted or paraphrased information, and at the end of the paper in a bibliography, which in APA is called the References page. Let's take a closer look at in-text citing. In APA, the information you need to include in-text is author last name year of publication, and only if available, and not summarizing, the page number where the quote or paraphrase is located within the work. There are two ways to format an in-text citation. The first way is one you've likely seen the most, and if you've already done some citing, have used. This is called a parenthetical in-text citation. Parenthetical because the citation is put inside parentheses after the quote or the paraphrase. Here are some examples. Note the second example didn't have a page number, and so that part was omitted. However, there is a second way to format in-text citations, and I would argue in many circumstances, a superior way. This is called a narrative in-text citation, narrative because you can put some parts of the citation before the quote or paraphrase and integrate it into your own narrative voice. Here are some examples as above, but formatted narratively. If you compare the two sets of examples, they contain the exact same information, but notice the narrative citation can provide some additional context to your reader about who the information is from and when it was published. When you use sources as evidence for assertions in your writing, if you can provide that context before the quote or paraphrase is read, the persuasive power of the evidence is often increased. This format also just flows better when reading it. Let's look at some more examples to hammer home the differences between the in-text methods and why you should consider sometimes using narrative formatting instead of parenthetical. So on the screen is an example of a parent in-text citation. You have the quote, and then in parentheses, you have the author last name with a comma, then a space, then the year of publication, followed by another coma and a space, and then lowercase p period, space, the page number where that quote is located within the source. A narrative example, the same thing, states Jones, parentheses 2016, states that this is an example of a direct quote using the most common citation method. In this example, if there is a page number, the only thing that goes in parentheses at the end is the page number. Here are some more narrative in-text examples using paraphrasing, which we'll talk about next. And as you'll see, when you paraphrase, using the narrative in-text citation methodology is probably strongly suggested. So in the first example, we have: This condition has led to what Arthur Schlesinger junior, 1987, describes as a secrecy state, which is a source of power and an efficient way of covering up the embarrassments, blunders, follies, and crimes of the ruling regime. Page five in parentheses. Here's another example using a paraphrase summary of a work. In this case, the summary of a chapter. Freud, 1975, focuses especially on what he terms dream censorship, whereby the patient in describing dreams will omit key pieces of information in parentheses, chap. 9. So in this case, it's a summary of a chapter within a larger work by Freud from 1975. And for any other details like the title, the page numbers, things like that. You reader can then use the author last name and date to go to the bibliography at the end of the paper and look up those details. Now I'm asking you to pause the video and write out a narrative in-text citation with a direct quote of the passage below. There's no judgment here. This is just practice. Okay, if you're unpausing, I'm now going to forward to some possible solutions to creating a narrative in-text citation for this passage. So there's 2 examples on the screen of a narrative in-text citation. The first one says, Melillo, in parentheses 2014, found that the projected costs associated with 1 ft of sea level rise by 2100 are roughly $200,000,000,000. And since you'll note that there's no page numbers on the web document, so the page number and the parentheses at the end are omitted. Now let's look at the APA References page, the bibliography at the end of your paper. There are some general guidelines involved here. First, the References page is a separate page and it is titled References, which is centered and in bold at the top of the page. Each line after the first, for each entry, uses what's called a hanging indent, which is an indent of half an inch, and we'll look at examples of this in a moment. And if you're wondering how to create a hanging indent, there are methods within Microsoft Word that can allow you to do this after you've written out your references, and you can simply go to YouTube or Google and search on hanging indent Microsoft Word, and you'll see the methods to do that. Now your References page entries should be alphabetized by author last name. For middle and first names, you only use initials. Here's an example, Williams, space, J, period M. If there isn't a named author, what do you do? In most cases, you'll instead use what's called a group author. What you do is use the organization or agency that has produced the work as a substitute for the author. In the rare case where there's a completely unknown author, this usually refers to historical works where someone has written something anonymously or we simply don't know who wrote it. You move the title of the work to the beginning and don't have an author, and it's alphabetized that way. But in most cases, web pages and things like that, you'll use the name of the organization that has created the page. Now, here's one that trips up a lot of students because it's not intuitive, but it is the way APA does it. And that is, for article and book titles and subtitles, you ONLY capitalize the first letter of the first word of those titles and subtitles. The only exceptions are proper nouns, and here's some examples. So the first one is an article or a web page where you have Capitalist economies in Europe, colon Evolving or a dying breed. As you can see, Capitalist is capitalized with the C, and Europe because it's a proper noun, has the E capitalized. And then you have the subtitle Evolving or a dying breed, where just evolving has its first letter capitalized. And the second example, we have a book, and note that book titles are also in italics, but you have the same capitalization of the title. And take a note that if you use a citation generating tool, like as provided in a lot of the library databases, they can make errors, especially in the capitalization of titles. So while those tools can be a good starting point for generating references, proof read them, especially in the capitalization of the titles. Now, journal articles also include a journal title, and those are capitalized normally and also in italics. So sort of think of them like the similar to a book, they're what the article is in. So the journal title is capitalized normally, but it is in italics. Each entry on the APA References page should be double spaced. And a period should appear at the end of each entry unless you have a web address, a URL. In those cases, you do not have a period at the end of the entry. Now let's talk a little bit about what's called a DOI, which generally applies to journal articles only. This DOI stands for digital object identifier. And basically, it's very similar to a URL or a web address, but it's sort of platform agnostic, and it's not assigned to all journal articles, but if available, you use a DOI instead of the URL or web address that's normally displayed within the browsers' address bar. And in a lot of library databases, you'll often find the DOI listed there. If there isn't a DOI for a journal article and it's from a library database, you omit the web address or URL. And by the way, just a reminder that you aren't necessarily required or being asked to memorize all these details. And at the end, I'll show you where you can go in the library to look up all these details when the time comes. On the screen now are some example references formatted. So in the first one is a book reference, and you can see it as author last name, space, one initial, so there was no middle name. And then in parentheses, you have the date of publication. And then a period following that, you have the title of the book in italics with just the first letter of the first word capitalized with no subtle. And then because it's a printed book, you have the name of the publisher. Now, if it was an e book, you would likely instead provide a web address. Instead of the publisher information. The second example is an example of a report from the web. In this case, you have a group author. So it's the American Psychological Association. And by the way, when you have something like American Psychological Association, which is abbreviated as APA, you do not use the abbreviation when citing the group author. So you spell it out. If it's United Nations, you do not use UN, Use United Nations. Then you can also see that this report reference has a web address, and so there's no period at the end of it. And the third example is a journal article reference, and you can see it has multiple authors, and I'm going to show you at the end where you can look up all the details if you have more than one author because there are some permutations in there that we're not going to have time to go over right now. But in this case, you can see you have the article title, not in italics, but with the capitalization of just the first letter of the first word in the title. And then you have followed by the journal title where the article resides, that is in italics and it's capitalized normally. And then usually have the volume and issue. And it looks a little weird, but you usually have the issue in parentheses, with no space between, immediately following the volume. And then you usually have the page range of the article. And in this case, you can see it also includes a DOI web address. So you can usually tell it's a DOI when it has doi.org in the web address, right after the HTTP part. So those are some examples. Let's talk a little bit about overall APA paper formatting. And first off, if you're unsure if you need to format your entire paper in APA and not just not just the citations, ask your instructor, because keep in mind that these citation formats were not designed for things like discussion forums and non-paper assignments. So if you're unclear, ask your instructor and any guidelines they give you should apply. And they can you know, at their discretion, professors, of course, can choose to override what's in the general APA guidelines. Just like on the References page, your text should be double spaced, and you should have 1 inch margins on all sides. The page numbers should be in the top right, starting with the title page and including the references page. And there is a method in Microsoft Word to format, what's called the Header, where you can include those page numbers and format them to the right as required. And again, you can Google or search YouTube for methods and how to do that, if unsure. So in general, your paper should consist of the title page, the text or the body of your paper, and a References page. And in some, you know, more advanced cases and in formal publications, sometimes you'll have supplemental material charts and graphs and things like that, but we won't go into those details. And of course, always refer to the specific assignment instructions, as well as the APA sample papers, which I'm going to show you at the end for all these details. I've been doing this APA teaching for more than 20 years, and I can tell you that I do not have all these details memorized. I just know where to quickly look them up when the time comes to know them. All right. Let's talk a little bit about paraphrasing. Now, what is paraphrasing? It involves taking a passage, an idea or a summary of a source and putting that information into your own words and into your own sentence structure, using your own voice to describe that idea or information. Now, when you do this, even though it's in your own words, you still must also cite it both in-text and on your References page. Now, when you paraphrase, you're usually making the original passage more condensed, shorter than the original. You're taking a segment from the source and condensing it. That is one of the key factors in paraphrasing. Now, when you paraphrase, you generally need to go beyond just changing some of the words, you want to restructure and rewrite that information as completely as possible. And the key to this is when you're reading your sources, and I can't stress this enough. Take notes and jot down ideas in your own words. Don't just highlight the text, because if you take that extra step to take notes and ideas in your own words, whether it's in the margins of a printout, on a separate piece of paper or in a word document or on your phone, If you can put those things in your own words, you will have gone at least halfway into creating a paraphrase right from there. In addition, good note taking habits are the key to learning in general. So I cannot stress enough that if you don't already have a good note taking habit and writing things in your own words, that you spend some time developing that because it can help you immensely in your academic career. All right, let's look at an example. So here's an original passage from a book, an old book. It says, students frequently overuse direct quotation and taking notes. And as a result, they over used quotations in the final research paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. And then there's some information there about where it's from. Let's look at some paraphrases of information from that. So here's one example. And this includes, you'll notice, the narrative in text citation formatting that we talked about earlier. Lester, 1976, argues that in research papers, students often quote excessively, failing to keep quoted material down to a desirable level closer to 10%. And then in parentheses, pages 46 through 47. Now, you notice that this is a distillation of what's in the longer passage. It condenses that information and just focuses in on the key piece of information that the person wanted to use when they created the paraphrase, which is that 10% number. Here's another example. Lester, 1976, suggests that students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper. Again, page numbers 46 through 47. Again, you'll notice that it's condensed. It's just sort of summarizing the passage and the idea within it. Now, let's finally look at an example that would probably be considered plagiarism. And in this one, it says, Lester, 1976, suggests that students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. So you may notice in looking at this that includes a proper narrative in text citation. So that isn't a problem. So why might this be considered an act of plagiarism? And the answer is that what I did when I created this last plagiarized paraphrase is that I simply took out a thesaurus and changed about half the words from the original passage. And if you compare this last paraphrase to the original passage, you'll notice it contains all the exact same sentence structure. It just changes some of the words. So when you paraphrase, Again, it's more than just changing some of the words. You want to, if at all possible. Sometimes it isn't possible, if it's a very short piece of information. But when you paraphrase, you want to condense it and change the sentence structure as much as possible. Now, you may be asking yourself at this point, why should I bother paraphrasing? And there are several reasons for this. Number one, paraphrasing is a very powerful, persuasive tool in academic writing. It's the most powerful way to leverage the evidence in your sources and weave it into your own assertions and arguments. And the best writers, the most persuasive writers use this method a lot. Secondly, And more practically, if you can take that extra step in just paraphrasing a couple of things the next time you write a paper, I can pretty much guarantee that your professor will notice, and it'll make your writing stick out to that professor. And hopefully, it might have a positive impact on the grade of that particular assignment. Finally, let's look at where in the library, you can get help with citing sources. First of all, you'll notice here on the library homepage. There is a chat with the librarian 24-7 appear in the right. And if you have questions, you can always contact a librarian to get those questions answered about citing. This is something that all students struggle with at one time or another, so don't hesitate to ask for help. For self help, and if you ask a librarian, we'll probably refer you to these materials because we won't do these citations for you. If I scroll down below the OneSearch under the Get help section in the middle column of the library, there's the first link there it says Citing and Citation Tools. So I'm going to click on that. And then there are blue tabs near the top of the page, and I'm going to click on the one for APA. And then I will see a bunch of help materials for APA. Now, I'm just going to point out a couple of important ones, but there are others, including video tutorials similar to this that you can explore if you so choose. The first link on the left side is a word template for APA student papers. And this is very helpful if you're being asked to format your entire paper in APA, because what this does is provide a already formatted word APA paper, including a title page and a references page, and you just have to take out the example material and replace it with your own writing. So it's a good way to get a head start on that formatting. The second link is the APA style guide seventh edition Owl. And this is the de facto go to for looking up APA details in on the web. And so I'm going to show you this just real briefly. If I click on it, it'll take me to the Perdue University APA Style Guide. And what you'll do is come here and use the left side menu to get all the sort of nitty gritty details that you'll not have memorized and you'll want to look up. So you can see there's two sections here for In-text citations, the basics, which you'll give you examples and things like that. And in text citations, author authors. And so if you have questions about, well, there's no author included or I have five authors, how do I format that? That's where you go for that. And then there's some sections here for reference list. And you can see there's basic rules, author authors, again, for permutations and authors and how to format that. And then you'll have sections for various types of publications. And you're going to generally here at Empire, you're probably going to be mostly using electronic sources. And so this will have examples of journal articles, web pages, ebooks, those types of things. But you can explore all those on your own. Coming back to the APA Empire page. There are some details here about doing intex citations in the APA, if you ever want to review what we've discussed. There's a Quick Tips handout that covers some of the basics that I encourage you to print out and just keep it handy if you're going to be doing a lot of writing with APA. But a really important one that a lot of students like is the APA references examples. And so I'm just going to show you this real quickly. And this is, as the name implies, it's just a list of examples in with various publication styles. So, for example, there's a section here for periodicals on journal article references, magazine and newspaper articles, book and E book references, and all sorts of other things, report by government agency, dissertations, those types of things. You can find all those examples. And what you generally want to do is find the example that most closely fits what you have in front of you. Look at the format provided, and then sub in your own materials. So you can see, you know, here's where the periods you go. Here's what needs to be in italics. Here's how things need to be capitalized. Here's how to format the author, and those types of things. You can see that and apply that to the information from your specific sources, okay? Okay. Lastly, I just want to point out that there are some sample papers with annotations explaining how things are formatted. So you can explore those to see how a paper is laid out, what a references page and a KDO page looks like fully filled out, and you can explore that as well. And there's more materials available. So that is it for siting with APA. So, just remember, you can always reach out to a librarian with any questions, and there's lots of self help materials available from the library home page as well.
**## childdevelopment.docx**
**Assignment 1 ( 1page)**
In your essay, please be sure to respond to the following guiding questions:
1. Which tutorial did you complete? ( I completed Workshop 4 Cite sources with APA – Transcript attached)
2. What did you learn from this tutorial that you can apply in your coursework?
3. What personal academic goals will you set for yourself for this course?
Please formulate a brief essay (No references needed)
**Assignment 2 (1 page)**
Thinking of your own development, answer the following questions in an informal discussion post.
· Consider your own experience and provide examples from your life that illustrate the multidimensional nature of your development. Can you do the same for multidirectionality and for plasticity? How has the context in which you live and were raised influenced your development?
· Consider your own experience and provide examples from your life that illustrate how the interaction of these areas (physical, cognitive, and socioemotional) influences development.
**Assignment 3 – 1 page**
Within Chapter 3 of your textbook, you learned all about the limitations and capabilities of newborns. While newborns come into the world with functional sensory systems, they are still developing, choose
**ONE** sense to focus on, and describe:
· the newborn's capabilities and limitations specific to the chosen sense; and
· how newborns use this sense to bond with their caregivers.
You should rely on at least one outside scholarly or professional source when writing your submissions
Text book
Paris, J., Ricardo, A., & Rymond, D. (2019).
[Child Growth & Development](https://drive.google.com/file/d/1B4e6oKPTFeUE9tXsJMcjsczb6Kj7EfEb/view), is an Open Educational Resource (OER) book.
**## transcript.txt**
Let's talk about citing sources using the APA format. We'll begin by looking at some reasons why your professors ask you to cite your sources in the first place. If you dislike having to do the nitty gritty work of citing, you're not alone. Every student in the history of education has thought the exact same thing. However, there are valid reasons why citing is important. First, if you don't disclose where the ideas in your papers are from, that is both plagiarism and academic dishonesty, and these, whether accidental or intentional, can come with serious academic consequences. Second, everyone likes to get credit for their ideas. If you had a great idea at your job, but then a co-worker stole that idea and took credit for it, you'd likely be mad. The same applies to intellectual ideas and research. Citing allows you to give formal credit to the originators of information you use in your papers. Third, because you generally use outside sources of information as evidence for your own arguments and assertions within your writing, citing those sources allows readers to weigh the soundness of the evidence. Formatting those citations correctly also allows readers to locate those sources themselves. Lastly, in this age of easy copy pasting and various cheating tools to write papers, citing your sources is one way you can show your professors that you've spent the time learning the existing knowledge about your topic and that your writing is backed up by solid evidence. Citing basics. When do you need to cite something? Basically, anytime you use information that is not your original idea. The only exception to this is common, widely known facts. Think of this like if you asked a random person on the street about it, is there a good chance they would know it? If not, it may not be widely known. And so even if you know it, you should probably find a source that states that fact and cite that source. When you cite something in your academic writing, you need to do so using a formal citation style. We're looking at APA here, but there are dozens of others used within various fields of study or in different parts of the world, such as MLA, Chicago, and more. The basic idea is when you need to cite something, you look up the guidelines and choose an example from those provided that matches the sources you have. In those cases where what you're citing doesn't fit neatly within a single example, which will happen, it's your responsibility to make a choice and apply the structure from that example to the information you have from your chosen source. When you cite, you need to have citation information in two places in your paper. In text, alongside the quoted or paraphrased information, and at the end of the paper in a bibliography, which in APA is called the References page. Let's take a closer look at in-text citing. In APA, the information you need to include in-text is author last name year of publication, and only if available, and not summarizing, the page number where the quote or paraphrase is located within the work. There are two ways to format an in-text citation. The first way is one you've likely seen the most, and if you've already done some citing, have used. This is called a parenthetical in-text citation. Parenthetical because the citation is put inside parentheses after the quote or the paraphrase. Here are some examples. Note the second example didn't have a page number, and so that part was omitted. However, there is a second way to format in-text citations, and I would argue in many circumstances, a superior way. This is called a narrative in-text citation, narrative because you can put some parts of the citation before the quote or paraphrase and integrate it into your own narrative voice. Here are some examples as above, but formatted narratively. If you compare the two sets of examples, they contain the exact same information, but notice the narrative citation can provide some additional context to your reader about who the information is from and when it was published. When you use sources as evidence for assertions in your writing, if you can provide that context before the quote or paraphrase is read, the persuasive power of the evidence is often increased. This format also just flows better when reading it. Let's look at some more examples to hammer home the differences between the in-text methods and why you should consider sometimes using narrative formatting instead of parenthetical. So on the screen is an example of a parent in-text citation. You have the quote, and then in parentheses, you have the author last name with a comma, then a space, then the year of publication, followed by another coma and a space, and then lowercase p period, space, the page number where that quote is located within the source. A narrative example, the same thing, states Jones, parentheses 2016, states that this is an example of a direct quote using the most common citation method. In this example, if there is a page number, the only thing that goes in parentheses at the end is the page number. Here are some more narrative in-text examples using paraphrasing, which we'll talk about next. And as you'll see, when you paraphrase, using the narrative in-text citation methodology is probably strongly suggested. So in the first example, we have: This condition has led to what Arthur Schlesinger junior, 1987, describes as a secrecy state, which is a source of power and an efficient way of covering up the embarrassments, blunders, follies, and crimes of the ruling regime. Page five in parentheses. Here's another example using a paraphrase summary of a work. In this case, the summary of a chapter. Freud, 1975, focuses especially on what he terms dream censorship, whereby the patient in describing dreams will omit key pieces of information in parentheses, chap. 9. So in this case, it's a summary of a chapter within a larger work by Freud from 1975. And for any other details like the title, the page numbers, things like that. You reader can then use the author last name and date to go to the bibliography at the end of the paper and look up those details. Now I'm asking you to pause the video and write out a narrative in-text citation with a direct quote of the passage below. There's no judgment here. This is just practice. Okay, if you're unpausing, I'm now going to forward to some possible solutions to creating a narrative in-text citation for this passage. So there's 2 examples on the screen of a narrative in-text citation. The first one says, Melillo, in parentheses 2014, found that the projected costs associated with 1 ft of sea level rise by 2100 are roughly $200,000,000,000. And since you'll note that there's no page numbers on the web document, so the page number and the parentheses at the end are omitted. Now let's look at the APA References page, the bibliography at the end of your paper. There are some general guidelines involved here. First, the References page is a separate page and it is titled References, which is centered and in bold at the top of the page. Each line after the first, for each entry, uses what's called a hanging indent, which is an indent of half an inch, and we'll look at examples of this in a moment. And if you're wondering how to create a hanging indent, there are methods within Microsoft Word that can allow you to do this after you've written out your references, and you can simply go to YouTube or Google and search on hanging indent Microsoft Word, and you'll see the methods to do that. Now your References page entries should be alphabetized by author last name. For middle and first names, you only use initials. Here's an example, Williams, space, J, period M. If there isn't a named author, what do you do? In most cases, you'll instead use what's called a group author. What you do is use the organization or agency that has produced the work as a substitute for the author. In the rare case where there's a completely unknown author, this usually refers to historical works where someone has written something anonymously or we simply don't know who wrote it. You move the title of the work to the beginning and don't have an author, and it's alphabetized that way. But in most cases, web pages and things like that, you'll use the name of the organization that has created the page. Now, here's one that trips up a lot of students because it's not intuitive, but it is the way APA does it. And that is, for article and book titles and subtitles, you ONLY capitalize the first letter of the first word of those titles and subtitles. The only exceptions are proper nouns, and here's some examples. So the first one is an article or a web page where you have Capitalist economies in Europe, colon Evolving or a dying breed. As you can see, Capitalist is capitalized with the C, and Europe because it's a proper noun, has the E capitalized. And then you have the subtitle Evolving or a dying breed, where just evolving has its first letter capitalized. And the second example, we have a book, and note that book titles are also in italics, but you have the same capitalization of the title. And take a note that if you use a citation generating tool, like as provided in a lot of the library databases, they can make errors, especially in the capitalization of titles. So while those tools can be a good starting point for generating references, proof read them, especially in the capitalization of the titles. Now, journal articles also include a journal title, and those are capitalized normally and also in italics. So sort of think of them like the similar to a book, they're what the article is in. So the journal title is capitalized normally, but it is in italics. Each entry on the APA References page should be double spaced. And a period should appear at the end of each entry unless you have a web address, a URL. In those cases, you do not have a period at the end of the entry. Now let's talk a little bit about what's called a DOI, which generally applies to journal articles only. This DOI stands for digital object identifier. And basically, it's very similar to a URL or a web address, but it's sort of platform agnostic, and it's not assigned to all journal articles, but if available, you use a DOI instead of the URL or web address that's normally displayed within the browsers' address bar. And in a lot of library databases, you'll often find the DOI listed there. If there isn't a DOI for a journal article and it's from a library database, you omit the web address or URL. And by the way, just a reminder that you aren't necessarily required or being asked to memorize all these details. And at the end, I'll show you where you can go in the library to look up all these details when the time comes. On the screen now are some example references formatted. So in the first one is a book reference, and you can see it as author last name, space, one initial, so there was no middle name. And then in parentheses, you have the date of publication. And then a period following that, you have the title of the book in italics with just the first letter of the first word capitalized with no subtle. And then because it's a printed book, you have the name of the publisher. Now, if it was an e book, you would likely instead provide a web address. Instead of the publisher information. The second example is an example of a report from the web. In this case, you have a group author. So it's the American Psychological Association. And by the way, when you have something like American Psychological Association, which is abbreviated as APA, you do not use the abbreviation when citing the group author. So you spell it out. If it's United Nations, you do not use UN, Use United Nations. Then you can also see that this report reference has a web address, and so there's no period at the end of it. And the third example is a journal article reference, and you can see it has multiple authors, and I'm going to show you at the end where you can look up all the details if you have more than one author because there are some permutations in there that we're not going to have time to go over right now. But in this case, you can see you have the article title, not in italics, but with the capitalization of just the first letter of the first word in the title. And then you have followed by the journal title where the article resides, that is in italics and it's capitalized normally. And then usually have the volume and issue. And it looks a little weird, but you usually have the issue in parentheses, with no space between, immediately following the volume. And then you usually have the page range of the article. And in this case, you can see it also includes a DOI web address. So you can usually tell it's a DOI when it has doi.org in the web address, right after the HTTP part. So those are some examples. Let's talk a little bit about overall APA paper formatting. And first off, if you're unsure if you need to format your entire paper in APA and not just not just the citations, ask your instructor, because keep in mind that these citation formats were not designed for things like discussion forums and non-paper assignments. So if you're unclear, ask your instructor and any guidelines they give you should apply. And they can you know, at their discretion, professors, of course, can choose to override what's in the general APA guidelines. Just like on the References page, your text should be double spaced, and you should have 1 inch margins on all sides. The page numbers should be in the top right, starting with the title page and including the references page. And there is a method in Microsoft Word to format, what's called the Header, where you can include those page numbers and format them to the right as required. And again, you can Google or search YouTube for methods and how to do that, if unsure. So in general, your paper should consist of the title page, the text or the body of your paper, and a References page. And in some, you know, more advanced cases and in formal publications, sometimes you'll have supplemental material charts and graphs and things like that, but we won't go into those details. And of course, always refer to the specific assignment instructions, as well as the APA sample papers, which I'm going to show you at the end for all these details. I've been doing this APA teaching for more than 20 years, and I can tell you that I do not have all these details memorized. I just know where to quickly look them up when the time comes to know them. All right. Let's talk a little bit about paraphrasing. Now, what is paraphrasing? It involves taking a passage, an idea or a summary of a source and putting that information into your own words and into your own sentence structure, using your own voice to describe that idea or information. Now, when you do this, even though it's in your own words, you still must also cite it both in-text and on your References page. Now, when you paraphrase, you're usually making the original passage more condensed, shorter than the original. You're taking a segment from the source and condensing it. That is one of the key factors in paraphrasing. Now, when you paraphrase, you generally need to go beyond just changing some of the words, you want to restructure and rewrite that information as completely as possible. And the key to this is when you're reading your sources, and I can't stress this enough. Take notes and jot down ideas in your own words. Don't just highlight the text, because if you take that extra step to take notes and ideas in your own words, whether it's in the margins of a printout, on a separate piece of paper or in a word document or on your phone, If you can put those things in your own words, you will have gone at least halfway into creating a paraphrase right from there. In addition, good note taking habits are the key to learning in general. So I cannot stress enough that if you don't already have a good note taking habit and writing things in your own words, that you spend some time developing that because it can help you immensely in your academic career. All right, let's look at an example. So here's an original passage from a book, an old book. It says, students frequently overuse direct quotation and taking notes. And as a result, they over used quotations in the final research paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. And then there's some information there about where it's from. Let's look at some paraphrases of information from that. So here's one example. And this includes, you'll notice, the narrative in text citation formatting that we talked about earlier. Lester, 1976, argues that in research papers, students often quote excessively, failing to keep quoted material down to a desirable level closer to 10%. And then in parentheses, pages 46 through 47. Now, you notice that this is a distillation of what's in the longer passage. It condenses that information and just focuses in on the key piece of information that the person wanted to use when they created the paraphrase, which is that 10% number. Here's another example. Lester, 1976, suggests that students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper. Again, page numbers 46 through 47. Again, you'll notice that it's condensed. It's just sort of summarizing the passage and the idea within it. Now, let's finally look at an example that would probably be considered plagiarism. And in this one, it says, Lester, 1976, suggests that students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. So you may notice in looking at this that includes a proper narrative in text citation. So that isn't a problem. So why might this be considered an act of plagiarism? And the answer is that what I did when I created this last plagiarized paraphrase is that I simply took out a thesaurus and changed about half the words from the original passage. And if you compare this last paraphrase to the original passage, you'll notice it contains all the exact same sentence structure. It just changes some of the words. So when you paraphrase, Again, it's more than just changing some of the words. You want to, if at all possible. Sometimes it isn't possible, if it's a very short piece of information. But when you paraphrase, you want to condense it and change the sentence structure as much as possible. Now, you may be asking yourself at this point, why should I bother paraphrasing? And there are several reasons for this. Number one, paraphrasing is a very powerful, persuasive tool in academic writing. It's the most powerful way to leverage the evidence in your sources and weave it into your own assertions and arguments. And the best writers, the most persuasive writers use this method a lot. Secondly, And more practically, if you can take that extra step in just paraphrasing a couple of things the next time you write a paper, I can pretty much guarantee that your professor will notice, and it'll make your writing stick out to that professor. And hopefully, it might have a positive impact on the grade of that particular assignment. Finally, let's look at where in the library, you can get help with citing sources. First of all, you'll notice here on the library homepage. There is a chat with the librarian 24-7 appear in the right. And if you have questions, you can always contact a librarian to get those questions answered about citing. This is something that all students struggle with at one time or another, so don't hesitate to ask for help. For self help, and if you ask a librarian, we'll probably refer you to these materials because we won't do these citations for you. If I scroll down below the OneSearch under the Get help section in the middle column of the library, there's the first link there it says Citing and Citation Tools. So I'm going to click on that. And then there are blue tabs near the top of the page, and I'm going to click on the one for APA. And then I will see a bunch of help materials for APA. Now, I'm just going to point out a couple of important ones, but there are others, including video tutorials similar to this that you can explore if you so choose. The first link on the left side is a word template for APA student papers. And this is very helpful if you're being asked to format your entire paper in APA, because what this does is provide a already formatted word APA paper, including a title page and a references page, and you just have to take out the example material and replace it with your own writing. So it's a good way to get a head start on that formatting. The second link is the APA style guide seventh edition Owl. And this is the de facto go to for looking up APA details in on the web. And so I'm going to show you this just real briefly. If I click on it, it'll take me to the Perdue University APA Style Guide. And what you'll do is come here and use the left side menu to get all the sort of nitty gritty details that you'll not have memorized and you'll want to look up. So you can see there's two sections here for In-text citations, the basics, which you'll give you examples and things like that. And in text citations, author authors. And so if you have questions about, well, there's no author included or I have five authors, how do I format that? That's where you go for that. And then there's some sections here for reference list. And you can see there's basic rules, author authors, again, for permutations and authors and how to format that. And then you'll have sections for various types of publications. And you're going to generally here at Empire, you're probably going to be mostly using electronic sources. And so this will have examples of journal articles, web pages, ebooks, those types of things. But you can explore all those on your own. Coming back to the APA Empire page. There are some details here about doing intex citations in the APA, if you ever want to review what we've discussed. There's a Quick Tips handout that covers some of the basics that I encourage you to print out and just keep it handy if you're going to be doing a lot of writing with APA. But a really important one that a lot of students like is the APA references examples. And so I'm just going to show you this real quickly. And this is, as the name implies, it's just a list of examples in with various publication styles. So, for example, there's a section here for periodicals on journal article references, magazine and newspaper articles, book and E book references, and all sorts of other things, report by government agency, dissertations, those types of things. You can find all those examples. And what you generally want to do is find the example that most closely fits what you have in front of you. Look at the format provided, and then sub in your own materials. So you can see, you know, here's where the periods you go. Here's what needs to be in italics. Here's how things need to be capitalized. Here's how to format the author, and those types of things. You can see that and apply that to the information from your specific sources, okay? Okay. Lastly, I just want to point out that there are some sample papers with annotations explaining how things are formatted. So you can explore those to see how a paper is laid out, what a references page and a KDO page looks like fully filled out, and you can explore that as well. And there's more materials available. So that is it for siting with APA. So, just remember, you can always reach out to a librarian with any questions, and there's lots of self help materials available from the library home page as well.
– 2 years ago **files (2)** – ## 640Module2Reflection.docx – EDSN640SyllabusOnsite-PASSpring20251-15-25.docx **## 640Module2Reflection.docx** **640 Module 2 Reflection** State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) …
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**files (2)**
– ## 640Module2Reflection.docx
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**## 640Module2Reflection.docx**
**640 Module 2 Reflection**
State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
[Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.
**First,**
· Watch the video about how to "unpack the standard:
[unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)
· Access and read the
[High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)
· Post your completed State Standards/Clear Targets assignment.
**Then, address the the following:**
1. Define the key vocabulary identified within your selected standard and the HLP (LT1).
2. Using the
[What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))
3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)
4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)
Respond to a minimum of three of your classmates. You may use the
[verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
[Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.
**Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
Pearson. ISBN 978-0134027296
● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329
**Reflective Rubric**
| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |
## image1.png
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)
**## 640Module2Reflection.docx**
**640 Module 2 Reflection**
State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
[Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.
**First,**
· Watch the video about how to "unpack the standard:
[unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)
· Access and read the
[High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)
· Post your completed State Standards/Clear Targets assignment.
**Then, address the the following:**
1. Define the key vocabulary identified within your selected standard and the HLP (LT1).
2. Using the
[What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))
3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)
4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)
Respond to a minimum of three of your classmates. You may use the
[verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
[Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.
**Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
Pearson. ISBN 978-0134027296
● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329
**Reflective Rubric**
| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |
## image1.png
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)
**## 640Module2Reflection.docx**
**640 Module 2 Reflection**
State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
[Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.
**First,**
· Watch the video about how to "unpack the standard:
[unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)
· Access and read the
[High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)
· Post your completed State Standards/Clear Targets assignment.
**Then, address the the following:**
1. Define the key vocabulary identified within your selected standard and the HLP (LT1).
2. Using the
[What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))
3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)
4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)
Respond to a minimum of three of your classmates. You may use the
[verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
[Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.
**Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
Pearson. ISBN 978-0134027296
● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329
**Reflective Rubric**
| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |
## image1.png
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)