Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Survey of The Relevant Background and Questions or Hypotheses
posed.
o Method: how the research was conducted.
o Results: data describing outcomes of questions.
o Discussion: detailed summarization of the results.
o Summary: brief summarization of results.
o References: supportive sources cited in the article.
The process for reading research can be made more time efficient and understandable
by not reading the article from beginning to end, but by first going through a more
selective and therefore briefer reading process. This briefer process allows us to better
grasp the whole of the article without necessarily reading every word or understanding
all of the complex statistics and charting that might be involved. If we are reviewing
several articles to determine if they are relevant to our interests, this expedited process
can obviously save a great deal of time. The following describes a sequence for quickly
scanning an article for relevancy and culminates in reading the entire article.
o Begin by reading the title.
o Read the abstract.
o Scan the introduction to identify the questions being asked or the hypotheses
being tested.
o Read the conclusion to determine how the questions were answered.
o In a research study, scan the methods section to determine how the experiment
was conducted.
o In a research study, scan the discussion to obtain a more detailed account of how
the questions were answered. In a shorter study, the discussion and conclusion
may be blended into a single section.
o Read the entire article.
When we have many articles to review or time is a limitation, this briefer process
allows us to better grasp the whole of the article without necessarily reading every
word or understanding all of the complex statistics and charting that might be
involved. Apply the SQ3R technique for a comprehensive understanding of an article.
Using a research study or the APA article, The challenges of leadership in the modern
world, identify the title, abstract, key words, introduction, and summary.
Follow-up
Be able to define and identify key structural elements of a research article for effective
reading to include: Title, Abstract, Keywords, Introduction, Method, Results,
Discussion, Summary, and References.
Whole Task Objectives Follow-up
Describe how identifying key structural elements of a research article can have an
impact on your reading comprehension and learning?
Toolbox Title Abstract Keywords Introduction Method Results Discussion Summary References
3.2 Objective
Identify the citation as an element of style in research-oriented articles.
Whole Task Objectives
Apply and test methods to increase reading comprehension and learning.
Understand the purpose of measurement and obtaining measures.
Relevancy
As you read research-oriented articles, you may find yourself questioning the notion
of from where did a specific idea or outcome originate. Is it a result of the author’s
own work or did it arise from another source? The citation provides evidence of
intellectual ownership.
Integrity is telling myself the truth. And honesty is telling the truth to other people. –Spencer Johnson
Pretest
If someone were to state a “fact”, how have you or how would you determine just how
much “faith” to put into believing it?
Activity
Research-oriented writing, or information in general, is often presented in a particular
format or style. Many of these styles are very specific to both the methods being used
in the research and the discipline or branch of learning. For example, TV newscasts
are typically brief overviews with extensive multimedia whereas newspapers provide
more detailed insight citing various sources of information. These unique styles have
been established over time to address the expectations of the user of the information
as well as the originator of the information.
Given our limitations to focusing on research-oriented articles, we will consider APA
style for formatting our information. By adhering to a particular style both readers and
authors expect to see information presented in a consistent manner regardless of the
publication. While there are texts and online resources that dictate exactly how the
APA style will be used, we will concentrate on one element of the APA style, the
citation.
The citation is intended to provide a reference to the source of information from
which the author is writing. This citation appears embedded in the body of the
writing associating it with the specific information being presented at point in the text.
This citation is a brief marker for the reader indicating the source of the information in
context and is intended to provide a sense of intellectual integrity by specifically
identifying the source of information. Additional more detailed information related to
the citation usually appears as a bibliographic entry at the end of the article in
reference section.
Consider the following example. “Reading comprehension refers to techniques for
improving success in extracting useful knowledge from text (Mayer, 2003).” The
citation identifies the author, Mayer, and the date of Mayer’s publication, 2003, as the
source of this information. In the references section, we might find the details of this
particular citation. “Mayer, R. (2003). Learning and Instruction. Upper Saddle River,
New Jersey: Pearson Education, Inc.” This provides additional information to include
the text and publisher from which the information was obtained.
Using a research study or the APA article, The challenges of leadership in the modern
world, identify a citation and provide any related information regarding the origins of
the citation.
Follow-up
Why is a citation important to you?
Whole Task Objectives Follow-up
Describe how the citation can have an impact on your reading comprehension and
learning?
Toolbox Citation
Q&A
Address any issues from prior session.
4.1 Objective
Define energy balance.
Whole Task Objectives
Understand the purpose of measurement and obtaining measures.
Apply and test methods to increase reading comprehension and learning.
Relevancy
Establishing sound nutritional habits form the foundation for good health, physical
fitness, and mental sharpness.
He that takes medicine and neglects diet, wastes the skill of the physician. –Chinese Proverb
Prior Learning
Baseline measures provide us with data from which to make future comparisons to
measure changes t
Pretest
Define the concept of baseline measure.
How committed are you to making a positive change in your diet? Rate your
commitment from 0 to 100, 0 being totally uncommitted, and 100 being totally
committed to improvement.
Activity
Note that the nutrition and exercise sections closely parallel the work of Singh,
Bennett, and Deuster’s Peak Performance through Nutrition and Exercise. Please
reference this text at http://www-
nehc.med.navy.mil/healthy_living/nutrition/peak.aspx. Where appropriate, newer
guidelines are incorporated into this text.
One needs to regulate the total amount of energy which the body receives through
food intake and balance this with the total amount of energy which the body expends.
Food energy comes into the body in the form of solid and liquid foods or fluids e.g.
juice, milk, or alcohol. The body expends energy through its process of maintaining
life or basal metabolic rate (BMR), its digestion and absorption of food, and through
physical activity. In order to arrive at some baseline values concerning the amount of
food your body needs, several definitions and calculations need to be considered.
Overall, we are seeking an energy balance, where energy balance is the difference
between the number of kilocalories (kcals or Calories) you eat (intake) and the
http://www-nehc.med.navy.mil/healthy_living/nutrition/peak.aspx
http://www-nehc.med.navy.mil/healthy_living/nutrition/peak.aspx
number of kcals you burn (output). To obtain a balance, you need to determine the
amount of energy expended based on your body composition. Note that in the
context of food energy the term calorie generally refers to the kilogram calorie. The
convention of using the capital C for the kilogram calorie and the lower case c for the
gram calorie is advocated by some but is not generally followed.
Obtaining baseline measures and updating these periodically is a good way to stay in
touch with your body. This is an important concept, not only from a health
perspective, but also as a key element in maintaining one’s personal resiliency.
Calculate your Basal Metabolic Rate (BMR) in kcal/day.
Men
66 + (6.3 x weight in pounds) + (12.9 x height in inches) – (6.8 x age in years)
For example, Robert is a 27-year-old who is 5’11” tall and weighs 190 lbs.
66 + (6.3 x 190) + (12.9 x 71) – (6.8 x 27) =
66 + 1,197 + 916 – 184 = 1,995
Women
655 + (4.3 x weight in pounds) + (4.7 x height in inches) – (4.7 x age in years)
For example, Sarah is a 27-year-old who is 4’6” tall and weighs 120 lbs.
655 + (4.3 x 120) + (4.7 x 54) – (4.7 x 27) =
655 + 516 + 254 – 127 = 1,298
My BMR is _____________________ kcal/day.
Estimate your physical activity factor.
Very Light Seated, standing, driving, computer work 1.2
Light Walking, light stretching, woodworking 1.4
Moderate Jogging, dancing, swimming, biking 1.6
Strenuous Running, soccer, rowing, digging, carrying 1.9
My Activity Factor is ______________________
Follow-up
Define energy balance.
Define basal metabolic rate (BMR).
Define Activity Factor.
Whole Task Objectives Follow-up
How does understanding energy balance and associated measures relate to your
overall understanding of measurement and obtaining measures?
RUBRIC |
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Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Survey of The Relevant Background and Questions or Hypotheses |
Survey of The Relevant Background and Questions or Hypotheses