Expert answer:Is there a correlation between family income and c
Answer & Explanation:I attached everything you will need along with examples the last attachment is my question ( I was given unfortunately) for my essay i figured it would be best for you to do this seeing you will be doing the paper for me as well i hope if you have any questions please ask. I know and trust you will read the attachments, but when doing bibliography please keep in mind this requirement for sources.·
At least two (2) of those ten must be books.
·
At least six (6) of those ten must be from peer-reviewed journals.
·
That means no more than two (2) of your ten sources can be newspapers
or magazines (unless you choose to include more than the required ten sources).
This ten-source minimum implies there will be at
least one in-text citation for each source and, therefore, at least ten in-text
citations. However, each source may very well be cited more than once, so the
expected ten in-text citations is a bare minimum, not a maximum. Both your references
and in-text citations are to be presented in APA format. task_sheet_for_research_paper__1_outline_1___1_.docxoutline_example_1.docxtask_sheet_for_the_annotated_bibliography__1_.docxsample_1_annotated_bibliography_2___2_.docxresearch_plan.docx
task_sheet_for_research_paper__1_outline_1___1_.docx
outline_example_1.docx
task_sheet_for_the_annotated_bibliography__1_.docx
sample_1_annotated_bibliography_2___2_.docx
research_plan.docx
Unformatted Attachment Preview
Task Sheet for Research Paper #1
(Outline)
Let’s review what you have accomplished so far: You have articulated a research question,
formulated a plan for conducting your research, and have also identified a number of sources to
get you started. Now it is time to go through those sources (i.e., reading and annotating them),
carefully glean relevant information from them, digest the information and ideas therein, identify
any caveats, and begin to put into prose form the answer to your research question. I anticipate this
task taking twenty or so hours. A word of advice: Do not become distraught if a crystal-clear
answer to your research question does not emerge right away.
OUTLINE
A week prior to submitting the draft, you are to submit a one-page outline of your
paper. I assign the outline for three reasons: 1) It forces you to think of your paper
as a whole—that is, how each part fits with the others; 2) An outline due midway
through the drafting process helps you keep on schedule; and 3) An inability to put
together a coherent outline at this stage can alert me to problems you may be
experiencing and will give me an opportunity to offer help in a timely manner.
On the course web page you will find several sample outlines (with feedback
embedded) to give you an idea of what such an outline looks like. Don’t spend an
inordinate amount of time formatting this document; It is simply meant to be a
working skeleton of your paper that will allow me to see how you envision its
organization and, therefore, provide useful feedback along the way.
Your outline is due at the date and time announced in the course syllabus.
FIRST DRAFT
Using 12-point Times New Roman font, in no less than eight (8) pages and no more than ten (10)
pages of content present your findings. These parameters are for content, exclusive of heading/title
page and references. Going outside these parameters will result in a lower score proportional to
the length over or under the above the assigned range. Use APA formatting.
As mentioned earlier, your research paper will need at least ten (10) sources:
•
•
•
At least two (2) of those ten must be books.
At least six (6) of those ten must be from peer-reviewed journals.
That means no more than two (2) of your ten sources can be newspapers or magazines
(unless you choose to include more than the required ten sources).
This ten-source minimum implies there will be at least one in-text citation for each source and,
therefore, at least ten in-text citations. However, each source may very well be cited more than
once, so the expected ten in-text citations is a bare minimum, not a maximum. Both your references
and in-text citations are to be presented in APA format.
Let the following process guide your approach to this draft:
1. Identify the related questions that need to be answered and the key ideas which need to be
explained.
2. Identify the key pieces of information relevant to the above.
3. Plan out the general organization of the above.
4. Write the draft. Along the way, make notes to yourself about additional questions, sources,
and ideas—particularly those which could be useful in Paper #2, the upcoming
argumentative research paper.
5. Revise the draft.
6. Edit the draft.
7. Proofread the draft.
8. Have at least two other people read it, looking for blind spots, language errors, and ideas
for strengthening your argument.
Your draft is due at the date and time announced in the course syllabus. Send it via Blackboard.
Running head: DRAFT OUTLINE
1
Draft Outline
Name
Hawaii Pacific University
DRAFT OUTLINE
2
Draft Outline
The following is my outline for drafting a report on the question: How have social media
sites, Facebook and Twitter, influenced the social culture of Middle and High School Students
over the last 5 to 10 years?
I.
Introduction.
II.
Definition of social culture and common influences to that culture for Middle and
High School students.
III.
Definition and brief history of social media.
IV.
Description of what social media was like five to ten years ago.
V.
Description of social culture and the effects of social media five to ten years ago.
VI.
Detail of the shift in social media and affluence of technology now a days.
VII.
A look at how this shift in social media and technology has impacted Middle and
High School students, teachers, and school administration.
VIII.
Information on the parts of today’s social culture that has come as a result of shift
in social media and technology, and often what has come as a result of the general
public’s reaction to social media.
IX.
Court cases that have resulted from social media being used in a negative way.
X.
Information on how social media has been used in a positive manner.
XI.
Argument and summation of how social media has been a driving force in the
shift of social culture for Middle and High School students.
XII.
Conclusion.
XIII.
References.
Overall Points xx
Task Sheet for the Annotated Bibliography
Gather 30 or more possible resources into what is called an annotated
bibliography. This is simply a list of sources which, by their titles and their abstracts,
you think may be worth reading. In this stage, you are not actually reading them
through, but merely looking at their abstracts or summaries and skimming their
content to judge whether these will be worth your time to read later.
For each of these 30 sources, compose your own three to five sentence summary
that will concisely remind you and inform others of the article’s content. To come
up with this many, assume you will need to skim through a hundred or so of the
items found by your database search(es). Use what you have learned about search
strategies, database selection, and key words to narrow down the references to those
most relevant to your particular research statement/question. You can select many
items then go through them all at once, deleting those which upon closer scrutiny
don’t really pass the test for relevance. Alternatively, you can scrutinize them as you
go. Either way, you are encouraged to create an account within the database if, as
EBSCOhost’s Academic Search Premier database allows you to, so that you can
save the results returned by a search and even an entire search along with its search
criteria. Google Scholar searches can be saved by saving the url from a refined
search. Articles found in Google Scholar have a number of options listed below the
article name and description you may find helpful for this assignment.
Specifics
•
•
Include your research question.
Group your 30 or more sources by type books, articles, newspapers, or
magazines
• Use APA formatting for your reference. Number your sources at the
beginning of the reference for this assignment (1)
Reminder your research paper #1 will need at least ten (10) sources:
• At least two (2) of those ten must be books.
• At least six (6) of those ten must be from peer-reviewed journals.
• That means no more than two (2) of your ten sources can be newspapers or
magazines (unless you choose to include more than the required ten sources).
Learning from Those Who Have Gone Before:
1
Several examples of annotated bibliographies are provided in the week three
folder. Note: comments provided in the examples.
2
Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Your Name
Hawaii Pacific University
1
ANNOTATED BIBLIOGRAPHY
2
Annotated Bibliography
For this assignment, I will look into a variety of resources to be used in researching the
answer to the question: How have social media sites, Facebook and Twitter, influenced the social
culture of Middle and High School Students over the last 5 to 10 years? I will need at least 30
individual sources of information spread across books, peer-reviewed journals, and newspapers
or magazines. Specifically, I will need at least ten sources of information in my written paper
with at least two book entries, six peer-reviewed journals, and two newspaper or magazine
entries cited. The following is the list of those resources I have found that meet the criteria above
and appear to have the ability to contribute to the answering of my research question.
Books
(1) Jacobs, T. A. (2010). Teen Cyberbullying Investigated: Where Do Your Rights End and
Consequences Begin? Minneapolis, MN: Free Spirit Publishing.
Written by a former judge, whose service also includes time as Arizona’s Assistance
Attorney General, this book is composed of court cases of teenagers who have engaged in or
suffered from the effects of cyberbullying and teen harassment. As these topics are a key
component in how social media sites are being used by teenagers, I feel this will be an excellent
reference showing the darker side of Facebook and Twitter usage.
Willard, N. E. (2007). Cyberbullying and Cyberthreats: Responding to the Challenge of Online
Social Aggression, Threats, and Distress. Steiner, K (Ed.). Champaign, IL: Research
Press.
Detailing the various nuances of cyberbullying, this book is a look at what teens are
doing to each other on the internet and via cell phones, some of which includes criminal actions
ANNOTATED BIBLIOGRAPHY
3
such as hacking personal email accounts. I believe this book will add weight to the information
provided by Judge Jacobs above and thus worthy of being used as material for this assignment.
Hinduja, S., & Patchin, J.W. (2008). Bullying Beyond the Schoolyard: Preventing and
Responding to Cyberbullying. Thousand Oaks, CA: Corwin Press.
Written by a team of assistance professors in criminology and criminal justice, this book
focuses less on the technology of cyberbullying and more on the actual social and educational
problems associated with bullying.
Wittkower, D. E. (2010). Facebook and Philosophy: What’s on Your Mind? Chicago, IL: Open
Court.
This book focuses on how we, as a collective, use Facebook in regards to relationships.
Though the book is not centric to the use of Facebook from a teenager’s perspective, if as a
collective we happen to use the site in a particular way, then in part it should be safe to assume
teens use it in the selected manner as well.
Bauerlein, M. (2011). The Digital Divide: Arguments for and Against Facebook, Google,
Texting, and the Age of Social Networking. New York, NY: Tarcher.
This book provides an additional collection of essays covering the different sides of
social media uses – be it the good, the bad, or the ugly. Due to it being a collection of articles,
this book should provide additional amplification for all of the named books above, be it
arguments for the use of or against the use of social media.
Peer-Reviewed Journals
Morales, M. (2011). Cyberbullying. Journal of Consumer Health on the Internet, 15(4), 406-419.
ANNOTATED BIBLIOGRAPHY
4
Journal covering the topic of cyberbullying similar to the books named above, but
selected for their educational and professional study of versus the court case entries found in
Judge Jacobs’ book.
Lehmann, I. S., & Konstam, V. (2011). Growing Up Perfect: Perfectionism, Problematic Internet
Use, and Career Indecision in Emerging Adults. Journal of Counseling & Development,
89(2), 155-162.
Covers how internet usage and addiction amongst teens may have contributed to the
indecisiveness of those entering the workforce.
Burgess, S. R., & Jones, K. K. (2010). Reading and media habits of college students varying by
sex and remedial status. College Student Journal, 44(2), 492-508.
A look at how reading and media usage has affected the reading level of teenagers
entering college. Those who were known to play video games had a lower reading level and
needed remedial reading classes to catch up to those who read from books and articles on a
regular basis.
Walter, V. A., & Mediavilla C. (2005). Teens Are from Neptune, Librarians Are from Pluto:
An Analysis of Online Reference Transactions. Library Trends, 54(2), 209-227.
A look at interactions between librarians and teenagers who are engaging themselves on
the online website, Tutor.com. These interactions show a profound lack of ability on the
teenager’s part.
Waite, C. (2011). Sociality online. Youth Studies Australia, 30(4), 17-24.
Research and findings on how teenagers are using the internet – from a teenager’s
perspective. These findings indicate that online usage could primarily be for social interaction
and networking, but this is just an intersecting point between the virtual and the real worlds.
ANNOTATED BIBLIOGRAPHY
Kite, S. L., Gable, R., & Filippeli, L. (2010). Assessing Middle School Students’ Knowledge of
Conduct and Consequences and Their Behaviors Regarding the Use of Social
Networking Sites. Clearing House, 83(5), 158-163.
An survey conducted to determine if middle school students understood the real risks of
using the internet and social media sites. Survey ranged from questions covering cyberbullying
to internet predators.
Sbarbaro, V., & Smith T. M. (2011). An exploratory study of bullying and cyberbullying
behaviors among economically/educationally disadvantaged middle school students.
American Journal of Health Studies, 26(3), 139-151.
A study that investigates the factors surrounding bullying and cyberbullying, and which
correlates observable behaviors in middle school students. Findings indicate that some of the
issues could be related to variables in grade level, location, and gender of those involved.
Liau, A., Khoo, A., & Ang, P. (2008). Parental Awareness and Monitoring of Adolescent
Internet Use. Current Psychology, 27(4), 217-233.
This paper presented a study that looks at parental monitoring of their children’s internet
usage. Subtopics included: parental supervision, communication, and the children’s own
disclosure of what they were doing online.
Stewart, D. M., & Fritsch E. J. (2011). School and Law Enforcement Efforts to Combat
Cyberbullying. Preventing School Failure, 55(2), 79-87.
This study presents a case law, school administrator, and local law enforcement
composite approach to handling the rise in cyberbullying amongst teens. Content of the paper
reinforces the understanding that the use of cyberbullying has both psychological as well as
physical effects for those unlucky enough to be victims of this rising crime.
5
ANNOTATED BIBLIOGRAPHY
6
Hyllegard, K. H., Ogle, J. P., Yan, R., & Reitz, A. R. (2011). An exploratory study of college
students’ fanning behavior on Facebook. College Student Journal, 45(3), 601-616.
This paper explores the question of: Why do college students fan companies on
Facebook? This paper included a look at the possible motives of teenagers when fanning a
company or product, and what differences there are between those who fan and those who do
not.
Levine, J. (2009). Libraries, Videogames, and Civic Engagement. Library Technology Reports,
45(5), 11-18.
A report on how social interactions inside of a library, even if it is for video gaming and
web usage, could improve teenager’s civic engagement. This study included the positive
competition experience from video game tournaments to other library based events that lead to a
positive impact in the community.
Endicott-Popovsky, B. (2009).
Seeking a Balance: Online Safety for Our Children. Teacher
Librarian, 37(2), 29-34.
This article looks at the usage of school internet usage policies and how they are applied
to the online safety of students. Also includes a look at curriculum teaching cyber ethics and
safety.
Hiemstra, R., & Poley, J. (2007). Lessons Pertinent for Teaching with Computers. Clearing
House, 80(3), 144-148.
A study designed to assess the impact of internet usage in regards to a student’s
performance in school. Interviews of 34 students where used in this article, most of whom stated
that the internet helped them to quickly grasp their study topics and rapidly gain the skills they
needed to succeed.
ANNOTATED BIBLIOGRAPHY
7
Wong-lo, M., & Bullock, L. M. (2011).
Digital Aggression: Cyberworld Meets School Bullies.
Preventing School Failure, 55(2), 64-70.
This study looks at the effects of cyberbullying in much the same way as earlier entries,
but also discusses that though bullying is easily detected visually, cyberbullying is often
camouflaged but just as detrimental.
Bauman, S., & Tatum, T. (2009).
Web Sites for Young Children: Gateway to Online Social
Networking? Professional School Counseling, 13(1), 1-7.
This article looks at websites for young people aged 3-12. It works to argue both the
advantages and disadvantages when using the internet and the given webpages for school study.
Sawmiller, A. (2010).
Classroom Blogging: What is the Role in Science Learning? Clearing
House, 83(2), 44-48.
This paper illustrates the positive uses of social media as a means of allowing students to
showcase their work through study blogs. Given that teachers are often encouraged to use
computers and the internet in their classes, blogging could be a means of doing just that while
still providing for a positive internet experience – even by providing a voice to those seen as
“silent students.”
Stephens, G. (2008). Cybercrime in the year 2005. Futurist, 42(4), 32-36.
This article focused on the various forms of cybercrime in the year 2005, while at the
same time provided a look ahead at the crimes we may be faced with in the year 2025. This is an
editorial piece covering the author’s previous work with a look ahead at what may come based
on the observations he was correct on.
DeGennaro, D. (2008). Learning Designs: An Analysis of Youth-Initiated Technology Use.
Journal of Research on Technology in Education, 41(1), 1-20.
ANNOTATED BIBLIOGRAPHY
8
This article covers how students today are learning differently due to the rise in
electronics and web-based media. The article goes on to insist that educators must work to find a
way to connect these sources of information to their students in a positive way.
Hunley, S. A., Evans, J.H., Delgado-Hachey, M., Krise, J., Rich, T., & Schell C. (2005).
Adolescent computer use and academic achievement. Adolescence, 40(158), 307-318.
This study was meant to discover the relationship between computer use and academic
achievement. Surprisingly, the use of the computer was not a factor in the academic grades of
those surveyed, but instead variances were found based on the gender of the student and the time
spent doing homework.
Siegle, D. (2010). Cyberbullying and Sexting: Technology Abuses of the 21st Century. Gifted
Child Today, 33(2), 14-65.
Article examining bullying and cyberbullying in schools. Findings from this study
indicate that those who are considered gifted students were less likely to be bullied.
Bay-Cheng, L.Y. (2001).
SexEd.com: Values and Norms in Web-based Sexuality Education.
Journal of Sex Research, 38(3), 241-250.
A paper that looks at how the internet is being used by teenagers to perform their own sex
education. The argument presented in this paper is in how online websites, such as SexEd.com,
are helping and/or hindering the youth when used in conjunction with or in the absence of a
school-based sex education class.
Tan, L. (2008). Psychotherapy 2.0: MySpace Blogging as Self-therapy. American Journal of
Psychotherapy, 62(2), 143-163.
This paper looks at a 2005 survey performed by America Online, in which respondents
claimed that they were using blogging as a form of self-therapy. Though originally unnoticed by
ANNOTATED BIBLIOGRAPHY
9
the psychotherapy community when originally released, the author argues that the use of
blogging may be just the self-therapy some individuals need.
Steeves, V. (2008).
If the Supreme Court Were on Facebook: Evaluating the Reasonable
Expectation of Privacy Test from a Social Perspective. Canadian Journal of Criminology
& Criminal Justice, 50(3), 331-347.
This article looks at how the Supreme Court of Canada has defined the expectations of
privacy in informational spaces, and also covers the author’s own thoughts o …
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