...Lincoln Square Fieldwork Assignment Walk down to Lincoln Square on a Sunday afternoon, and you will find yourself immersed in a world without problems. At least that is how it looks from the outside, just observing. People walk around with their families, pushing strollers or walking their dogs, conversing with each other and taking the time to talk to people they meet. You see nice cars and beautiful houses, restaurants and patios, library and cinema, the Old Town school of Music, Lillstreet Art Center and the Dank-Haus a museum slash cultural center, in other words it is an enclave where you can find everything you need without having to leave the area. It seems like everybody knows each other either because they live in the same area or because their usual Sunday afternoon or stroll time usually happens here and they got to know each other. When I say Lincoln Square I am referring to the commercial heart of Lincoln Square neighborhood located where Lincoln, Lawrence and Western avenues meet. It is “the heart of the city’s German culture” (Solomon). Community area 4, 7 miles north of the loop serviced by the Brown Line, it is a part of the Greater Lincoln square along with other neighborhoods, namely Ravenswood Manor, Ravenswood Gardens, Ravenswood, Bowmanville and Budlong Woods( Wikipedia). The City of Chicago gave Lincoln square its name in 1925, three decades before a statue of the president was actually put here in 1956. During the 1900 and 1950 Lincoln Square was...
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...presentation, the speaker, and audience reaction. The evaluation should address 1. Delivery approach (including voice, vocabulary, and style) 2. Verbal and nonverbal communications 3. Use of storytelling and narrative 4. Ability to influence and persuade 5. Visual appeal 6. The experience for the audience and the speaker Analyze the findings to identify key factors contributing to effective and ineffective public speaking and recommendations for improvement supported by concepts from the course. In addition, discuss witnessed practices that you wish to incorporate and avoid along with a rationale. Your paper should be 3 - 4 pages in length, and incorporate course references as part of your analysis. This assignment represents 6% of the course grade. The artifact itself, I consider to be one of the most influential pieces of literature ever produced. From his enthusiastic delivery, Dr. King switch from reading a manuscript into speaking extemporaneously half way through the speech. Dr. King used an extensive amount of metaphors. Martin Luther King Jr. delivered “I Have a Dream” in transformation speech; even with limited hands motion. Dr. King delivered his speech with enough clarity for his audiences. Defoe (2007) explains about the importance of clarity and how “having a substantive message is important. ” Dr. Kings speech articulated his wording and it is very understandable to others like me (Defoe, 2007). To give the audience vivid images of...
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...Analysis Paper 1 Jennifer Lincoln COUN 620 Liberty University March 29, 2015 In regards to key developmental aspects of human growth in my life and as I integrate Erickson’s eight stages of development into my 48 years of life, I found that many of my transitional tasks were delayed, or not developed according to Erickson’s time frame. This might be due to the dysfunctional lifestyle, neglected childhood and promiscuous teenage years I had and it has taken me many years to develop my sense of identity, my sense of intimacy, and to change my behavior (Feldman, 2011). In the argument of Piaget he says that children at the age of three to five years think abstractly and this affects their motor development (Boyd, 2006). The first ten years of my childhood was confused, isolated, and fearful. I lived with my grandparents and I never could understand why I wasn’t with my parents who were able to take care of my two oldest brothers. I was so tormented in my mind. The devil came in to steal, kill, and destroy me at an early age. I always felt as an outcast and I remembered other children making fun of me calling me names to where I isolated myself from them. My grandmother was a Christian and we went to church in which I loved church. We lived in the country on a farm and I did not like to go out in the open because of the children in the community making fun of me but we had to walk to church. I was afraid and always crying, hiding under beds...
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...qualitative research: biography, ethnography, phenomenology, grounded theory, and case study. Asking Five Questions, novice researchers select a methodology appropriate to the desired perspective on the selected topic. The Method facilitates identifying and writing a Problem Statement. Through taking a future perspective, the researcher discovers the importance and direction of the study and composes a Purpose Statement. The process develops an overarching research question integrating the purpose and the research problem. The role of the researcher and management of assumptions and biases is discussed. The Five-Question Method simplifies the framing process promoting quality in qualitative research design. A course outline is appended. Key words: Qualitative Research, Five-Question Method, Biography Research, Phenomenology Research, Grounded Theory Research, Case Study Research, and Ethnography Research Introduction Planning a qualitative study for the first time tends to be an intimidating venture for graduate students just entering the field. Even armed with a topic of interest, for a novice in qualitative research, identifying the problem can seem highly problematic in and of itself. “Students often enter a doctoral-level course with little or no previous preparation in qualitative research” (Cobb & Hoffart, 1999). We view graduate students’ general lack of exposure to and experience with qualitative research as a...
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...learning categories visual, aural, read/write, and kinesthetic The learning preferences results provide an explanation on how someone “take[s]-in and give[s]-out information” ( Fleming, 2016). In this paper I discuss my learning styles and strategies that were recommend through the questionnaire, as well discuss how individual learning styles, preferences, and strategies can influence how someone may teach and learn. Summary of Learning Style Through the VARK questionnaire I was given the results that my learning preferences were split equally between read/write and kinesthetic. The read/write learning preference is for learners who take in information that is displayed in words. The input and output for this learning style is through printed material especially manuals, reports, essays and assignments (Felming, 2016). The kinesthetic learning preference as defined by Neil Fleming the creator of the VARK questionnaire, is “the perceptual preference related to the use of experience and practice (simulated or real),” the learner takes in information through sight, taste, smell, and hearing (Fleming & Milla,1992 p.140). Because of this the kinesthetic teaching experience is done...
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...Syllabus MGT 496 Strategic Management and Policy, Spring 2016 Instructor: | Dr. Jim Sundali | Office: | 401D Business Administration | Class: | MW 1:00 & 4:00 in AB 102 | Office Hours: | MW 11:00-12:45 | Phone: | 775-682-9176 | E-mail: | jsundali@unr.edu (best way) | Web Site: | http://www.business.unr.edu/sundali/ | WebCampus: | http://wcl.unr.edu | Catalog Description Emphasis on the application of knowledge from all functional areas of business to organizational problems and the formulation and implementation of organizational strategies. (Major Capstone course.) Prereq(s): CH 201; ENG 102; FIN 301; MGT 323; SCM 352; junior or senior standing. Course Overview The theme of this course is the development and implementation of strategic missions, plans, objectives and tactics. You will develop strategic plans and engage in strategic management. We will integrate the knowledge you have acquired to this point in order to develop an understanding of how an entire organization functions and give you an opportunity to develop and exhibit your management and leadership abilities. Prerequisites: IS 301, FIN 301, MGT 323, SCM 352, and MGT 325 or ACC 460 Course Learnings Objectives MGT 496 is a University Capstone Course and will also serve as the coordinating course to satisfy the Ethics component of the Silver Core Curriculum. As such this course will satisfy the following three Core Objectives (CO): * CO12 Ethics: Students will...
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...Chapter 1 Handicapped by History Brief Summary As the first chapter in this long analytical book, chapter one serves as the foundation for the rest of the novel, with a basic premise that “history textbooks make fool out of the students.” It shows how portrayal of historical figures and events in the best light for the reputation of United States leads to biased and distorted historical education. Author’s Viewpoint Loewen uses two examples—Helen Keller and Woodrow Wilson—in order to illustrate his point, and I would like to focus on the latter for this analysis. Loewen states that while Woodrow Wilson is often presented as the founder of League of Nations following World War I and the leader of progressive causes like women’s suffrage, textbooks rarely make any reference to racial segregation of federal government and his military interventions in foreign nations (22). Wilson intervened in countries like Cuba, the Dominican Republic, Haiti, and Nicaragua, and, which set up dictatorship in those nations, but surprisingly documentary evidences only emphasize his role in withdrawing the troops, which sounds ironic considering that he “wasn’t” the one who put the troops in at the first place (25). Instead, textbooks portray his intentions as building up friendship or take a step further and blame the invaded nations themselves (24). Next argument that Loewen makes is that Wilson was a racist who effectively closed the Democratic Party to African Americans, a fact that...
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...Introduction In my homeland country, in the mid 90s there was a general election and according to a particular popular pole and surveys a certain political party would have won a landslide election victory. To everyone's surprise, they lost the election badly. This goes to show that biasness/unreliable data is known to throw things out of perspective and give people false hope. The results of that particular election caused rioting for several weeks. Once this phenomenon comes into the picture of any questionnaire the findings can create profound negative impact. The most frequent and important ways of misconduct in scientific research are falsifying results, plagiarize and over-interpretation. Motives are prestige, money, pressure of time and conflict of interests. The "publish or perish" phenomenon and the sometimes difficult attainable deadlines play an important role. Furthermore, there is a "gray-zone" in which clinical scientific researchers are influenced particularly by the pharmaceutical industry, leading to the writing of tendentious publications. (Verh K Acad Geneeskd Belg. 2004). Over the last 25 years, a small but growing body of research on research behavior has slowly provided a more complete and critical understanding of research practices, particularly in the biomedical and behavioral sciences. The results of this research suggest that some earlier assumptions about irresponsible conduct are not reliable, leading to the conclusion that there is...
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...own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety is focused on critical thinking skills, evaluating sources and resources, using specific details to support general conclusions, revising for the best possible way to sue the language to express ideas clearly, concisely, and elegantly as possible. The feedback is ongoing and frequent. C9 In order to encourage students to be successful lifelong learners, they will learn how to evaluate...
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...draw it and write a peom inside that shape) for production you can display all the shapes poems on the school board /bulletin board/soft board.. production stage could be considerd as evaluation Evaluation Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Sonia Sham Dupte grades 3-4 language arts Tuesday, March 01, 2005 30 mins telling a story Students will learn how to use descriptive and imaginative language to tell a story. * Telling a Story pictures (allow each student to choose their own picture) * paper * pencils Discuss with students the structure of a good story. Stress that a good story has a beginning, middle, climax, and end. Read a sample story to the class. Have the class discuss what you read, particularly the structure and components of the story. Ask them what makes the stories good or interesting. Have students select one of the "Telling a Story" pictures about which to write their stories. Have each student study the picture selected and think about the...
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...Adapting the Case Study Design Antonio Díaz Andrade The University of Auckland Business School, Auckland, New Zealand Although the advantages of case study design are widely recognised, its original positivist underlying assumptions may mislead interpretive researchers aiming at theory building. The paper discusses the limitations of the case study design for theory building and explains how grounded theory systemic process adds to the case study design. The author reflects upon his experience in conducting research on the articulation of both traditional social networks and new virtual networks in six rural communities in Peru, using both case study design and grounded theory in a combined fashion in order to discover an emergent theory. Key Words: Case Study, Interpretive Approach, Theory Building, and Grounded Theory Introduction Researchers adopting a case study design face a number of challenges in making their argument. Yin (2003) himself warns researchers who adopt a case study design to be conscious that their findings will be challenged and prefaces his book enumerating the alleged weaknesses in the case study; a methodology that downgrades the academic disciplines and lacks sufficient precision, objectivity, and rigour. We should note that those warnings come from an author who operates from a positivist stance throughout his book. If this warning applies to positivist researchers, then it applies even more so to interpretive researchers aiming at theory building through...
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...RESEARCH DESIGN Qualitative, Quantitative. and Mixed Methods Approaches SECOND EDITION John W. Creswell University of Nebraska, Lincoln SAGE Publications International Educational and Professional Publisher Thousand Oaks London New Delhi ~ 6 7 6 3Copyright O 2003 by Sage Publications, Inc. -3 All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Cover image copyright O Sheldan CollinsICorbis; used by permission. For information: Sage Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: order@sagepub.com Sage Publications Ltd. 6 Bonhill Street London EC2A 4PU United Kingdom Sage Publications India Pvt. Ltd. M-32 Market Greater Kailash I New Delhi 110 048 India Printed in the United States of America Library of Congress Cataloging-in-Publication Data Creswell, John W. Research design: Qualitative, quantitative, and mixed method approaches I by John W. Creswel1.- 2nd ed. p. cm Includes bibliographical references and indexes. ISBN 0-7619-2441-8 (c) - ISBN 0-7619-2442-6 (pbk.) 1. Social sciences-Research-Methodology. 2. Social sciences-Statistical methods. I. Title. H62 .C6963 2002 30W.7'2-dc21 Acquiring Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Cover Designer: ...
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...CHAPTER 4 Research Methodology and Design 4.1 Introduction All research is based on some underlying philosophical assumptions about what constitutes 'valid' research and which research method(s) is/are appropriate for the development of knowledge in a given study. In order to conduct and evaluate any research, it is therefore important to know what these assumptions are. This chapter discusses the philosophical assumptions and also the design strategies underpinning this research study. Common philosophical assumptions were reviewed and presented; the interpretive paradigm was identified for the framework of the study. In addition, the chapter discusses the research methodologies, and design used in the study including strategies, instruments, and data collection and analysis methods, while explaining the stages and processes involved in the study. The research design for this study is a descriptive and interpretive case study that is analysed through qualitative methods. Questionnaires were used to evaluate participants’ WebCT skills (before the course starts) and to determine their levels of satisfaction in the course (at the end of the case study). A descriptive statistical method was used to analyze the student satisfaction survey. Participant observation, face-to-face interviews, focus-group interviews, questionnaires, and member checking were used as data collection methods. Furthermore, the justification for each of the data collection methods used in the study...
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...about Lincoln Academy so that you can gain as much as possible from your years at L.A. Please read it carefully and share your questions with any of us on the faculty. We will be happy to help you. I am a school administrator who believes in empowering faculty, staff and students to make the school environment more effective, efficient and productive. Trustees, parents and community members all play a role in the life of the school but, most importantly, Lincoln Academy exists for its students. We all need to be responsive to your needs for an exceptional education and it is my pledge to you that I will work with and for you to make your educational experience at LA the best that it possibly can be. I want to encourage you to use me and my office and staff as a resource for you. If you find a rule or regulation that you question, please use every possible avenue to question that rule. If we have no legitimate reason for that rule or policy, then I will assist you in making changes in that rule or policy. Remember, however, that policies are the responsibility of the governing board and we all must follow a legal process to change those. I will continue to make Lincoln Academy the best private secondary school in Maine that serves a public interest. In addition, it is my hope to have Lincoln Academy ...
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...THE PERCEPTIONS OF EFFECTS OF A STUDY SKILLS COURSE, “DYNAMICS OF EFFECTIVE STUDY,” ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS AT A DEDICATED ACADEMIC MAGNET HIGH SCHOOL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Educational Leadership, Research, and Counseling by Josephine Ann Allen B.S., Nicholls State University, 1976 M.A., Southern University, 1988 M.A., Southern University, 1990 December, 2003 DEDICATION This dissertation is dedicated to my Heavenly Father through Jesus Christ who has given me this wonderful gift and to my loving mother, Mrs. Daisy Celestin Allen, who has always believed in education and has supported me throughout my academic endeavors. ii ACKNOWLEDGEMENTS I am most appreciative to my former principal, Mr. James B. Williams, Jr., who encouraged me to complete this study and East Baton Rouge Parish for allowing me to conduct this research. I am also thankful to the participants in the study - teachers, students, parents, and administrators of Baton Rouge Magnet High School - for allowing me to conduct this research. I want to acknowledge a former student of mine, Harley Becnel, for reminding me of why I started this educational journey and why I persisted to complete the process. All children deserve to be properly educated. With love for...
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