Chapter nine is about finding relevant information from print resources. It goes through how to use your library by browsing the stacks, checking materials out, or using inter-library loan. I thought that was cool, borrowing things from a library besides your own. (The library system is awesome!) This chapter also talks about using library periodicals to find even more sources. You can do this by looking at works cited lists as well. There are also reference rooms, where you can get access to bibliographies and indexes.
This chapter is very informative, but I don't think I will be using any more print resources for my paper. I did go "browse the stacks" and I found a great book. The book in combination with all the articles I've found online should be plenty enough information for my project. I think the information on periodicals, bibliographies, and indexes will be very helpful for future classes. While I was at the library I also found some materials for the research paper I'm writing in biology class. Thanks Bedford Researcher!
Tuesday, May 12, 2015
In Class: Incorporating Sources Effectively
1) Sentences with Quotations:
In a study on the effects of sleep restriction on school children, Sadeh found that "moderate changes in sleep duration have detectable significant effects on children's neuropsychological functioning" (453).
One study focused on delinquency in children and found that "youth who slept 7 or fewer hours reported significantly more property delinquency than did youth who slept 8-10 h. (Clickenbeard, 924).
2) The "Monstrosity Paragraph":
Avi Sadeh is a professor at the School of Psychological Sciences as well as the director of the Laboratory for Children's Sleep-Wake Disorders and the director of the Adler Center for Research in Child Development and Psychopathology at Tel Aviv University. His article, "The Effects of Sleep Restriction and Extension on School-Age Children: What a Difference an Hour Makes" which can be found in the 2003 issue of Child Development, reports that "moderate changes in sleep duration have detectable significant effects on children's neuropsychological functioning" (453). Supporting this statement, Samantha Clickenbeard and colleagues found in their article, "Sleep and Delinquency: Does the amount of sleep matter?" published in 2011 in the Journal of Youth and Adolescence, that "youth who slept 7 or fewer hours reported significantly more property delinquency than did youth who slept 8-10 h." (924).
3) Citing Images
Self Reported Sleep Duration in the U.S. from 1960-2002. 2002. National Sleep Foundation. Web. 19 May 2015.
In a study on the effects of sleep restriction on school children, Sadeh found that "moderate changes in sleep duration have detectable significant effects on children's neuropsychological functioning" (453).
One study focused on delinquency in children and found that "youth who slept 7 or fewer hours reported significantly more property delinquency than did youth who slept 8-10 h. (Clickenbeard, 924).
2) The "Monstrosity Paragraph":
Avi Sadeh is a professor at the School of Psychological Sciences as well as the director of the Laboratory for Children's Sleep-Wake Disorders and the director of the Adler Center for Research in Child Development and Psychopathology at Tel Aviv University. His article, "The Effects of Sleep Restriction and Extension on School-Age Children: What a Difference an Hour Makes" which can be found in the 2003 issue of Child Development, reports that "moderate changes in sleep duration have detectable significant effects on children's neuropsychological functioning" (453). Supporting this statement, Samantha Clickenbeard and colleagues found in their article, "Sleep and Delinquency: Does the amount of sleep matter?" published in 2011 in the Journal of Youth and Adolescence, that "youth who slept 7 or fewer hours reported significantly more property delinquency than did youth who slept 8-10 h." (924).
3) Citing Images
Self Reported Sleep Duration in the U.S. from 1960-2002. 2002. National Sleep Foundation. Web. 19 May 2015.
Monday, May 11, 2015
20 Item Bibliography
Al-Sharman,
Alham, and Catherine F. Siengsukon. “Sleep Enhances Learning of a Functional
Motor Task in Young Adults.” Physical Therapy 93.12 (2013): 1625-35. EBSCOHost.
Web. 11 May 2015.
Bin, Yu Sun,
Nathaniel S. Marshall, and Nick Glozier. "Sleeping at the Limits: The
Changing Prevalence of Short and Long Sleep Durations in 10 Countries."
American Journal of Epidemiology 177.8 (2013): 826-33. Academic Search Premier.
Web. 25 Apr 2015.
Carrell,
Scott E., Teny Maghakian, and James E. West. “A's from Zzzz's? The Causal
Effect of School Start Time on the Academic Achievement of Adolescents.”
American Economic Journal: Economic Policy 3.3 (2011): 62-81. JSTOR. Web. 11
May 2015.
Clickinbeard, Samantha, et al. "Sleep and Delinquency:
Does the Amount of Sleep Matter?" Journal of Youth & Adolescence 40.7
(2011): 916-30. Academic Search Premier. Web. 24 Apr. 2015.
Dang-Vu,
T.T., et al. “A role for sleep in brain plasticity.” Pediatric Rehabilitation
9.2 (2006): 98-118. EBSCOHost. Web. 11 May 2015.
Gaultney,
Jane F. “The Prevalence of Sleep Disorders in College Students: Impact on
Academic Performance.” Journal of American College Health. 59.2 (2010): 91-97.
EBSCOHost. Web. 11 May 2015.
Gradisar, M., et al. "Adolescent Sleep and Working
Memory Performance." Sleep and Biological Rhythms 6.3 (2008): 146-54.
Academic Search Premier. Web. 25 Apr 2015.
Kelly, William E., Kathryn E. Kelly, and Robert C. Clanton.
"The Relationship Between Sleep Length and Grade-Point Average Among
College Students." College Student Journal 35.1 (2001): 84. Academic
Search Premier. Web. 26 Apr 2015.
Lee,
Shih-Yu, et al. “Stress and Sleep Disturbances in Female College Students.”
American Journal of Health Behavior 37.6 (2013): 851-58. EBSCOHost. Web. 11 May
2015.
“Longer Work
Days Leave Americans Nodding Off On the Job.” National Sleep Foundation.
National Sleep Foundation. 3 Mar. 2008. Web. 28 Apr. 2015.
Maquet, Pierre. “The Role of Sleep in Learning and
Memory.”Science, New Series 294.5544 (2001): 1048-52. JSTOR. Web. 11 May 2015.
Millman, Richard P. “Excessive Sleepiness in Adolescents
and Young Adults: Causes, Consequences, and Treatment Strategies.” Pediatrics
115.6 (2005): 1774-86. EBSCOHost. Web. 11 May 2015.
Saey, Tina
Hesman. Sleep Interruptions Erode Memory.” Science News 180.5 (2011): 9. JSTOR.
Web. 11 May 2015.
Sadeh, Avi, Reut Gruber, and Amiram Raviv. “Sleep,
Neurobehavioral Functioning, and Behavior Problems in School-Age Children.”
Child Development 73.2 (2002): 405-17. JSTOR. Web. 11 May 2015.
---. “The
Effects of Sleep Restriction and Extension on School-Age Children: What a
Difference an Hour Makes.” Child Development 74.2 (2003): 444-55. JSTOR. Web.
30 Apr 2015.
Schenck, Carlos H. Sleep: A Groundbreaking Guide to the
Mysteries, the Problems, and the Solutions. New York: Penguin Group. 2007.
Print.
Taillard,
Jaques, Pierre Philip, and Bernard Bioulac. "Morningness/Eveningness and
the Need for Sleep." Journal of Sleep Research 8.4 (1999): 291-95.
Academic Search Premier. Web. 24 Apr 2015.
Trockel, Michey
T., Michael D Barnes, and Dennis L. Egget. “Health-Related Variables and
Academic Performance Among First-Year College Students: Implications for Sleep
and Other Behaviors.” Journal of American College Health 49.3 (2000): 125-31.
EBSCOHost. Web. 11 May 2015.
Wells, Mary
Ellen, and Bradley V. Vaughn. "Poor Sleep Challenging the Health of a
Nation." Neurodiagnostic Journal
52.3 (2012): 233-49. Academic Search
Premier. Web. 23 Apr. 2015.
Wolfson, Amy
R., and Mary A. Carskadon. “Sleep Schedules and Daytime Functioning in Adolescents.”
Child Development 69.4 (1998): 875-87. JSTOR. Web. 11 May 2015.
Monday, May 4, 2015
Chapter Three
Chapter three is about forming your research question and proposal. First it's important to reflect on your writing situation, asking yourself what you have learned and what you need or want to learn next.Then you generate lots of potential questions, and further define and craft these to match your situation. For example, one of the research writers narrowed his topic down by concerning only Colorado citizens instead of the whole nation. The second part of the chapter deals with developing your research proposal. The chapter goes through and explains each of the main characteristics (title page, introduction and/or research question, review of literature, explanation of how you collect information, project timeline, key challenges, and working bibliography). At the end of the chapter, there is an annotated example from a featured writer.
I really appreciated this chapter. I was beginning to worry about my project because I don't quite know exactly where I am going with it, yet class is continuing on as steady as ever. This chapter answers my questions yet again! There are great tips and exercises to help me find, develop, and narrow my thoughts into a strong research question. I've briefly done one of the activities and am feeling more confident already. The one about generating lots of potential research questions looks promising as well. I thought the section about mixing different conditional words (although, even though, in light of, etc) with phrases (we know that..., studies indicate..., it has been shown...,) to be a neat help source. I also have never written a research proposal before so the example at the end of the chapter gave me a good idea of what I need to prepare for.
Reflecting on my writing situation: (Activity on page 41) (ignore this)
1. What has changed about what I want to accomplish? Well... I didn't really know exactly before so I guess I just decided what I want to accomplish.
2. I want to inform readers by both reflecting on the issue and conducting an analysis. I further need to define my problem as being an actual problem, and then persuade readers to change habits/take action.
3. My readers: Have basic common knowledge. Most everyone knows how much sleep you need. From my conversations, almost no one gets enough. Do they know why it's so important? Is it actually that important?? I hope to answer these questions. They'll want good, credible, scientifically backed answers too.
4. What kind of sources do I want? Scholarly articles are great. National sleep foundation has great yearly polls/explanations for those as well. Perhaps a book or something?
5. The kind of document I'll write: Uh, the one that's required? .-.
6. Opportunities or limitations? opportunities: tons of great sources to read. limitations: tons of great sources to read.
7. How will my biases affect my ability to learn about the issue? Well... it's sleep. So biases aren't too strong here. I'm not too worried about it
I really appreciated this chapter. I was beginning to worry about my project because I don't quite know exactly where I am going with it, yet class is continuing on as steady as ever. This chapter answers my questions yet again! There are great tips and exercises to help me find, develop, and narrow my thoughts into a strong research question. I've briefly done one of the activities and am feeling more confident already. The one about generating lots of potential research questions looks promising as well. I thought the section about mixing different conditional words (although, even though, in light of, etc) with phrases (we know that..., studies indicate..., it has been shown...,) to be a neat help source. I also have never written a research proposal before so the example at the end of the chapter gave me a good idea of what I need to prepare for.
Reflecting on my writing situation: (Activity on page 41) (ignore this)
1. What has changed about what I want to accomplish? Well... I didn't really know exactly before so I guess I just decided what I want to accomplish.
2. I want to inform readers by both reflecting on the issue and conducting an analysis. I further need to define my problem as being an actual problem, and then persuade readers to change habits/take action.
3. My readers: Have basic common knowledge. Most everyone knows how much sleep you need. From my conversations, almost no one gets enough. Do they know why it's so important? Is it actually that important?? I hope to answer these questions. They'll want good, credible, scientifically backed answers too.
4. What kind of sources do I want? Scholarly articles are great. National sleep foundation has great yearly polls/explanations for those as well. Perhaps a book or something?
5. The kind of document I'll write: Uh, the one that's required? .-.
6. Opportunities or limitations? opportunities: tons of great sources to read. limitations: tons of great sources to read.
7. How will my biases affect my ability to learn about the issue? Well... it's sleep. So biases aren't too strong here. I'm not too worried about it
Saturday, May 2, 2015
Chapter Seven
Chapter seven is devoted to the topic of plagiarism. First, plagiarism is defined and we differentiate between intentional and unintentional plagiarism. Next, ethics in writing is discussed, which is defined as writing accurately with great respect towards your references and readers. Of course, some information you do not need to cite, this is called "common knowledge." Then we learn about fair use and when it is appropriate to ask for permission. Lastly, we are given great tips to avoid plagiarism and what to do if accused.
This chapter has been very helpful to me. I know OC takes plagiarism very seriously, so to me it is beneficial to know a lot about unintentional plagiarism and how to avoid it. The tips are very applicable and will help me in my writing process. I like the idea of conducting a knowledge survey of yourself, so you can distinguish between common knowledge and what you need to cite. It is also important to distinguish between your ideas and those of your references. Simply put, the best way to avoid plagiarism is to do the work before the last minute, pay close attention to what you write, and properly cite all sources used.
This chapter has been very helpful to me. I know OC takes plagiarism very seriously, so to me it is beneficial to know a lot about unintentional plagiarism and how to avoid it. The tips are very applicable and will help me in my writing process. I like the idea of conducting a knowledge survey of yourself, so you can distinguish between common knowledge and what you need to cite. It is also important to distinguish between your ideas and those of your references. Simply put, the best way to avoid plagiarism is to do the work before the last minute, pay close attention to what you write, and properly cite all sources used.
Tuesday, April 28, 2015
In Class Work: Worked Cited List
Works Cited
Clickinbeard,
Samantha, et al. "Sleep and Delinquency: Does the Amount of Sleep
Matter?" Journal of Youth &
Adolescence 40.7 (2011): 916-30. Academic
Search Premier. Web. 24 Apr. 2015.
Coren, Stanley. Sleep Thieves. New York: Free Press,
1997. Print.
Dement, William
C. The Promise of Sleep: A Pioneer in
Sleep Medicine Explores the Vital Connection Between Health, Happiness, and a
Good Night's Sleep. New York: Dell, 2000. Print.
Galbraith, Kate. “Can
Orange Glasses Help You Sleep Better?” New
York Times. New York Times, 7 Apr. 2015. Web. 28 Apr. 2015.
“How Sleep
Works.” Sleep.org. National Sleep
Foundation. Web. 28 Apr. 15.
“Longer Work Days
Leave Americans Nodding Off On the Job.” National
Sleep Foundation. National Sleep Foundation. 3 Mar. 2008. Web. 28 Apr.
2015.
Mooallem, Jon. “The
Sleep-Industrial Complex.” New York Times.
New York Times, 18 Nov. 2007. Web. 28 Apr. 2015.
Wells, Mary
Ellen, and Bradley V. Vaughn. "Poor Sleep Challenging the Health of a
Nation." Neurodiagnostic Journal
52.3 (2012): 233-49. Academic Search
Premier. Web. 23 Apr. 2015.
Chapter Eight
Chapter eight deals with searching for information with digital resources. First it addresses preparing for your search. You should review any plans you have made and your research proposal. Then, figure out keywords or phrases that are common in your subject. For example, for the words "insufficient sleep" I could also search "short sleep"," sleep deprivation", "poor sleep", etc. Once you have these phrases identified, it's important to keep track of your search results and any common similarities. The rest of the chapter explains how to search online library catalogs, databases, web directories, and media search sites. We are also given a short list of good websites/resources that we could use in each section.
This chapter is very helpful, as the majority of class and home work has been finding sources. I found the parts explaining wildcards, Boolean searches and how to use limiting factors to be especially helpful. I wasn't aware you could even do that! I also learned how to limit searches to certain types of sites, for example, only government websites. I feel like a whole new world of sources is opened to me... I am confident I can find reliable sources outside of the same database I've been trying to use this whole time. Yay!
This chapter is very helpful, as the majority of class and home work has been finding sources. I found the parts explaining wildcards, Boolean searches and how to use limiting factors to be especially helpful. I wasn't aware you could even do that! I also learned how to limit searches to certain types of sites, for example, only government websites. I feel like a whole new world of sources is opened to me... I am confident I can find reliable sources outside of the same database I've been trying to use this whole time. Yay!
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