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– ## WeekThreediscussionRepliesHM.docx **## WeekThreediscussionRepliesHM.docx** Please respond to the two students' discussion posts with a minimum of 75 words per post. Zachary LaLonde Tesla’s plan to upgrade its information management systems is a smart move for both security and better decision m…
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**## WeekThreediscussionRepliesHM.docx**
Please respond to the two students' discussion posts with a minimum of 75 words per post.
Zachary LaLonde
Tesla’s plan to upgrade its information management systems is a smart move for both security and better decision making. With the right approach, the internet, intranet, and extranet can each play a specific role in making the upgrade more effective.
The internet can be used to strengthen Tesla’s public facing presence by sharing product updates, sustainability initiatives, and investor information. It is also a valuable tool for gathering industry trends and competitor data, which can feed into strategic planning. The intranet should be the central hub for internal communication and collaboration. Housing company policies, training materials, and project updates in one secure place ensures employees have quick access to the information they need without relying on external sources. The extranet can serve as a secure bridge to connect Tesla with suppliers, partners, and key stakeholders, making it easier to coordinate production timelines, share design files, and track supply chain performance.
Business intelligence systems can make these tools even more powerful by turning collected data into actionable insights. By tracking key performance indicators such as production efficiency, supply chain lead times, customer satisfaction scores, and energy consumption, Tesla can quickly identify where improvements are needed. Dashboards and real time reporting can help leadership monitor performance across departments, spot trends, and respond before small issues become major problems.
With this upgrade, Tesla can combine stronger security, better collaboration, and more precise analytics to make faster data driven decisions that keep the company competitive and innovative.
References
Laudon, K. C., & Laudon, J. P. (2022). Management information systems: Managing the digital firm (17th ed.). Pearson.
Sharda, R., Delen, D., & Turban, E. (2023). Business intelligence, analytics, and data science: A managerial perspective (12th ed.). Pearson.
Kaisean Hawkins
Upgrading XYZ Company’s information management systems provides a strong opportunity to align technology with strategic goals. The internet, intranet, and extranet each serve unique functions that can enhance communication, collaboration, and data-driven decision making. The internet allows the company to maintain its external presence through websites, e-commerce platforms, and customer portals. The intranet offers a secure internal environment for employees to access policies, training modules, and organizational announcements. The extranet creates a controlled network where partners, suppliers, and select clients can share data, strengthening supply chain efficiency and customer relationships (Turban et al., 2018).
Business intelligence systems will be especially valuable in improving decision making by transforming raw data into actionable insights. For example, real-time dashboards can track sales performance, customer satisfaction, and operational efficiency, allowing managers to quickly identify trends and respond proactively (Laudon & Laudon, 2022). Monitoring key performance indicators such as employee productivity, cost per unit, and customer retention will help leadership align performance with corporate strategy. By integrating ethical considerations into system design, the organization can also protect sensitive information and ensure responsible data use. Overall, these upgrades position XYZ to become more competitive and resilient in a global business environment.
**References**
Laudon, K. C., & Laudon, J. P. (2022).
_Management information systems: Managing the digital firm_ (17th ed.). Pearson. https://www.pearson.com/en-us/subject-catalog/p/management-information-systems/P200000006085/9780137995088
Turban, E., Pollard, C., & Wood, G. (2018).
_Information technology for management: On-demand strategies for performance, growth and sustainability_ (11th ed.). Wiley.
[https://www.wiley.com/en-us/Information+Technology+for+Management%3A+On-Demand+Strategies+for+Performance%2C+Growth+and+Sustainability%2C+11th+Edition-p-9781118890849](https://www.wiley.com/en-us/Information+Technology+for+Management%3A+On-Demand+Strategies+for+Performance%2C+Growth+and+Sustainability%2C+11th+Edition-p-9781118890849)
**## WeekThreediscussionRepliesHM.docx**
Please respond to the two students' discussion posts with a minimum of 75 words per post.
Zachary LaLonde
Tesla’s plan to upgrade its information management systems is a smart move for both security and better decision making. With the right approach, the internet, intranet, and extranet can each play a specific role in making the upgrade more effective.
The internet can be used to strengthen Tesla’s public facing presence by sharing product updates, sustainability initiatives, and investor information. It is also a valuable tool for gathering industry trends and competitor data, which can feed into strategic planning. The intranet should be the central hub for internal communication and collaboration. Housing company policies, training materials, and project updates in one secure place ensures employees have quick access to the information they need without relying on external sources. The extranet can serve as a secure bridge to connect Tesla with suppliers, partners, and key stakeholders, making it easier to coordinate production timelines, share design files, and track supply chain performance.
Business intelligence systems can make these tools even more powerful by turning collected data into actionable insights. By tracking key performance indicators such as production efficiency, supply chain lead times, customer satisfaction scores, and energy consumption, Tesla can quickly identify where improvements are needed. Dashboards and real time reporting can help leadership monitor performance across departments, spot trends, and respond before small issues become major problems.
With this upgrade, Tesla can combine stronger security, better collaboration, and more precise analytics to make faster data driven decisions that keep the company competitive and innovative.
References
Laudon, K. C., & Laudon, J. P. (2022). Management information systems: Managing the digital firm (17th ed.). Pearson.
Sharda, R., Delen, D., & Turban, E. (2023). Business intelligence, analytics, and data science: A managerial perspective (12th ed.). Pearson.
Kaisean Hawkins
Upgrading XYZ Company’s information management systems provides a strong opportunity to align technology with strategic goals. The internet, intranet, and extranet each serve unique functions that can enhance communication, collaboration, and data-driven decision making. The internet allows the company to maintain its external presence through websites, e-commerce platforms, and customer portals. The intranet offers a secure internal environment for employees to access policies, training modules, and organizational announcements. The extranet creates a controlled network where partners, suppliers, and select clients can share data, strengthening supply chain efficiency and customer relationships (Turban et al., 2018).
Business intelligence systems will be especially valuable in improving decision making by transforming raw data into actionable insights. For example, real-time dashboards can track sales performance, customer satisfaction, and operational efficiency, allowing managers to quickly identify trends and respond proactively (Laudon & Laudon, 2022). Monitoring key performance indicators such as employee productivity, cost per unit, and customer retention will help leadership align performance with corporate strategy. By integrating ethical considerations into system design, the organization can also protect sensitive information and ensure responsible data use. Overall, these upgrades position XYZ to become more competitive and resilient in a global business environment.
**References**
Laudon, K. C., & Laudon, J. P. (2022).
_Management information systems: Managing the digital firm_ (17th ed.). Pearson. https://www.pearson.com/en-us/subject-catalog/p/management-information-systems/P200000006085/9780137995088
Turban, E., Pollard, C., & Wood, G. (2018).
_Information technology for management: On-demand strategies for performance, growth and sustainability_ (11th ed.). Wiley.
[https://www.wiley.com/en-us/Information+Technology+for+Management%3A+On-Demand+Strategies+for+Performance%2C+Growth+and+Sustainability%2C+11th+Edition-p-9781118890849](https://www.wiley.com/en-us/Information+Technology+for+Management%3A+On-Demand+Strategies+for+Performance%2C+Growth+and+Sustainability%2C+11th+Edition-p-9781118890849)
· Scholarly citations in current APA format where appropriate. · 250 words. – ## VIDEOS.docx – ## PersonalProgressStatusCheckModule1AssignmentInstructions.docx – ## Reading-AvoidingtheDissertationTopicMinefield.pdf **## VIDEOS.docx** · VIDEOS [https://canvas.liberty.edu/courses/962536/pages/watch-un…
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Order on TutorsGallery →· Scholarly citations in current APA format where appropriate.
· 250 words.
– ## VIDEOS.docx
– ## PersonalProgressStatusCheckModule1AssignmentInstructions.docx
– ## Reading-AvoidingtheDissertationTopicMinefield.pdf
**## VIDEOS.docx**
· VIDEOS
[https://canvas.liberty.edu/courses/962536/pages/watch-understanding-the-dissertation-process?module_item_id=91227869](https://canvas.liberty.edu/courses/962536/pages/watch-understanding-the-dissertation-process?module_item_id=91227869)
[https://canvas.liberty.edu/courses/962536/pages/watch-first-steps-to-developing-your-dissertation?module_item_id=91227878](https://canvas.liberty.edu/courses/962536/pages/watch-first-steps-to-developing-your-dissertation?module_item_id=91227878)
[https://canvas.liberty.edu/courses/962536/pages/watch-problems-with-the-traditional-research-process-for-students?module_item_id=91227883](https://canvas.liberty.edu/courses/962536/pages/watch-problems-with-the-traditional-research-process-for-students?module_item_id=91227883)
[https://canvas.liberty.edu/courses/962536/pages/watch-research-pools-introduction?module_item_id=91227888](https://canvas.liberty.edu/courses/962536/pages/watch-research-pools-introduction?module_item_id=91227888)
[https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-counseling-databases?module_item_id=91227893](https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-counseling-databases?module_item_id=91227893)
[https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-education-databases?module_item_id=91227897](https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-education-databases?module_item_id=91227897)
**## PersonalProgressStatusCheckModule1AssignmentInstructions.docx**
EDCO 716
**Personal Progress: Status Check – Module 1 Assignment Instructions**
**Overview**
The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.
**Instructions for Module 1**
This week you engaged a number of resources that introduced you to the dissertation process. One of these videos was titled
**“Understanding the Dissertation Process**.” In your assignment submission for Module 1, respond to the following prompts:
1. Which part of the dissertation process do you feel most comfortable with? And with which part of the dissertation process do you feel the most apprehensive?
2. Where are you in relationship to identifying a dissertation topic? *Do you already know your topic, and, if so, what is it and why are you interested in it? If you don’t know what your topic is just yet, what are some of your areas of interest related to the field of community care and counseling?
The goal in the personal progress assignments is to move closer and closer to your dissertation topic. Help your classmates and professor understand what your interests are, what specific questions you have (if any), and any actions steps you’re planning to take in the coming week to continue narrowing down your dissertation focus.
***I have two topics:**
·
**The effects of childhood sexual assault trauma in adulthood, comparing adults who receive treatment with those who do not.**
·
**How does PTSD treatment in veterans influence marital relationship dynamics compared to no treatment?**
**## Reading-AvoidingtheDissertationTopicMinefield.pdf**
Volume 59, Number 2 TechTrends • March/April 2015 13
Choosing a dissertation topic can
be one of the most important
tasks you will undertake during
your time as a doctoral student. You
can be derailed by choosing topics that
are too broad, too narrow, or too time-
consuming. There are a million reasons
that students don’t finish their disser-
tations, but strategic decision-making
from the beginning can help you avoid
the pitfall of choosing a topic that is not
feasible. This editorial provides brief
narratives from the perspective of two
recent graduates and offers some sug-
gestions for choosing a topic.
Sylvia’s Story
I gradually refined my disserta-
tion topic through class work. I have
diverse research interests so it was dif-
ficult for me to focus on just one. We
had to do a small project in our qualita-
tive/mixed methods research class and
I wanted to do something that could
lead me to a good topic. I have always
been interested in examining motiva-
tion and decision-making so I decided
to examine why people major in for-
eign language. As it turned out, most of
my participants came into college with
a strong interest in foreign language
learning, but the decision to major
came later. I wondered what role, if any,
introductory classes played. In classes
that followed, I wrote a few more pa-
pers that developed my idea, and con-
ducted another small pilot project.
Once I started reviewing the literature
for the dissertation proposal, I saw that
decision-making was potentially influ-
enced by beliefs about knowledge and
language learning. Based on that ini-
tial review, I narrowed my topic to fo-
cus on the decision-making of students
in first-year foreign language classes.
Yvonne’s Story
I have always been interested in
technology and education, from a
human-computer interaction point
of view. I had a lot of industry experi-
ence as an instructional designer and
developer coming into my Ph.D. pro-
gram and, as a result, was interested in
cognitive load theory and multimedia
design. I originally thought I would
examine design and usability of online
classes, but while I was taking Dr. Rob-
ert Reiser’s practicum class, I found
my way into worked example research.
Through one of the articles I reviewed,
I was introduced to the area of peda-
gogical agents and found the idea of
combining worked examples and ped-
agogical agents fascinating.
I further honed my topic by read-
ing more of the pedagogical agent re-
search and talking with my outside
committee member. This led me to
reading about adaptive learning en-
vironments. After reading several ar-
ticles, I came across the magical phrase
that I had been seeking: intelligent tu-
toring systems (ITS). After a thorough
exploration of the ITS research, I no-
ticed that the majority of the research
was coming out of Carnegie Mellon
University’s Human Computer Inter-
action Institute (CMU HCII). I went
to the CMU HCII website and saw
there was a notice for a one-week sum-
mer workshop to learn how to design
and develop an ITS. I immediately ap-
plied and was accepted into the sum-
mer school program. That week was
the most pivotal point in graduate
school for me. I returned home with a
renewed faith that this was going to be
my dissertation topic – looking at dif-
ferent levels of instructional assistance
(worked examples versus problems)
in an intelligent tutoring system using
proportional reasoning as the context.
Graduate Member Musings
Avoiding the Dissertation Topic Minefield
By Sylvia Rogers and Yvonne Earnshaw
14 TechTrends • March/April 2015 Volume 59, Number 2
Feasibility of the Topic
Have a great idea? Thinking about
the best approach to answer your re-
search questions? Will you use a quan-
titative approach? Qualitative? Mixed
methods? What type of research design
would be best to use? If you plan to use
an experimental design, how many
participants will you need and how
feasible will it be to access that many
participants? Will you need to pay the
participants? If you plan to conduct in-
terviews, how much time and money
will you need to transcribe them? Re-
member, the best dissertation is a done
dissertation. You may have a grandiose
idea, but it needs to be a feasible idea
to complete it in a reasonable amount
of time.
Balance Passion with
Relevance
One of the great things about edu-
cational technology and learning sci-
ences is that it is interdisciplinary. This
allows for a great diversity of topics;
however, it is important to choose a
topic for which you have enthusiasm.
You have to spend a lot of time with
your dissertation and it is always easier
to write about something that you en-
joy. However, it should also be clearly
relatable to educational technology
and learning sciences. Once you get
out on the job market, search commit-
tees could be looking at your disserta-
tion as one of the criteria to determine
your fit in their department. How will
your topic contribute to the field? Can
you find a new twist on an established
topic? Avoid topics that have been cov-
ered over and over.
Foundation of the
Research Agenda
Most dissertations make a small
contribution to the existing literature.
It is never too soon to start thinking
about your research agenda as a future
scholar. A research agenda is like one
of those giant cookies you buy in the
mall. If you choose your topic well,
your dissertation will be the first big
bite out of that cookie that will last for
the first few years of your academic ca-
reer.
Tips for Honing Your Topic
There are a variety of strategies
that can help you to narrow your focus
for a potential dissertation topic:
• Talk to people – Talk to your advisor,
your committee members, other fac-
ulty members, and colleagues.
• Attend conferences (like AECT) – Sit
in on some sessions which could give
you ideas to investigate a particular
area. Talk to presenters and scholars
about a particular area of interest.
• Reflect – Write down your thoughts
in a research journal. Draw a con-
cept map or a diagram.
• Examine the literature – See what
other dissertations or research ar-
ticles are suggesting for future re-
search.
• Take classes – Use your classes to
investigate topics. You can write pa-
pers or conduct a preliminary study
and get credit at the same time.
Conclusion
Avoid the minefield of the disser-
tation topic by making strategic deci-
sions from the start. Choose a topic
that is interesting to you, feasible, has
relevance to your field, and potential
for further study; this will help you
finish your degree in a timely fashion.
Establish your research agenda as this
could help you in the job market.
Sylvia Rogers is a recent Ph.D. graduate of Uni-
versity of South Alabama, Mobile, AL. Address
correspondence regarding this column to her via
email to ser804@jagmail.southalabama.edu.
Yvonne Earnshaw is a recent Ph.D. graduate of
Florida State University.
Reproduced with permission of the copyright owner. Further reproduction prohibited without
permission.
**## Reading-AvoidingtheDissertationTopicMinefield.pdf**
Volume 59, Number 2 TechTrends • March/April 2015 13
Choosing a dissertation topic can
be one of the most important
tasks you will undertake during
your time as a doctoral student. You
can be derailed by choosing topics that
are too broad, too narrow, or too time-
consuming. There are a million reasons
that students don’t finish their disser-
tations, but strategic decision-making
from the beginning can help you avoid
the pitfall of choosing a topic that is not
feasible. This editorial provides brief
narratives from the perspective of two
recent graduates and offers some sug-
gestions for choosing a topic.
Sylvia’s Story
I gradually refined my disserta-
tion topic through class work. I have
diverse research interests so it was dif-
ficult for me to focus on just one. We
had to do a small project in our qualita-
tive/mixed methods research class and
I wanted to do something that could
lead me to a good topic. I have always
been interested in examining motiva-
tion and decision-making so I decided
to examine why people major in for-
eign language. As it turned out, most of
my participants came into college with
a strong interest in foreign language
learning, but the decision to major
came later. I wondered what role, if any,
introductory classes played. In classes
that followed, I wrote a few more pa-
pers that developed my idea, and con-
ducted another small pilot project.
Once I started reviewing the literature
for the dissertation proposal, I saw that
decision-making was potentially influ-
enced by beliefs about knowledge and
language learning. Based on that ini-
tial review, I narrowed my topic to fo-
cus on the decision-making of students
in first-year foreign language classes.
Yvonne’s Story
I have always been interested in
technology and education, from a
human-computer interaction point
of view. I had a lot of industry experi-
ence as an instructional designer and
developer coming into my Ph.D. pro-
gram and, as a result, was interested in
cognitive load theory and multimedia
design. I originally thought I would
examine design and usability of online
classes, but while I was taking Dr. Rob-
ert Reiser’s practicum class, I found
my way into worked example research.
Through one of the articles I reviewed,
I was introduced to the area of peda-
gogical agents and found the idea of
combining worked examples and ped-
agogical agents fascinating.
I further honed my topic by read-
ing more of the pedagogical agent re-
search and talking with my outside
committee member. This led me to
reading about adaptive learning en-
vironments. After reading several ar-
ticles, I came across the magical phrase
that I had been seeking: intelligent tu-
toring systems (ITS). After a thorough
exploration of the ITS research, I no-
ticed that the majority of the research
was coming out of Carnegie Mellon
University’s Human Computer Inter-
action Institute (CMU HCII). I went
to the CMU HCII website and saw
there was a notice for a one-week sum-
mer workshop to learn how to design
and develop an ITS. I immediately ap-
plied and was accepted into the sum-
mer school program. That week was
the most pivotal point in graduate
school for me. I returned home with a
renewed faith that this was going to be
my dissertation topic – looking at dif-
ferent levels of instructional assistance
(worked examples versus problems)
in an intelligent tutoring system using
proportional reasoning as the context.
Graduate Member Musings
Avoiding the Dissertation Topic Minefield
By Sylvia Rogers and Yvonne Earnshaw
14 TechTrends • March/April 2015 Volume 59, Number 2
Feasibility of the Topic
Have a great idea? Thinking about
the best approach to answer your re-
search questions? Will you use a quan-
titative approach? Qualitative? Mixed
methods? What type of research design
would be best to use? If you plan to use
an experimental design, how many
participants will you need and how
feasible will it be to access that many
participants? Will you need to pay the
participants? If you plan to conduct in-
terviews, how much time and money
will you need to transcribe them? Re-
member, the best dissertation is a done
dissertation. You may have a grandiose
idea, but it needs to be a feasible idea
to complete it in a reasonable amount
of time.
Balance Passion with
Relevance
One of the great things about edu-
cational technology and learning sci-
ences is that it is interdisciplinary. This
allows for a great diversity of topics;
however, it is important to choose a
topic for which you have enthusiasm.
You have to spend a lot of time with
your dissertation and it is always easier
to write about something that you en-
joy. However, it should also be clearly
relatable to educational technology
and learning sciences. Once you get
out on the job market, search commit-
tees could be looking at your disserta-
tion as one of the criteria to determine
your fit in their department. How will
your topic contribute to the field? Can
you find a new twist on an established
topic? Avoid topics that have been cov-
ered over and over.
Foundation of the
Research Agenda
Most dissertations make a small
contribution to the existing literature.
It is never too soon to start thinking
about your research agenda as a future
scholar. A research agenda is like one
of those giant cookies you buy in the
mall. If you choose your topic well,
your dissertation will be the first big
bite out of that cookie that will last for
the first few years of your academic ca-
reer.
Tips for Honing Your Topic
There are a variety of strategies
that can help you to narrow your focus
for a potential dissertation topic:
• Talk to people – Talk to your advisor,
your committee members, other fac-
ulty members, and colleagues.
• Attend conferences (like AECT) – Sit
in on some sessions which could give
you ideas to investigate a particular
area. Talk to presenters and scholars
about a particular area of interest.
• Reflect – Write down your thoughts
in a research journal. Draw a con-
cept map or a diagram.
• Examine the literature – See what
other dissertations or research ar-
ticles are suggesting for future re-
search.
• Take classes – Use your classes to
investigate topics. You can write pa-
pers or conduct a preliminary study
and get credit at the same time.
Conclusion
Avoid the minefield of the disser-
tation topic by making strategic deci-
sions from the start. Choose a topic
that is interesting to you, feasible, has
relevance to your field, and potential
for further study; this will help you
finish your degree in a timely fashion.
Establish your research agenda as this
could help you in the job market.
Sylvia Rogers is a recent Ph.D. graduate of Uni-
versity of South Alabama, Mobile, AL. Address
correspondence regarding this column to her via
email to ser804@jagmail.southalabama.edu.
Yvonne Earnshaw is a recent Ph.D. graduate of
Florida State University.
Reproduced with permission of the copyright owner. Further reproduction prohibited without
permission.
**## VIDEOS.docx**
· VIDEOS
[https://canvas.liberty.edu/courses/962536/pages/watch-understanding-the-dissertation-process?module_item_id=91227869](https://canvas.liberty.edu/courses/962536/pages/watch-understanding-the-dissertation-process?module_item_id=91227869)
[https://canvas.liberty.edu/courses/962536/pages/watch-first-steps-to-developing-your-dissertation?module_item_id=91227878](https://canvas.liberty.edu/courses/962536/pages/watch-first-steps-to-developing-your-dissertation?module_item_id=91227878)
[https://canvas.liberty.edu/courses/962536/pages/watch-problems-with-the-traditional-research-process-for-students?module_item_id=91227883](https://canvas.liberty.edu/courses/962536/pages/watch-problems-with-the-traditional-research-process-for-students?module_item_id=91227883)
[https://canvas.liberty.edu/courses/962536/pages/watch-research-pools-introduction?module_item_id=91227888](https://canvas.liberty.edu/courses/962536/pages/watch-research-pools-introduction?module_item_id=91227888)
[https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-counseling-databases?module_item_id=91227893](https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-counseling-databases?module_item_id=91227893)
[https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-education-databases?module_item_id=91227897](https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-education-databases?module_item_id=91227897)
**## PersonalProgressStatusCheckModule1AssignmentInstructions.docx**
EDCO 716
**Personal Progress: Status Check – Module 1 Assignment Instructions**
**Overview**
The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.
**Instructions for Module 1**
This week you engaged a number of resources that introduced you to the dissertation process. One of these videos was titled
**“Understanding the Dissertation Process**.” In your assignment submission for Module 1, respond to the following prompts:
1. Which part of the dissertation process do you feel most comfortable with? And with which part of the dissertation process do you feel the most apprehensive?
2. Where are you in relationship to identifying a dissertation topic? *Do you already know your topic, and, if so, what is it and why are you interested in it? If you don’t know what your topic is just yet, what are some of your areas of interest related to the field of community care and counseling?
The goal in the personal progress assignments is to move closer and closer to your dissertation topic. Help your classmates and professor understand what your interests are, what specific questions you have (if any), and any actions steps you’re planning to take in the coming week to continue narrowing down your dissertation focus.
***I have two topics:**
·
**The effects of childhood sexual assault trauma in adulthood, comparing adults who receive treatment with those who do not.**
·
**How does PTSD treatment in veterans influence marital relationship dynamics compared to no treatment?**
**## Reading-AvoidingtheDissertationTopicMinefield.pdf**
Volume 59, Number 2 TechTrends • March/April 2015 13
Choosing a dissertation topic can
be one of the most important
tasks you will undertake during
your time as a doctoral student. You
can be derailed by choosing topics that
are too broad, too narrow, or too time-
consuming. There are a million reasons
that students don’t finish their disser-
tations, but strategic decision-making
from the beginning can help you avoid
the pitfall of choosing a topic that is not
feasible. This editorial provides brief
narratives from the perspective of two
recent graduates and offers some sug-
gestions for choosing a topic.
Sylvia’s Story
I gradually refined my disserta-
tion topic through class work. I have
diverse research interests so it was dif-
ficult for me to focus on just one. We
had to do a small project in our qualita-
tive/mixed methods research class and
I wanted to do something that could
lead me to a good topic. I have always
been interested in examining motiva-
tion and decision-making so I decided
to examine why people major in for-
eign language. As it turned out, most of
my participants came into college with
a strong interest in foreign language
learning, but the decision to major
came later. I wondered what role, if any,
introductory classes played. In classes
that followed, I wrote a few more pa-
pers that developed my idea, and con-
ducted another small pilot project.
Once I started reviewing the literature
for the dissertation proposal, I saw that
decision-making was potentially influ-
enced by beliefs about knowledge and
language learning. Based on that ini-
tial review, I narrowed my topic to fo-
cus on the decision-making of students
in first-year foreign language classes.
Yvonne’s Story
I have always been interested in
technology and education, from a
human-computer interaction point
of view. I had a lot of industry experi-
ence as an instructional designer and
developer coming into my Ph.D. pro-
gram and, as a result, was interested in
cognitive load theory and multimedia
design. I originally thought I would
examine design and usability of online
classes, but while I was taking Dr. Rob-
ert Reiser’s practicum class, I found
my way into worked example research.
Through one of the articles I reviewed,
I was introduced to the area of peda-
gogical agents and found the idea of
combining worked examples and ped-
agogical agents fascinating.
I further honed my topic by read-
ing more of the pedagogical agent re-
search and talking with my outside
committee member. This led me to
reading about adaptive learning en-
vironments. After reading several ar-
ticles, I came across the magical phrase
that I had been seeking: intelligent tu-
toring systems (ITS). After a thorough
exploration of the ITS research, I no-
ticed that the majority of the research
was coming out of Carnegie Mellon
University’s Human Computer Inter-
action Institute (CMU HCII). I went
to the CMU HCII website and saw
there was a notice for a one-week sum-
mer workshop to learn how to design
and develop an ITS. I immediately ap-
plied and was accepted into the sum-
mer school program. That week was
the most pivotal point in graduate
school for me. I returned home with a
renewed faith that this was going to be
my dissertation topic – looking at dif-
ferent levels of instructional assistance
(worked examples versus problems)
in an intelligent tutoring system using
proportional reasoning as the context.
Graduate Member Musings
Avoiding the Dissertation Topic Minefield
By Sylvia Rogers and Yvonne Earnshaw
14 TechTrends • March/April 2015 Volume 59, Number 2
Feasibility of the Topic
Have a great idea? Thinking about
the best approach to answer your re-
search questions? Will you use a quan-
titative approach? Qualitative? Mixed
methods? What type of research design
would be best to use? If you plan to use
an experimental design, how many
participants will you need and how
feasible will it be to access that many
participants? Will you need to pay the
participants? If you plan to conduct in-
terviews, how much time and money
will you need to transcribe them? Re-
member, the best dissertation is a done
dissertation. You may have a grandiose
idea, but it needs to be a feasible idea
to complete it in a reasonable amount
of time.
Balance Passion with
Relevance
One of the great things about edu-
cational technology and learning sci-
ences is that it is interdisciplinary. This
allows for a great diversity of topics;
however, it is important to choose a
topic for which you have enthusiasm.
You have to spend a lot of time with
your dissertation and it is always easier
to write about something that you en-
joy. However, it should also be clearly
relatable to educational technology
and learning sciences. Once you get
out on the job market, search commit-
tees could be looking at your disserta-
tion as one of the criteria to determine
your fit in their department. How will
your topic contribute to the field? Can
you find a new twist on an established
topic? Avoid topics that have been cov-
ered over and over.
Foundation of the
Research Agenda
Most dissertations make a small
contribution to the existing literature.
It is never too soon to start thinking
about your research agenda as a future
scholar. A research agenda is like one
of those giant cookies you buy in the
mall. If you choose your topic well,
your dissertation will be the first big
bite out of that cookie that will last for
the first few years of your academic ca-
reer.
Tips for Honing Your Topic
There are a variety of strategies
that can help you to narrow your focus
for a potential dissertation topic:
• Talk to people – Talk to your advisor,
your committee members, other fac-
ulty members, and colleagues.
• Attend conferences (like AECT) – Sit
in on some sessions which could give
you ideas to investigate a particular
area. Talk to presenters and scholars
about a particular area of interest.
• Reflect – Write down your thoughts
in a research journal. Draw a con-
cept map or a diagram.
• Examine the literature – See what
other dissertations or research ar-
ticles are suggesting for future re-
search.
• Take classes – Use your classes to
investigate topics. You can write pa-
pers or conduct a preliminary study
and get credit at the same time.
Conclusion
Avoid the minefield of the disser-
tation topic by making strategic deci-
sions from the start. Choose a topic
that is interesting to you, feasible, has
relevance to your field, and potential
for further study; this will help you
finish your degree in a timely fashion.
Establish your research agenda as this
could help you in the job market.
Sylvia Rogers is a recent Ph.D. graduate of Uni-
versity of South Alabama, Mobile, AL. Address
correspondence regarding this column to her via
email to ser804@jagmail.southalabama.edu.
Yvonne Earnshaw is a recent Ph.D. graduate of
Florida State University.
Reproduced with permission of the copyright owner. Further reproduction prohibited without
permission.
**## VIDEOS.docx**
· VIDEOS
[https://canvas.liberty.edu/courses/962536/pages/watch-understanding-the-dissertation-process?module_item_id=91227869](https://canvas.liberty.edu/courses/962536/pages/watch-understanding-the-dissertation-process?module_item_id=91227869)
[https://canvas.liberty.edu/courses/962536/pages/watch-first-steps-to-developing-your-dissertation?module_item_id=91227878](https://canvas.liberty.edu/courses/962536/pages/watch-first-steps-to-developing-your-dissertation?module_item_id=91227878)
[https://canvas.liberty.edu/courses/962536/pages/watch-problems-with-the-traditional-research-process-for-students?module_item_id=91227883](https://canvas.liberty.edu/courses/962536/pages/watch-problems-with-the-traditional-research-process-for-students?module_item_id=91227883)
[https://canvas.liberty.edu/courses/962536/pages/watch-research-pools-introduction?module_item_id=91227888](https://canvas.liberty.edu/courses/962536/pages/watch-research-pools-introduction?module_item_id=91227888)
[https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-counseling-databases?module_item_id=91227893](https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-counseling-databases?module_item_id=91227893)
[https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-education-databases?module_item_id=91227897](https://canvas.liberty.edu/courses/962536/pages/watch-advanced-library-research-strategies-for-education-databases?module_item_id=91227897)
**## PersonalProgressStatusCheckModule1AssignmentInstructions.docx**
EDCO 716
**Personal Progress: Status Check – Module 1 Assignment Instructions**
**Overview**
The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.
**Instructions for Module 1**
This week you engaged a number of resources that introduced you to the dissertation process. One of these videos was titled
**“Understanding the Dissertation Process**.” In your assignment submission for Module 1, respond to the following prompts:
1. Which part of the dissertation process do you feel most comfortable with? And with which part of the dissertation process do you feel the most apprehensive?
2. Where are you in relationship to identifying a dissertation topic? *Do you already know your topic, and, if so, what is it and why are you interested in it? If you don’t know what your topic is just yet, what are some of your areas of interest related to the field of community care and counseling?
The goal in the personal progress assignments is to move closer and closer to your dissertation topic. Help your classmates and professor understand what your interests are, what specific questions you have (if any), and any actions steps you’re planning to take in the coming week to continue narrowing down your dissertation focus.
***I have two topics:**
·
**The effects of childhood sexual assault trauma in adulthood, comparing adults who receive treatment with those who do not.**
·
**How does PTSD treatment in veterans influence marital relationship dynamics compared to no treatment?**
**## Reading-AvoidingtheDissertationTopicMinefield.pdf**
Volume 59, Number 2 TechTrends • March/April 2015 13
Choosing a dissertation topic can
be one of the most important
tasks you will undertake during
your time as a doctoral student. You
can be derailed by choosing topics that
are too broad, too narrow, or too time-
consuming. There are a million reasons
that students don’t finish their disser-
tations, but strategic decision-making
from the beginning can help you avoid
the pitfall of choosing a topic that is not
feasible. This editorial provides brief
narratives from the perspective of two
recent graduates and offers some sug-
gestions for choosing a topic.
Sylvia’s Story
I gradually refined my disserta-
tion topic through class work. I have
diverse research interests so it was dif-
ficult for me to focus on just one. We
had to do a small project in our qualita-
tive/mixed methods research class and
I wanted to do something that could
lead me to a good topic. I have always
been interested in examining motiva-
tion and decision-making so I decided
to examine why people major in for-
eign language. As it turned out, most of
my participants came into college with
a strong interest in foreign language
learning, but the decision to major
came later. I wondered what role, if any,
introductory classes played. In classes
that followed, I wrote a few more pa-
pers that developed my idea, and con-
ducted another small pilot project.
Once I started reviewing the literature
for the dissertation proposal, I saw that
decision-making was potentially influ-
enced by beliefs about knowledge and
language learning. Based on that ini-
tial review, I narrowed my topic to fo-
cus on the decision-making of students
in first-year foreign language classes.
Yvonne’s Story
I have always been interested in
technology and education, from a
human-computer interaction point
of view. I had a lot of industry experi-
ence as an instructional designer and
developer coming into my Ph.D. pro-
gram and, as a result, was interested in
cognitive load theory and multimedia
design. I originally thought I would
examine design and usability of online
classes, but while I was taking Dr. Rob-
ert Reiser’s practicum class, I found
my way into worked example research.
Through one of the articles I reviewed,
I was introduced to the area of peda-
gogical agents and found the idea of
combining worked examples and ped-
agogical agents fascinating.
I further honed my topic by read-
ing more of the pedagogical agent re-
search and talking with my outside
committee member. This led me to
reading about adaptive learning en-
vironments. After reading several ar-
ticles, I came across the magical phrase
that I had been seeking: intelligent tu-
toring systems (ITS). After a thorough
exploration of the ITS research, I no-
ticed that the majority of the research
was coming out of Carnegie Mellon
University’s Human Computer Inter-
action Institute (CMU HCII). I went
to the CMU HCII website and saw
there was a notice for a one-week sum-
mer workshop to learn how to design
and develop an ITS. I immediately ap-
plied and was accepted into the sum-
mer school program. That week was
the most pivotal point in graduate
school for me. I returned home with a
renewed faith that this was going to be
my dissertation topic – looking at dif-
ferent levels of instructional assistance
(worked examples versus problems)
in an intelligent tutoring system using
proportional reasoning as the context.
Graduate Member Musings
Avoiding the Dissertation Topic Minefield
By Sylvia Rogers and Yvonne Earnshaw
14 TechTrends • March/April 2015 Volume 59, Number 2
Feasibility of the Topic
Have a great idea? Thinking about
the best approach to answer your re-
search questions? Will you use a quan-
titative approach? Qualitative? Mixed
methods? What type of research design
would be best to use? If you plan to use
an experimental design, how many
participants will you need and how
feasible will it be to access that many
participants? Will you need to pay the
participants? If you plan to conduct in-
terviews, how much time and money
will you need to transcribe them? Re-
member, the best dissertation is a done
dissertation. You may have a grandiose
idea, but it needs to be a feasible idea
to complete it in a reasonable amount
of time.
Balance Passion with
Relevance
One of the great things about edu-
cational technology and learning sci-
ences is that it is interdisciplinary. This
allows for a great diversity of topics;
however, it is important to choose a
topic for which you have enthusiasm.
You have to spend a lot of time with
your dissertation and it is always easier
to write about something that you en-
joy. However, it should also be clearly
relatable to educational technology
and learning sciences. Once you get
out on the job market, search commit-
tees could be looking at your disserta-
tion as one of the criteria to determine
your fit in their department. How will
your topic contribute to the field? Can
you find a new twist on an established
topic? Avoid topics that have been cov-
ered over and over.
Foundation of the
Research Agenda
Most dissertations make a small
contribution to the existing literature.
It is never too soon to start thinking
about your research agenda as a future
scholar. A research agenda is like one
of those giant cookies you buy in the
mall. If you choose your topic well,
your dissertation will be the first big
bite out of that cookie that will last for
the first few years of your academic ca-
reer.
Tips for Honing Your Topic
There are a variety of strategies
that can help you to narrow your focus
for a potential dissertation topic:
• Talk to people – Talk to your advisor,
your committee members, other fac-
ulty members, and colleagues.
• Attend conferences (like AECT) – Sit
in on some sessions which could give
you ideas to investigate a particular
area. Talk to presenters and scholars
about a particular area of interest.
• Reflect – Write down your thoughts
in a research journal. Draw a con-
cept map or a diagram.
• Examine the literature – See what
other dissertations or research ar-
ticles are suggesting for future re-
search.
• Take classes – Use your classes to
investigate topics. You can write pa-
pers or conduct a preliminary study
and get credit at the same time.
Conclusion
Avoid the minefield of the disser-
tation topic by making strategic deci-
sions from the start. Choose a topic
that is interesting to you, feasible, has
relevance to your field, and potential
for further study; this will help you
finish your degree in a timely fashion.
Establish your research agenda as this
could help you in the job market.
Sylvia Rogers is a recent Ph.D. graduate of Uni-
versity of South Alabama, Mobile, AL. Address
correspondence regarding this column to her via
email to ser804@jagmail.southalabama.edu.
Yvonne Earnshaw is a recent Ph.D. graduate of
Florida State University.
Reproduced with permission of the copyright owner. Further reproduction prohibited without
permission.
– 1
– 2
– 3
In the context of health promotion, Family Nurse Practitioners (FNPs) often work with diverse populations that have varied health needs and barriers to care. Reflect on a case or scenario from your clinical experience or studies where you encountered challenges in promoting health within a specific …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →In the context of health promotion, Family Nurse Practitioners (FNPs) often work with diverse populations that have varied health needs and barriers to care. Reflect on a case or scenario from your clinical experience or studies where you encountered challenges in promoting health within a specific population.
Post your discussion to the Moodle Discussion Forum. Every student must provide a substantive response to the topic of the discussion (the initial post must be minimum 500 words) and post a minimum of two additional responses to peers (minimum 150 words).
Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 \ Questions.docx](https://www.sweetstudy.com/files/questions-docx-10378063 "Questions.docx")
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0
\
Questions.docx](https://www.sweetstudy.com/files/questions-docx-10378063 "Questions.docx")
See attachment – ## PPTestAssessment.docx **## PPTestAssessment.docx** _Test Assessment_ **Instructions:** You must read the presentation, as well as other resources and then work with the following assignment: · Question #1: According to contemporary neuroscience studies, explain how, perhaps, Aris…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →See attachment
– ## PPTestAssessment.docx
**## PPTestAssessment.docx**
_Test Assessment_
**Instructions:**
You must read the presentation, as well as other resources and then work with the following assignment:
· Question #1: According to contemporary neuroscience studies, explain how, perhaps, Aristotle was right when he suggested that intellectual processes originated in the heart.
· Question #2: How did the case of Phineas Gage contribute to physical psychology?
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday. Contribute a minimum of (2-4) pages. It should include at least (2) academic sources, formatted and cited in APA.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism. If you are new to Turnitin,
[review the information](https://agmu.instructure.com/courses/1876/pages/using-turnitin) in the Student Resource Center.
If you are new to Canvas, follow
[these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-submit-an-online-assignment/ta-p/503) for submitting your assignments and review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission. Follow these instructions to review your grades and comments from your professor after it is graded
[these instructionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-view-assignment-comments-from-my-instructor/ta-p/283).
**## PPTestAssessment.docx**
_Test Assessment_
**Instructions:**
You must read the presentation, as well as other resources and then work with the following assignment:
· Question #1: According to contemporary neuroscience studies, explain how, perhaps, Aristotle was right when he suggested that intellectual processes originated in the heart.
· Question #2: How did the case of Phineas Gage contribute to physical psychology?
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday. Contribute a minimum of (2-4) pages. It should include at least (2) academic sources, formatted and cited in APA.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism. If you are new to Turnitin,
[review the information](https://agmu.instructure.com/courses/1876/pages/using-turnitin) in the Student Resource Center.
If you are new to Canvas, follow
[these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-submit-an-online-assignment/ta-p/503) for submitting your assignments and review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission. Follow these instructions to review your grades and comments from your professor after it is graded
[these instructionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-view-assignment-comments-from-my-instructor/ta-p/283).
Please see attachment – ## TheArtHistoryCritique.docx **## TheArtHistoryCritique.docx** The Art History Critique (AHC) process takes a deep look into an individual work of art. Each Critique begins with a work of art, which will be assigned by the instructor. The Art History Critique process involve…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Please see attachment
– ## TheArtHistoryCritique.docx
**## TheArtHistoryCritique.docx**
The Art History Critique (AHC) process takes a deep look into an individual work of art. Each Critique begins with a work of art, which will be assigned by the instructor. The Art History Critique process involves analyzing different aspects of the work of art:
1) Description/Subject
2) Formal Analysis
3) Interpretation
4) Historical/Cultural Context.
**Process**: The instructor will provide students with work of art as a separate assignment in the course shell. Using the course resources and other scholarly sources, students will complete the sections of the AHC process as described below.
**PLEASE NOTE: Wikipedia entries and personal blogs are not a scholarly sources, but most Wikipedia entries do have bibliographies at the end that can be helpful. You are welcome to use your textbook and any information you find at
[www.smarthistory.com](http://www.smarthistory.com/)
[Links to an external site.](http://www.smarthistory.com/) in crafting your response.**
**Deliverable**: You will write a summary in a Word document or PDF document that will be submitted in the Blackboard course shell. Google docs links and other formats will not be accepted. Your summary should be organized into well-developed paragraphs, using correct college-level grammar and punctuation. Each section must be a minimum of one cohesive paragraph, although you are not limited to this.
**Use of sources**: Information from the provided sources can be paraphrased or directly quoted. Direct quotes should make up no more than 20% of the paper and must be in quotation marks.
**THERE ARE FOUR REQUIRED SECTIONS FOR THIS ASSIGNMENT:**
**Description/Subject**: As the introductory paragraph, this section should include the artist, title, date, and medium of the work; a brief description of the work; a summary of the story and/or subject; and your rationale for selecting it. Statements like "I picked it because I like it" or "I chose it because the colors pop" are not appropriate rationales. Your answer should be based on information about the object and what you thought was interesting about this information. In other words, it should not be based only on what you see. This summary should include specific information gathered from your resources and will serve to establish the topic to be considered.
**Formal Analysis**: In this section, you will analyze the form of the work of art. The form is the physical object, independent of any discussion of subject matter, interpretation, or context. The form includes its size (scale), the type of work (i.e. sculpture, painting, print, drawing, etc.), and the media used (i.e. oil paint, watercolor, relief sculpture, pencil drawing, etching, etc.). To analyze the form, the student must also describe the way that the artist used specific elements of art and the principles of design.
****Do not attempt to describe how the artist used all of the elements and principles, but you should discuss a minimum of two.** Select those that are dominant in the work and that are the most important for understanding the meaning and context of the work.
**
**Do not address that meaning or context in this section.**
Depending on your experience with art, you may or may not be familiar with the elements of art and the principles of design. If you are not, you will need to gain a basic understanding of them by using the resources provided in the textbook and other online sources you find using internet searches.
**Interpretation:** In this section, use evidence from the sources provided to draw conclusions about what the work of art was intended to communicate to the viewers for whom it was made.
**Focus on what the work of art meant in its time and place, not what it means to you personally or to people now.** A work of art can have many different layers of meaning to its viewers. Levels of interpretation can include political, emotional, and cultural. Interpretation can also include how the artist intended for the viewer to use the object.
**Context**: In this final section, use evidence from the sources provided to draw conclusions about the historical, cultural, and/or artistic context of the work of art. The Subject, Formal Analysis, and Interpretation sections investigate
what a work of art is. They represent the end result of a deliberate series of choices made by the artist. In this section, you will consider WHY the artist made those choices. What was happening socially, politically, culturally, etc. and how did these events and currents influence what the artist decided to do in this work? Use the sources provided to guide you in understanding the context of the work of art that is the subject of this critique. Be specific and focused in your explanation of the context. Provide rationale for your conclusions from information gathered from provided sources.
**## TheArtHistoryCritique.docx**
The Art History Critique (AHC) process takes a deep look into an individual work of art. Each Critique begins with a work of art, which will be assigned by the instructor. The Art History Critique process involves analyzing different aspects of the work of art:
1) Description/Subject
2) Formal Analysis
3) Interpretation
4) Historical/Cultural Context.
**Process**: The instructor will provide students with work of art as a separate assignment in the course shell. Using the course resources and other scholarly sources, students will complete the sections of the AHC process as described below.
**PLEASE NOTE: Wikipedia entries and personal blogs are not a scholarly sources, but most Wikipedia entries do have bibliographies at the end that can be helpful. You are welcome to use your textbook and any information you find at
[www.smarthistory.com](http://www.smarthistory.com/)
[Links to an external site.](http://www.smarthistory.com/) in crafting your response.**
**Deliverable**: You will write a summary in a Word document or PDF document that will be submitted in the Blackboard course shell. Google docs links and other formats will not be accepted. Your summary should be organized into well-developed paragraphs, using correct college-level grammar and punctuation. Each section must be a minimum of one cohesive paragraph, although you are not limited to this.
**Use of sources**: Information from the provided sources can be paraphrased or directly quoted. Direct quotes should make up no more than 20% of the paper and must be in quotation marks.
**THERE ARE FOUR REQUIRED SECTIONS FOR THIS ASSIGNMENT:**
**Description/Subject**: As the introductory paragraph, this section should include the artist, title, date, and medium of the work; a brief description of the work; a summary of the story and/or subject; and your rationale for selecting it. Statements like "I picked it because I like it" or "I chose it because the colors pop" are not appropriate rationales. Your answer should be based on information about the object and what you thought was interesting about this information. In other words, it should not be based only on what you see. This summary should include specific information gathered from your resources and will serve to establish the topic to be considered.
**Formal Analysis**: In this section, you will analyze the form of the work of art. The form is the physical object, independent of any discussion of subject matter, interpretation, or context. The form includes its size (scale), the type of work (i.e. sculpture, painting, print, drawing, etc.), and the media used (i.e. oil paint, watercolor, relief sculpture, pencil drawing, etching, etc.). To analyze the form, the student must also describe the way that the artist used specific elements of art and the principles of design.
****Do not attempt to describe how the artist used all of the elements and principles, but you should discuss a minimum of two.** Select those that are dominant in the work and that are the most important for understanding the meaning and context of the work.
**
**Do not address that meaning or context in this section.**
Depending on your experience with art, you may or may not be familiar with the elements of art and the principles of design. If you are not, you will need to gain a basic understanding of them by using the resources provided in the textbook and other online sources you find using internet searches.
**Interpretation:** In this section, use evidence from the sources provided to draw conclusions about what the work of art was intended to communicate to the viewers for whom it was made.
**Focus on what the work of art meant in its time and place, not what it means to you personally or to people now.** A work of art can have many different layers of meaning to its viewers. Levels of interpretation can include political, emotional, and cultural. Interpretation can also include how the artist intended for the viewer to use the object.
**Context**: In this final section, use evidence from the sources provided to draw conclusions about the historical, cultural, and/or artistic context of the work of art. The Subject, Formal Analysis, and Interpretation sections investigate
what a work of art is. They represent the end result of a deliberate series of choices made by the artist. In this section, you will consider WHY the artist made those choices. What was happening socially, politically, culturally, etc. and how did these events and currents influence what the artist decided to do in this work? Use the sources provided to guide you in understanding the context of the work of art that is the subject of this critique. Be specific and focused in your explanation of the context. Provide rationale for your conclusions from information gathered from provided sources.
What is engineering? Many people have difficulty answering this question. In fact, engineering is a diverse field – there are many disciplines within engineering that can involve the application of a very different body of knowledge and skills. Nearly everything that is not “natural” (i.e., created …
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Order on TutorsGallery →What is engineering? Many people have difficulty answering this question. In fact, engineering is a diverse field – there are many disciplines within engineering that can involve the application of a very different body of knowledge and skills. Nearly everything that is not “natural” (i.e., created by Mother Nature) most likely was designed and created with input from engineers. The shampoo you used this morning to wash your hair, the technology that cleans the water you drink, the buildings in which you live, work, and attend school, and the iPhone you use to communicate all involved the expertise of engineers in the initial design, building and testing, and final production.
All engineers are problems solvers. The differences among engineers in varying disciplines are dependent on the types of problems that they solve. In general there are four major disciplines within the engineering field: chemical, civil, electrical, and mechanical. Many other engineering disciplines are derived as an extension of or specialization within one of these major disciplines. For example, environmental engineering is a subcategory of civil engineering. Other engineering disciplines have resulted from the combination of aspects of two or more of the major disciplines. Mechatronics is a relatively new branch of engineering that incorporates both mechanical and electrical engineering principles.
In this activity you will investigate the four major disciplines of engineering and consider their impact on you and the world.
Equipment
Engineering notebook
Pencil
Computer with internet access
Procedure
What is engineering? Based on your current perception, in a few sentences define the term “engineering”.
Now investigate the engineering profession. Some websites that may be helpful in your research include the following.
Discover Engineering. www.discoverengineering.org
Engineering Degrees 101. http://engineeringdegrees101.com/engineering-info/why-become-an-engineer/
Engineer Girl. www.engineergirl.org
National Engineers Week. www.eweek.org
The Sloan Career Cornerstone Center. www.careercornerstone.org
Try Engineering. www.tryengineering.org
As you perform your research, record information that will help you respond to the following. Once you have gathered sufficient information, write your responses in the spaces provided.
Describe the four major disciplines of engineering and identify problems or projects that an engineer in each discipline might encounter.
Chemical engineering
Civil engineering
Electrical engineering
Mechanical engineering
Choose a discipline of engineering (other than chemical, civil, electrical and mechanical) that is of interest to you. Describe this engineering field and explain how it is an extension of, specialization within, or combination of one or more of the four major engineering disciplines. (Optional – create a PowerPoint slide to describe your chosen engineering discipline.)
Visit the National Academy of Engineering website on the Greatest Engineering Achievements of the 20th Century at http://www.greatachievements.org/. Choose one of the achievements listed and read the information provided about your selected achievement. Then, based on what you learn, respond to the following.
Describe your selected achievement in a few sentences.
Which major discipline of engineering do you think was most involved in the development of this achievement? Justify your answer.
Visit the National Academy of Engineering website on the Grand Engineering Challenges at http://www.engineeringchallenges.org/. Review your choice of an engineering discipline in number 3 and consider how an engineer within this discipline could contribute to the solution of one or more of the grand challenges.
If you were an engineer within the discipline that you chose in number 3, which engineering grand challenge would you like to work on?
Describe your selected grand challenge.
Why is a solution to this challenge important to the world?
How could you, as an engineer in your chosen discipline, contribute to a solution to this challenge?
Conclusion
What is it about “engineering” that is common to all disciplines of engineering? That is, what makes an “engineer” an “engineer” regardless of the work one does?
Why do you think engineering has been called the stealth profession? (Hint: there are many internet resources that address this question.)
How is an engineer different from a scientist?
What interpersonal characteristics do you think are important to the success of an engineer of any discipline?
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This week there is a focus on the objective of a supply chain and achieving a strategic fit in a supply chain. The goal of a supply chain should be to increase the difference between the value generated for customers and the total cost incurred across the supply chain. Supply chain decisions have a …
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Order on TutorsGallery →This week there is a focus on the objective of a supply chain and achieving a strategic fit in a supply chain. The goal of a supply chain should be to increase the difference between the value generated for customers and the total cost incurred across the supply chain. Supply chain decisions have a large impact on the success or failure of each firm. Strategic fit requires that all functions within a firm and stages in the supply chain target the same goal, one that is consistent with customer needs.