Month: April 2018

Bibliography – picklerick

  1. Amanda Christy Brown and Katherine Schulten. (2012, December 13). Fiction or Nonfiction? Considering the Common Core’s Emphasis on Informational Text. Retrieved March 02, 2018.

Background: This article debates whether or not the new version of the Common Core Standards is beneficial in its emphasis on informational text. It relays the opinions of teachers and journalists about what students should be reading.

How I used it: This article helped me realize that both fiction and nonfiction literature are important in the classroom. It also taught me how the Common Core Standards are always changing.

  1. Bartlett, B. (2014, June 20). 4 Bad Side Effects of Reading Fiction According to the 19th Century. Retrieved March 02, 2018.

Background: This article discusses how reading for fun isn’t quite as beneficial as reading to gain knowledge. It goes over four “bad side effects” of reading fiction.

How I used it: Although I do not agree that these side effects will happen to anyone who reads fiction, the article did give me some good points toward what happens when you skim text and don’t get the full benefits out of it. It helped me in my paragraph where I compare books to film.

  1. Dakin, C. (2013). The Effects of Comprehension Through Close Reading (Unpublished masters thesis). St. John Fisher College.

Background: This dissertation discusses, in depth, the effect close reading has on students’ levels of comprehension. It provides studies and interviews that compare how teaching close reading differs from general reading education.

How I used it: This paper helped me realize how important close reading is in the classroom. I used the quote from Caitlin Dakin, “It is essential in today’s educational world that teachers begin to transform their classroom instruction of fiction literature into short informational complex texts to give the students the opportunity to meet the demands of the common core learning standards.”

  1. Goodwin, B., & Miller, K. (n.d.). Research Says / Nonfiction Reading Promotes Student Success. Retrieved April 17, 2018.

Background: This article gives statistics that show how children, on average, spend less that four minutes a day reading nonfiction. It discusses the new emphasis on nonfiction in the Common Core Standards. It also gives advice on how teaching should change to meet these standards.

How I used it: This article gave me solid examples to how the change in the  Common Core Standards will affect teaching in the future. It also helped show me that informational texts are as important for student success as narrative texts.

  1. Is fiction good for you? How researchers are trying to find out. (2016, July 19). Retrieved April 17, 2018.

Background: This article challenges the idea that reading fiction encourages empathy. It ultimately proves that fiction does, indeed, improve empathy.

How I used it: I used this article to help strengthen my argument that books are just another form of media. It says books are merely “a piece of consciousness being passed from mind to mind” which made sense to me.

  1. Matthews, C. E., Chen, K. Y., Freedson, P. S., Buchowski, M. S., Beech, B. M., Pate, R. R., & Troiano, R. P. (2008). Amount of Time Spent in Sedentary Behaviors in the United States, 2003-2004. American Journal of Epidemiology, 167(7), 875-881.

Background: This study reveals how much time people really spend doing sedentary behaviors on a day to day basis. It gives statistics from the 2003-2004 National Health and Nutrition Examination Survey which show that people spend an average of 7.7 hours each day doing sedentary behaviors.

How I used it: I used statistics from this article to prove my argument that there is a growing problem of adults staying sedentary for too long.

  1. Owen, N., Healy, G. N., Matthews, C. E., & Dunstan, D. W. (2010). Too Much Sitting. Exercise and Sport Sciences Reviews,38(3), 105-113.

Background: This article discusses how being sedentary for to long is bad for metabolic heath. It points out the difference between too much sitting and too little exercise.How I used it: I used this information to explain why activities like watching TV or readig books should be done in moderation in order to maximize metabolic health.

  1. Pennington Publishing Blog. (n.d.). Why Sustained Silent Reading (SSR) Doesn’t Work. Retrieved March 17, 2018.

Background: This article points to why SSR is not a good use of class time and how there are better, and more effective ways to get kids to benefit from reading.

How I used it: I used the quote from Mark Pennington, “Students often choose books with reading levels far below or far above own their reading levels and so do not experience optimal reading growth.” to prove that when you give kids SSR they won’t make the most out of their class time.

  1. Shanahan. (2012, June 18). What is Close

Background: This blog explains what close reading is and what it is meant to help with. It points out how to close read in three main steps. It also discusses why the Common Core Standards have such an emphasis on close reading.

How I used it: I used this post to gain a wider knowledge on the subject of close reading. It informed me on how to practice close reading, as well as how teachers should teach it. This mainly improved my paragraph where I offer advice on how teachers should teach close reading to their students.

  1. Strauss, V. (2014, September 08). Why kids should choose their own books to read in school. Retrieved March 17, 2018.

Background: This article gives reasons why letting students choose their own books helps them start reading more often. It also gives reasons why SSR is not an effective method for getting students to read. SThese reasons include how SSR takes up too much time and how there’s a lack of appealing books available in the classroom.

How I used it: The information in this article showed me that Students should read what they want, but not in a SSR setting. The arguments against SSR were very useful to me as well as they increased my knowledge on the subject.

 

Definition Rewrite- Lbirch

Detectors Causing Harm

People around the world live in a very dangerous, harmful world with many things that can go wrong. One of the most dangerous things people have that are potentially dangerous is smoke detectors. Detectors, whether it is for smoke, heat, or carbon monoxide, go unnoticed every day and are not even thought to be harmful or potentially dangerous. The beeping pieces of plastic on your ceiling could turn into a hazard if not cared for or thought about daily. Detectors do have many benefits if properly used, and can save many lives annually. But detectors do have dangers that it is trying to prevent. They have the risk of not alerting when there is a threat of fire or smoke, or could start a fire itself.

It may seem like these detectors are a benefit, considering fire departments and fire protection agencies hand them out. But the risk starts if the installation of the product is not efficient and installed properly. According to the U.S. Consumer Product Safety Commission’s “Considerations For Installation Of Smoke Alarms On Residential Branch Circuits,” the proper installation of a detector is essential in order to decrease the risk of fires starting from detectors. Shortages, overheating wires and overloaded circuits can start a fire at any time if the installation is not done correctly. Wires overheating due to excess current in the detector is one of the main issues that does cause electrical fires.

As the U.S. Consumer Product Safety Commission also states, there are some techniques being used to cut down electrical fires. Fuses are now being put in place so if overheating does occur, a fuse will be set off, not allowing any more current to go through the circuit. Overheating would be hard to catch, but a small fuse does make it easier to prevent any fires from starting from your detectors.

Short circuits are a common cause of fires, which a detector can do. According to Elizabeth McGrath’s “What Causes Short Circuits,” a short circuit occurs when part of a wire carrying current touches another wire or part of the circuit and gives the electricity a path of less resistance. For example, if a wire with faulty insulation becomes exposed and touches a metal light switch, current can flow along the light switch and result in a shock. Short circuits will produce more heat in a circuit and result in burns and electrical fires.

Something else that can actually cause a fire is the batteries used to power the detectors. But in many incidences, an ordinary item that may be found in your “junk drawer” may have a higher risk of catching fire than you think. Fire Protection Team writes that if a metal object touches the posts of the batteries, the battery may short circuit, which creates enough heat to start a fire. There have been reports of this across the country of these batteries actually starting a fire, and enough that homeowners are launching a campaign to provide awareness of this unexpected hazard.

But new technology creates a better way to prevent this also. McGrath states that a short circuit will cause your household breaker to trip, allowing you to see something was shorted out. But there are still some risks and dangers even with this technology and advancing improvements. Internal shortages can happen within your ceiling, which is harder to spot and can lead to a fire if it is not noticed fast enough.

This one terrifying event proves detectors are not “fireproof” even if the best plan is used. Chris Brooke from the Daily Mail reports that in 2011 in Humberside, England, the national fire service conducted a nationwide fire prevention campaign to reduce home fires. Of all competing competitors, the trusted Fire Angel ST 620 detector was supplied because of its “ground-breaking” smoke detection technology and its 10-year power pack. It was also supplied because of its quality and reliability to fire and rescue services for this campaign. This detector is now on alert after one caught fire in a home after ideal and professional installation. Despite the high quality and reliability of the detector, this fired occurred after the low battery chirp sounded, then spontaneously bursting into flames. Mrs. Gray, the homeowner said if her daughter Victoria not been at home to quell the flames, or worse, had she been sleeping in the house, a much worse tragedy might have occurred. The installation campaign has been suspended, which is no comfort to the fire professionals, who know full well how precarious are the homes they haven’t served, with their cheaper, less reliable detectors, poorly located, amateurishly installed by inexperienced homeowners. Chris Blacksell, Humberside’s Director of Safety, was forced to admit: “We have contacted every fire service in the country to find out if there have been any other incidents involving detectors [and] have decided to not fit that type of detector until our investigation is complete.”

Poor maintenance and upkeep of detectors can be a major role in your family’s fire safety. What some do not know is that even hardwired detectors have a battery which is used for backup purposes. If electricity is lost in your household and that backup battery is dead, there will be no way of knowing if there is smoke in your house or not.

A deadly example of this is in an article written by Bruce Krasnow, titled “Fire Starts During Annual Smoke Detector Warning…,” which states that a fire started in a house that did not have smoke detectors at all. If there had been any smoke detectors installed, the lives of four children would not have been lost. Fire investigators said that the fire was smoldering long before it ignited, and if a detector was present, the four children would have been alerted and would have been able to get out safely. It is a tragic story that did not need to happen if a smoke detector was properly installed in the home.

This seems strange to think about. No one would think that a device used to alert individuals that there is fire, could be the reason the fire starts in the first place. As a firefighter, I would not think this at all because of the positives I see, and what many others see also. We all see that blinking red light and hear that loud beep, but never do think about if it is doing more bad than good.

References

Brooke, C. (2011, November 08). Fire services on alert after smoke detector is blamed for causing TWO blazes. Retrieved February 13, 2018 from http://www.dailymail.co.uk/news/article-2058922/Firefighters-forced-stop-handing-smoke-alarms-catches-alight-nearly-burns-house.html 

Krasnow, B. S. w. (1995, October 29). FIRE STARTS DURING ANNUAL SMOKE DETECTOR WARNING OFFICIALS URGE PEOPLE TO CHECK BATTERIES WHILE CHANGING CLOCKS. Retrieved February 13, 2018 from https://search-proquest-com.ezproxy.rowan.edu/docview/394791605/abstract/4BF70D91880C41AFPQ/1?accountid=13605

Lee, A., & Lee, D. (2005, October). Considerations For Installation Of Smoke Alarms On Residential Branch Circuits. Retrieved February 13, 2018 from   https://www.cpsc.gov/s3fs-public/acfismoke.pdf

McGrath, E. (2017, July 11). What Causes Short Circuits?. Retrieved February 13, 2018 from https://www.thespruce.com/what-causes-short-circuits-4118973

Nichols, B. (2014, June 30). How 9-Volt Batteries Can be a Home Hazard. Retrieved February 13, 2018 from http://fireprotectiontesting.com/dangers-of-9-volt-batteries/ 

Last Class WED APR 25

Image result for gif minions applauding

 

Yep. Last Class. But not the last time you’ll see me.

  • We’ll hold the last formal meeting of our class on WED APR 25.
  • We’ll conduct the “Portfolio Double-check” one by one.
  • While not engaged, you will be given time to post to “Rate My Professor”
  • If your Portfolio is complete, you can confirm your Grade Conference for MON APR 30
  • If your Portfolio is incomplete, you’ll have to wait until WED MAY 02 (at least) for your Grade Conference
  • If you don’t attend class on WED APR 25, you waive your right to a Grade Conference
  • Students without a Grade Conference cannot dispute their final grades

OK, that all sounded pretty bleak. But, let’s remember. WED APR 25 is the last formal meeting for our class this semester:

Image result for gif minions applauding

Bibliography-jdormann

Bibliography

  1. Tmg. “Is Rugby or American Football More Dangerous?” The Telegraph, Telegraph Media Group, 25 Jan. 2016, http://www.telegraph.co.uk/film/concussion/is-rugby-or-american-football-more-dangerous/.

Background: This article discusses the injuries rugby players face compared to those of football players. It focuses on concussions and the impact the long-term impact it has on player health.

How I used it: This article helped me understand the concussion epidemic in professional football. It also shed light on the injuries that rugby most commonly has and helped to build my argument around that.

2. To, P. B. (2016, June 08). Rugby, like NFL, doesn’t have concussion issue figured out. Retrieved from http://www.espn.com/espn/story/_/id/16029747/rugby-nfl-concussion-issue-figured-out

Background: This article on the ESPN website focuses on the inherent concussion problem in rugby and comparing it to the concussion problem in the NFL. Kat Merchant was a female rugby player for the English national team, and she suffered 10 or more concussions just to play rugby at the highest level possible. The NFL’s attempt to lessen their concussion problem is also highlighted. Head Coach Pete Carroll with the Seattle Seahawks began teaching a different tackling technique for his players to use. This new tackling technique is based on how rugby players tackle and making sure that the head is not involved in the tackle.

How I used it: This article helped me to see the concussion issue in rugby and how it measures up to that of football. It explains how the tackling techniques in rugby are safer than football’s techniques. This helped me build a solid argument.

3. Leonard, T. (2016, August 21). Is rugby safer than football? Retrieved from http://www.sandiegouniontribune.com/sports/sdut-rugby-head-injuries-safety-2016may16-story.html

Background: This article from the San Diego Union-Tribune focuses on the long-term effects of playing high-speed contact sports, like rugby and football. There are not many studies done comparing the concussions side by side, but there is plenty of information on injuries. One player on San Diego’s rugby team had suffered numerous concussions and blackouts while playing the game. Studies done in the UK found that high-level rugby players also developed CTE like their NFL counterparts. The studies and stories show proof of a problem, and USA rugby, like the NFL, is working on ways to remedy concussions.

How I used it: CTE is not limited to just football. For both football and rugby to stay around, the concussion percentage needs to be reduced by different rules or better techniques.

4. Moyes, J. (1996, April 22). Risk of spinal injuries highest in rugby. Retrieved from https://www.independent.co.uk/news/risk-of-spinal-injuries-highest-in-rugby-1306291.html

Background: This article from the Independent focuses on the relation of spinal injuries in rugby compared to those in other sports. By far, rugby has the most spinal injuries compared to any other sport. Out of 98 injuries compiled by the Trevor Jones Tetraplegic Trust, 58 are rugby related. Along with the reported injuries, the Rugby Football Union has withheld information and statistics on spinal injuries for years.

How I used it: Rugby is the least safe sport when it comes to spinal injuries and paralyzation. Compared to every other sport, there are none that have near the same amount of spinal injuries.

5. Khaleeli, H. (2013, January 28). American football or rugby: Which is more dangerous? Retrieved from https://www.theguardian.com/sport/shortcuts/2013/jan/28/american-football-rugby-more-dangerous

Background: This article from The Guardian focuses on the safety concern for players in the NFL. More than 4,000 families have brought lawsuits to the NFL regarding concussions and debilitating head injuries. Players like Junior Seau took their own life because of symptoms brought on by CTE. His family sued the NFL for “wrongful death” and won the lawsuit. Jim McKenna, A professor of physical safety and health at Leeds Metropolitan University, claims that rugby is much safer than football. Football players use their head as a tackling tool, which is never the case with rugby tackles. Football players purposely throw their head into contact to bring down an opponent, and rugby players do their best to keep their head out of a tackle.

How I used it: Rugby players do not suffer as many concussions and head injuries as football players. Football players need to be taught techniques for safer play so they can have a life after the NFL and not suffer from CTE or other debilitating head injuries.

6. American College of Sports Medicine. (2011). ACSM Information On ConcussionPs In Sports[Brochure]. Author.

Background: This article from the ACSM, American College of Sports Medicine, focuses on the symptoms and causes of a concussion. A concussion happens when there is a sudden acceleration or deceleration of the head. It can occur when the head contacts the ground, a ball, or another player. Concussion symptoms are not always obvious and apparent. A couple symptoms are irritability, change in sleeping patterns, dizziness, vomiting, and double vision. Even doctors sometimes struggle in detecting symptoms associated with concussions.

How I used it: Concussions are hard to detect and there needs to be more research done to reveal better detection methods. If someone may have suffered a concussion, it is better to take the preventative measures rather than risk their health and safety.

7. Tong, E., & Almquist, J. (n.d.). Concussion- The Invisible Injury. Retrieved from https://view.flipdocs.com/html5/?id=10004296_115508&P=0#20

Background: The article written by Emily Tong and John Almquist focuses on the diagnosis and legislation related to concussions. Many high school and college athletic programs have the players take a baseline test for normal cognitive function. When a player may have gotten a concussion, they go back and have them take the same test and compare the scores. If the cognitive function of the athlete is not 100% they will not score as well as they did the first time. All 50 states have passed laws to protect young athletes from returning to play before their ready. The players are to be educated on concussions and symptoms, and they are told to refrain from playing if they have any symptoms. After a player is diagnosed with a concussion, the law requires the player to be cleared by a medical professional.

How I used it: Concussion issues are important enough to be written into the state legislature of all 50 states. Player safety is more important than any aspect of the game, and the brain is a delicate and important piece that players need to take better care of.

8. Johna Register-Mihalik, Christine Baugh, Emily Kroshus, Zachary Y. Kerr, and Tamara C. Valovich McLeod (2017) A Multifactorial Approach to Sport-Related Concussion Prevention and Education: Application of the Socioecological Framework. Journal of Athletic Training: March 2017, Vol. 52, No. 3, pp. 195-205.

Background: This article was written by Johna Register-Mihalik, Emily Kroshus, and Tamara C. Valovich McLeod. It focuses on the different levels of change that must occur to improve the concussion problem. From the interpersonal role all the way out to society’s role. Players need to be educated on concussions, coaches and parents need to be educated on identifying the symptoms, and schools and governments need to put policies in place to protect player’s future health.

How I used it: Understanding and fixing the concussion problem is not a one-step process, but a long and tedious approach that involves the individual players all the way up to the state government.

9. Armour, K. S., Clatworthy, B. J., Bean, A. R., Wells, J. E., & Clarke, A. M. (1997, December 12). Spinal injuries in New Zealand rugby and rugby league–a twenty year survey. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/9451410

Background: This article was done by the Christchurch of Medicine and it focuses on spinal injuries rugby players suffered in New Zealand. The scrum produced the highest percentage of spinal injuries. Forwards and heavier players suffered more spinal injuries compared to backs and lighter players.

How I used it: Spinal injuries are a part of rugby and may not be avoidable, but there are precautions and techniques players can implement to reduce their chances.

10. Royston, A., & Ramey, L. (2013, September 20). Stingers and Burners. Retrieved March 20, 2018, from https://now.aapmr.org/stingers-and-burners/

Background: The article has statistical and factual information about stingers and burners. The author explains how the injury happens, what it does to the body, how to treat it, what the symptoms are, and the possible outcomes of the injury.

How I used it: I used this article to explain stingers and learn how exactly they damage the body and what to do for treatment and prevention. This helped me to build an argument about tackling techniques and how safe they are.

11. Wilkerson, R. (n.d.). Our knowledge of orthopedics. Your best health. (S. J. Fischer, Ed.). Retrieved March 20, 2018, from https://orthoinfo.aaos.org/en/diseases–conditions/burners-and-stingers/

Background: The article explains the anatomy of a stinger as it travels through the body and explains the causes and risk factors for getting a stinger.

How I used it: I used this article to understand stingers and relate the risk factors to the tackling techniques most football players use.

12. Pilon, M., & Belson, K. (2013, January 10). Seau Suffered From Brain Disease. Retrieved April 1, 2018, from https://www.nytimes.com/2013/01/11/sports/football/junior-seau-suffered-from-brain-disease.html

Background: This article explains that cumulative head injuries lead to CTE. It is about a well-known player that took his life and was found to have CTE.

How I used it: The article helped me to build a case against the football style of tackling. CTE is a horrible disease and the information the article provided about it and it’s effects, helped me to explain CTE and why it must be eliminated from athletes lives, starting with player safety.

13. Bodenner, C. (2016, October 14). Which Is More Dangerous, Rugby or Football? Retrieved April 1, 2018, from https://www.theatlantic.com/notes/2016/10/rugby/504143/

Background: This article explains the ways that football and rugby compare on injuries and the dangerousness of both sports compared to each other.

How I used it: I used this article to explain the false sense of security football players have because of their padding. It helped me build an argument explaining how football is more dangerous overall, and especially in the tackle.

14. “USA Rugby Injuries” [One slide in a presentation received by email]. (n.d.). Referred to a study purported to have been conducted by USA Rugby. Origin unknown.

Background: This is a powerpoint put out by the national governing body for rugby in the United States. It compares injuries in rugby and football. Specifically, colligate athletes are monitored throughout the study. It focuses on injuries as a whole and then mentions a comparison of concussions.

How I used it: I used the information in this powerpoint to support my claims about rugby being safer compared to football. There is a specific study mentioned in the powerpoint that touches on the concussion rates comparing both sports.

Causal Rewrite

Electrical distribution systems, including the power source cable into the home, the circuit breaker boxes, and the wires supplying current to all electrical fixtures, are the third leading cause of home structure fires. Therefore, it bears investigating how wired smoke detectors might contribute to a fire catastrophe. An article published by CRM Risk lists many ways wiring can start a fire. Physical damage to wires leading to smoke detectors can cause fire at the device; even correct installations can also become damaged or deteriorate with age; overloaded circuits, especially those mishandled amateur home installers, or that use with large fuses and circuit breakers can result in overheated wires, the breakdown of insulation and eventual short circuits. All are intensified by an overuse of electrical devices, leading to the sad but inevitable conclusion that “more smoke detectors makes a home fire more likely.”

Rebuttal Rewrite

The well-intentioned strategy of allowing students to choose their own reading material most often fails. To pad their grades, unambitious students choose easy-readers below their achieved comprehension level, while go-getters overreach, comprehend little, and quit reading out of frustration. As Mark Pennington puts the case in his article on the Pennington Publishing Blog, “Students often choose books with reading levels far below or far above own their reading levels and so do not experience optimal reading growth.” Teachers who want students to enjoy reading can let them select their own material from a list of grade-appropriate choices without jeopardizing learning. To encourage them to read what they enjoy, teachers can permit students to nominate new material for the list.

 

Annotated Bibliography – summergirl1999

Annotated Bibliography

 

  1. Student Loan Debt Crisis. (2006). Retrieved February 17, 2018, from https://www.consumerreports.org/student-loan-debt-crisis/

Background: This article discusses the depth of student loan debt in the United States. This article explains why student loans got put into place originally, and after generations that student loans have another meaning. This article discusses the amount of debt the United States is from student loans.

How I Used It: This article helped me discover how student debt came to be and student loans are a huge part of our economy’s debt. I used it to demonstrate student debt is a big issue within the United States, and it has an effect on Americans personal lives. The article highly discussed the $1.3 trillion dollars of student loan debt the United States is in. It helped give a better outlook on student debt.

 

  1. Peterson-Withorn, C. (2014, July 30). How Today’s Student Loan Debt Is Failing Future Generations. Retrieved February 17, 2018, from https://www.forbes.com/sites/chasewithorn/2014/07/30/how-todays-student-loan-debt-is-failing-future-generations/#4d9e5f124b3c

Background: This article discusses the finical aspect of student loans and college. The article gives information on the rise of tuition. This article gives information about student loan debt, and its place in the economy. This article argues that the debt is affecting many millennials.

How I Used It: This article helped me get information student debt affecting not only the graduates but millennials too. This article offered in depth information about loan companies which is a topic brought up in my research paper. This article helped me gain a better understanding of the big role student debt plays in America’s society.

 

  1. Freedman, J. (2014, February 11). Student Loans Are a Drag on The Economy and Society. Retrieved February 18, 2018, from https://www.forbes.com/sites/joshfreedman/2014/02/11/student-loans-are-a-big-drag-on-the-economy-and-society/#7bf123014bc1

Background: This article discusses the original reason student loans were put into place. Student loans were originally put into place to help more people attend college. This article speaks about student debt place in America’s economy. This article offers charts and data to prove their argument.

How I Used It: This article helped me gain information on the burden that college has on personal and financial lives. This article discussed the bigger scare more people are starting to have towards college. Student loans were put into place to help more students have an opportunity to get a college education. This article gives statements from the Department of Education to strengthen their point.

 

 

  1. SlideCasey, C. (2014). Cannot Find a Job After College. Retrieved April 17, 2018, from https://www.moneycrashers.com/cant-find-job-after-college/

Background: This website offers information about careers after having a degree. Even with a degree, careers are not guaranteed. This article gives information on what to do if someone has a degree and cannot find a job.

How I Used It: This article helped me gain information for both sides of my argument. This article is about graduates having degrees and not being able to find a career or job. It offers information about reducing cost of living and restricted budget. Students go to college for the education but also for the careers and salary. Students attend college to not struggle.

 

  1. Weiner, J. (2014, September 05). Why Sally can’t get a good job with her college degree. Retrieved March 20, 2018, from https://www.washingtonpost.com/blogs/she-the-people/wp/2014/09/05/why-sally-cant-get-a-good-job-with-her-college-degree/?utm_term=.8b458336a8a4

Background: This article offers information about degrees, careers, and student loans. This article offers information on graduates who have degrees for majors that are not in demand. This article speaks about the value of different types of degrees.

How I Used it: This article helped me gain information about the career field. Graduates have degrees for careers that are not in high demand. This article gives statements from the Department of Labor’s Occupational Outlook and the Women’s Law Center. This article offers information about student debt in the United States economy.

 

  1. Nykiel, T. (2018, April 02). Student Loan Interest Rates: Federal, Private, Refinancing. Retrieved January 18, 2018, from https://www.nerdwallet.com/blog/loans/student-loans/student-loan-interest-rates/

Background: This article offers information about student loan interest rates. It provides information about different types of student loan interest rates such as federal student loan, unsubsidized, and subsidized. This article is organized in sections to help explain student loan interest rate, such as how student loan interest rates work, federal, and private student loans.

How I Used It: This article helped me gain information about student loan interest rates. Student loans are finically difficult themselves. But there is an extra cost for borrowing the money from loaners, which is making it an extra burden on millennials.

 

  1. Advisor, C. (2014). What’s the Price Tag for a College Education? Retrieved February 17, 2018, from https://www.collegedata.com/cs/content/content_payarticle_tmpl.jhtml?articleId=10064

Background: This article offers information on the variables that go into college that make the tuition. They give information and estimated prices on tuition prices of public and private universities. They break down and give in depth reason for the cost of college tuition. They organize the article in sections for general price, tuition, fees, housing and meals, books and supplies, and personal expenses.

How I Used It: This article helped me discover all the variables that go into the price of college tuition. It helped me with my opposing argument because there are many variables that go into college which makes tuition prices high. This article also offers a section about not giving up and being afraid of college because of the tuition.

 

  1. Harvard at a Glance. (n.d.). Retrieved February 17, 2018, from https://www.harvard.edu/about-harvard/harvard-glance

Background: This article offers information on the ivy league university, Harvard University. Harvard University is one of the top, most prestigious universities in America. It was established in 1636. Many United States presidents attended there. Harvard is difficult to attend because they need to keep up with their name. It is a very high recognition university.

How I Used It: This article helped me discover the general facts and background knowledge of one of the top universities in America. This article helped me with my student A and student B scenario.

 

  1. O’Shaughnessy, L. (2015, March 13). The biggest problems with America’s colleges. Retrieved February 20, 2018, from https://www.cbsnews.com/news/the-biggest-problems-with-americas-colleges/

Background: This article offers information about the issues with America’s colleges. It gives information on amounts of student aid that is given out during certain schoolyears. This article is organized in sections to help people understand the problems with America’s universities, poor graduate rates, family incentives, lopsided priorities, willful blindness, and general information.

How I Used It: This article helped me discover more information about the general problems with America’s colleges. It helped me argue my point in my research paper, by giving detailed information with reports and facts about America’s colleges.

 

  1. Weissmann, J. (2012, May 17). Does It Matter Where You Go to College? Retrieved February 21, 2018, from https://www.theatlantic.com/business/archive/2012/05/does-it-matter-where-you-go-to-college/257227/

Background: This article offers information about the meaning of the college students attend. This article offers in depth information about the recognition of colleges, and the meaning it has on getting a career. The article also mentions prestigious schools and expensive schools. The university that students choose is very important.

How I Used It: This article helped me discover the value of university names. The career field is very competitive and the recognition of the college the graduate attended can cost someone a career. This article offers data and studies from The Journal of Human Resources.

This article helped me expand my argument throughout my research paper.

 

  1. 9 BENEFITS OF EARNING A COLLEGE DEGREE. (2016, December 09). Retrieved February 17, 2018, from https://www.cbd.edu/9-benefits-college-degree/

Background: This article offers information about the benefits of a college degree. It gives information about the perks and benefits of college. The article offers information about money, employers, and careers.

How I Used It: This article helped me discover additional points on why college is beneficial. This article is organized with sections about nine reasons why college is worth the time and money. This article gave me more information to help my rebuttal argument.

 

  1. (2008, October 05). 25 Best High Paying Jobs Without a Degree. Retrieved April 17, 2018, from https://christianpf.com/paying-jobs-without-degree/

Background: This article offers information about jobs without a college degree. It offers information about technology, many successful businesses are online. College was almost necessary but with the technology there are many other ways to make money.

How I Used It: This article helped me discover some more ways that people can make good money without a college degree. Technology is helping many people make money. People are making online businesses that they are making very good money from. This article offers information about successful ways to make money without a college degree.

 

  1. Ha, L. (2017, September 15). For some freshly minted college graduates, a reckoning with a ‘quarter-life crisis’. Retrieved March 17, 2018, from https://www.cnbc.com/2017/09/08/millennials-face-life-after-college-finding-a-quarter-life-crisis-instead-of-dream-jobs.html

Background: This article offers information about millennials and the education system. This article offers stories from college graduates. Many graduates are having troubles finding a steady career after college. It is difficult for graduates to pay back student loans when they do not have a stable career. This article offers information about many college graduate millennials finding themselves in a quarter life crisis. This article offers a study about social media.

How I Used It: This article helped me discover that the career field is difficult. Careers are not guaranteed with a college degree. Many graduates cannot find steady careers and still have to pay off their student loans. This article gave information about real college graduates that are facing difficulties finding a career. This article helped me argue my argument in my research paper by giving information about graduates personal and finical situations.

 

  1. Long, K. (2016, August 08). Why Your Student Loan Debt May Not Be as Bad as It Seems. Retrieved February 17, 2018, from https://www.forbes.com/sites/financialfinesse/2016/08/07/why-your-student-loan-debt-may-not-be-as-bad-as-it-seems/#61095a8218b8

Background: This article offers information about student debt not being as bad as people make it seem. Student debt is the highest debt America encounters but it is the most beneficial because having a college degree has its benefits. This article offers information about 401k, employers, and careers.

How I Used It: This article helped me with my rebuttal argument for my research paper. This article gives the positives of having student debt. Many people obtain careers after college and the salary people can get from a career makes it easier to pay off the student loans.

 

 

  1. Dickler, J. (2017, August 29). Student loan balances jump nearly 150 percent in a decade. Retrieved January 18, 2018, from https://www.cnbc.com/2017/08/29/student-loan-balances-jump-nearly-150-percent-in-a-decade.html

Background: This article provides the average student of student debt graduates have. The high jump of student debt America encounters. This article provides, graphs and charts to support their evidence. The percentage of America that is in student debt.

How I Used It: This article proves that that tuition increase for college education is causing problems for not only graduates but also the economy. This article also proves the delay on personal purchases due to student debt.

 

  1. Matarazzo, M. (2017, March 29). How is the Student-Debt Crisis Affecting the Lives of College Graduates? Retrieved January 18, 2018, from http://www.genfkd.org/student-debt-crisis-affecting-lives-college-graduates

Background: This article provides information about the student debt crisis affecting the personal lives of college graduates.

How I Used It: This article proves student debt effects many college graduates. It provides information about the impact of rising tuition costs, and the debt America is in. The price of paying back student debt monthly. This article also proves the long-term impacts of student debt.

 

  1. Lanza, A. (2016, January 20). Study: Student Loan Borrowers Delaying Other Life Decisions. Retrieved April 18, 2018, from https://www.usnews.com/education/blogs/student-loan-ranger/articles/2016-01-20/study-student-loan-borrowers-delaying-other-life-decisions

Background: This article provides surveys on daily spending habits of young Americans. Provides information on public, private universities, and community colleges. The percentages of people who think college is and is not worth it.

How I Used It: This article proves student debt effects some graduates personal lives. Purchases from many graduates are being delayed. Student debt can cause people to take out of their savings or retirement. Student debt can cause graduates to have some troubles with paying for some necessities.

 

  1. Frizell, S. (2014, February 27). Student Loans Are Ruining Your Life. Now They’re Ruining the Economy, Too. Retrieved April 18, 2018, from http://time.com/10577/student-loans-are-ruining-your-life-now-theyre-ruining-the-economy-too/

Background: This article proves even though a person has a degree in a certain field it does not mean a career is guaranteed. The amount of student debt America is in. The average amount of money a graduate owes. The rise of tuition and loan interest. More students are attending college.

How I Used It: This article proves that America is in $253 billion dollars of student loan debt. In the recent years the debt increased 10 percent. Not all graduates can pay back their debt in time. This article proves charts. This article proves tuition for universities rising. This article proves interest rates are crazy.

 

 

Bibliography-Dohertyk9

1. Lazar, R. (n.d.). Project MUSE – Negotiating Sex: The Legal Construct of Consent in Cases of Wife Rape in Ontario, Canada. Retrieved from http://muse.jhu.edu/article/409073

Background: This article explores the way that cases of wife/partner rape are viewed and handled by the criminal justice system. The author seeks to show the extent to which “societal and cultural beliefs about sexuality, intimate relationships and marriage, and rape myths,” are reflected in how actors in the criminal justice system determine cases. She examines this by conducting a study of “fifteen defence counsel and seventeen Crown attorneys,” from different cities in Ontario, who (other than one) have dealt with numerous cases of sexual assault.

How I used it: This article informed me as to how difficult it is for judges to determine consent, particularly in cases of wife/partner rape. The terminology used in such cases is very different from that used in cases of violent rape and cases of stranger rape. The people interviewed in this article tended to identify with the rapist and worried about their own sexual relationships, rather than considering the victim’s point of view. It contributed to my understanding that societal views and personal views sometimes affect the criminal justice system’s ruling on rape cases, and also affect what terminology is used in these cases. This added to my argument that the terminology affects what is counted in the statistics and creates a huge disparity in statistics. 

2. Ehrlich, S. (2016, July 26). The Discursive Reconstruction of Sexual Consent – Susan Ehrlich, 1998. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0957926598009002002

Background: This paper evaluates the ideologies that frame court proceedings in a sexual assault trial. It states that although the court has updated its perception of rape from the victim needing to actively resist in order for it to be rape, the standard of communication required for it to be rape is similarly constructed. In the trial that the writer examines, the defendant argues that the level of communication between himself and the women was insufficient for non-consent to be determined.

How I used it: This paper contributed to my understanding that before the definition of rape was updated to its current one, actors in the criminal justice system had difficulty determining whether or not miscommunication about consent could discredit charges for rape. The views of the courtroom were mostly reflective of the CJ actors’ interests in not restricting their own sexual relationships.

3. Travis, C. B., & White, J. W. (2000). Re-examining the issue of nonconsent in acquaintance rape. In Sexuality, society, and feminism (pp. 355 – 376). Washington, DC: American Psychological Assoc.

Background: This chapter examines consent as a social construct. It explains in detail the effect of cultural attitudes, cultural metaphors, societal myths, sexual scripts, and the legal system on the definition of consent and rape.

How I used it: This chapter contributed to my knowledge about what informs the definition of rape, which helped me to understand why so many different definitions for rape exist.

4. Travis, C. B., White, J. W., & American Psychological Association. (2000). Understanding the Unacknowledged Rape Victim. In Sexuality, society, and feminism (pp. 377 – 403). Washington, DC: American Psychological Assoc.

Background: This chapter seeks to explain how some victims of rape do not consider themselves to be rape victims even though they experienced what would legally be considered rape. It argues that personalities, sexual attitudes and experience, affective reactions, reactions of peers, use of alcohol or drugs, and counterfactual thinking affect whether or not a victim will consider himself/herself to be a victim.

How I used it: This chapter informed me as to the factors that influence a person’s perception of his/her own sexual experiences. It identifies the problem that no one’s numbers can be trusted due to confusion even by victims as to what constitutes rape.

5. Jordan, S. (2017, February 27). Rape culture is normalized across college campuses. Retrieved from http://www.statepress.com/article/2017/02/spopinion-rape-culture-is-normalized-on-campuses

Background:  This article argues that college students are desensitized to rape and therefore perpetuate rape culture. It states that “rape is about power, control and dominance.” It also cites that 1.2 percent of male students and 3.1 percent of female students at ASU have reported attempted or completed sexual assault.

How I used it: This article served only to inform me of potential societal responses to the concept of sexual assault and how some feminists may define it. The article makes bold claims that either have little to no basis in fact or that the author has not even attempted to prove.  

6. Carter, N. M. (2012). Intimacy without Consent: Lynching as Sexual Violence. Politics & Gender, 8(03), 414-421. doi:10.1017/s1743923x12000402

Background: This scholarly journal seeks to show that lynching has a tendency to involve not only violence, but also sexual violation of the victim, regardless of the victim’s gender. In addition, the race of the victim plays a large role; if the victim is black and male, the case is treated very differently than if the victim is white and male.

How I used it: This journal helped to prove that the definition of rape changes in different contexts; here, because the victim was a black male, something that by law would obviously be considered rape became a question.

7. Kelly, O. (2015). Party Rape, Nonconsensual Sex, and Affirmative Consent Policies. Americana : The Journal of American Popular Culture, 1900 to Present; Hollywood, 14(2). 

Background: This article delves into the prevalence of rape on college campuses. It explains the mindset of perpetrators and how often victims are discredited. It also describes how frequently victims of sexual assault are asked what they were wearing at the time of the assault, as well as the percentage of males that misinterpret the meaning of rape.

How I used it: The statistics involving how many males understood rape to be different from forcing a woman to have sex helped explain to me the power of terminology and the reason that many institutions change the words from rape to “sexual assault” or “sexual violence.” This furthered my understanding as to why different institutions will adopt differing definitions of rape and will utilize different terminology. It also pointed me to another valuable source.

8. Burgess, A. W. (1985). Rape and sexual assault: A research handbook. New York, NY: Garland Pub. 

Background: This book explores rape victims, their families’ responses and legal responses to the rape, the aggressors, and the mass media’s response to rape.

How I used it: This book largely contributed to my understanding of rape as it relates to everyone involved. It also provided useful statistics as to college-age men’s understanding of rape.

9. Burgess, A. W. (1988). Rape and sexual assault II. New York, NY: Garland Pub. 

Background: This book explores sexual victimization in colleges, factors involved in rape of prostitutes, self-blame of rape victims, sexual attitudes toward rape, and more.

How I used it: This book examined rape myths and sexually aggressive attitudes of college males. These determined how the college males defined rape, furthering my understanding that the definition of rape varies from institution to institution and person to person.

10. Ali, K. (2017). Concubinage and Consent. International Journal of Middle East Studies, 49(01), 148-152. doi:10.1017/s0020743816001203

Background: The text explains that wives and slaves in Islamic history had very different rights, even though slaves could be married off without their consent. Slaves could be treated far worse than wives and it would be perfectly permissible. However, their husbands needed to treat them better than their owners did.

How I used it: This text served only to contribute to my understanding of differences in definitions of rape.

11. De la Ossa, A. C. (2016). ‘Talk, listen, think’: Discourses of agency and unintentional violence in consent guidance for gay, bisexual and trans men. Discourse & Society, 27(4), 365-382. doi:10.1177/0957926516634549

Background: This article explains the focus on men in the explanations of sexual assault and consent made by Galop. It helps to put into words the traumatic experiences people in the LGBT community have.

How I used it: This article proves that there is always a neglected race, gender or sexual orientation when it comes to defining rape and consent. Because one type of person is always left out, the definition of consent always falls short of its intended meaning. In this way, the definition of consent is not universal and results in disagreeing definitions of consent, which greatly contributed to my understanding of my argument.

12. Young, H. (2010). R. v. A. (J.) and the Risks of Advance Consent to Unconscious Sex. Canadian Criminal Law Review, 14(3), 273-306.

Background: This article describes the risk of agreeing to sex before one of the partners becomes unconscious. It explains that any misunderstandings in the advance consent or mistreatment of the partner during the unconscious sex could result in rape and therefore unconscious sex should be automatically considered rape.

How I used it: This contributed to my understanding that even those who consent to sex can switch to nonconsent in a number of situations. This helped formulate my argument that rape is hard to define, which results in an array of differing definitions.

13. An Updated Definition of Rape. (n.d.). Retrieved from https://www.justice.gov/archives/opa/blog/updated-definition-rape

Background: This archive explains the FBI’s updated definition of rape compared to its older definition.

How I used it: This source contributed to my understanding of the differences in definitions between the FBI and other institutions.

14. Bureau of Justice Statistics (BJS) – Rape and Sexual Assault. (n.d.). Retrieved from https://www.bjs.gov/index.cfm?ty=tp&tid=317

Background: This source details the Bureau of Justice Statistics’ definition of rape and sexual assault.

How I used it: I used this source to compare its definition of rape to that of the FBI and other institutions.

15. Definitions|Sexual Violence|Violence Prevention|Injury Center|CDC. (2018, April 10). Retrieved from https://www.cdc.gov/violenceprevention/sexualviolence/definitions.html

Background: This source details the CDC’s definition of sexual violence.

How I used it: I used this source to compare its definition to that of the FBI and other institutions.

16. Eichelberger, E. (2017, June 25). Men Defining Rape: A History. Retrieved from https://www.motherjones.com/politics/2012/08/men-defining-rape-history/

Background: This source explains the history of the definition of rape as defined by men.

How I used it: I used this article to explain how society has struggled with the definition of rape over time.

17. Bekiempis, V. (2015, January 9). When Campus Rapists Don’t Think They’re Rapists. Retrieved from http://www.newsweek.com/campus-rapists-and-semantics-297463

Background: This article discusses the way that terminology affects how a perpetrator will report intentions for sexual violence or how a victim of sexual violence will report an incident. It examines the oddity that men will agree with sexually violent or coercive behaviors but will deny rape.

How I used it: This article led me to scholarly sources that more effectively contributed to my argument.

18. Branch, J. (2018, April 12). Another Former N.F.L. Cheerleader Files a Complaint. Retrieved from https://www.nytimes.com/2018/04/12/sports/football/nfl-cheerleaders.html

Background: This article details the claims made by Kristan Ware, a former NFL cheerleader, of sexual harassment within the NFL.

How I used it: This article helped to provide a real world situation in which my argument applied.

19. The Enliven Project – Sarah Beaulieu. (n.d.). Retrieved from http://sarahbeaulieu.me/the-enliven-project

Background: This website provided a graphic detailing rape statistics.

How I used it: This graphic was useful in analyzing the inaccuracy of rape statistics.

20. Marcotte, A. (2013, January 8). This Rape Infographic Is Going Viral. Too Bad It’s Wrong. Retrieved from http://www.slate.com/blogs/xx_factor/2013/01/08/the_enliven_project_s_false_rape_accusations_infographic_great_intentions.html_infographic_great_intentions.html

Background: This article analyzes the flaws in an infographic displaying rape data.

How I used it: I used this to contribute to my argument that rape statistics cannot be trusted, especially if different sources are combined to draw conclusions.

21. Matthews, D. (2013, January 7). The saddest graph you’ll see today. Retrieved from https://www.washingtonpost.com/news/wonk/wp/2013/01/07/the-saddest-graph-youll-see-today/?noredirect=on&utm_term=.88a8618f65b1

Background: This article analyzes an infographic to state how rare false rape accusations are. It admits that the infographic is misleading, according to a more recent analysis by Amanda Marcotte.

How I used it: This source was used in an analysis by Amanda Marcotte, that I used in my paper.

22. Tolentino, J. (2017, June 14). Bill Cosby’s Defense and Its Twisted Argument About Consent. Retrieved from https://www.newyorker.com/culture/jia-tolentino/bill-cosbys-defense-and-its-twisted-argument-about-consent

Background: This is an article detailing the defense that Bill Cosby is using to deny rape charges brought against him.

How I used it: I used this as a real world example of why imprecise language to describe rape is harmful.

23. The Latest: Cosby jury ends Day 1 without a verdict. (2018, April 25). Retrieved from https://abcnews.go.com/Entertainment/wireStory/latest-cosby-courthouse-jury-start-deliberations-54717264

Background: This article details the ongoing retrial of Bill Cosby in regards to his alleged sexual assault of Andrea Constand.

How I used it: The article states that the judge was asked for the legal definition of consent but was unable to answer. This contributes to my point that no one has an answer.

24. NCVS 1 [survey]. (n.d.). Retrieved from https://www.bjs.gov/content/pub/pdf/ncvs104.pdf

Background: This is a survey conducted by the BJS seeking to gather statistics about unreported victimizations.

How I used it: I used this survey to explain how definitions vary simply based on wording.

25. New DOJ Data On Sexual Assaults: Students Are Less Likely To Be Raped. (2014, December 11). Retrieved from http://thefederalist.com/2014/12/11/new-doj-data-on-sexual-assaults-college-students-are-actually-less-likely-to-be-victimized/

Background: This article reports data found in a new study by the Department of Justice regarding whether students or non-students are more likely to be victimized.  

How I used it: I used this article to question the accuracy of its claim that non-students are more likely to be raped than students.

26. Rape statistics. (2018, April 3). Retrieved from https://en.wikipedia.org/wiki/Rape_statistics#United_States

Background: This is an article by Wikipedia detailing rape statistics from around the world.

How I used it: This source pointed me to a number of other valuable sources of information and also contributed to my understanding of the disparity in rape statistics.

27. NISVS Summary Reports|National Intimate Partner and Sexual Violence Survey|Funded Programs|Violence Prevention|Injury Center|CDC. (2017, September 25). Retrieved from https://www.cdc.gov/violenceprevention/nisvs/summaryreports.html

Background: This is a state report summarizing rape data gathered from a survey conducted by the CDC.

How I used it: I used this to explain what percentage of women are raped according to the CDC.

Annotated Bibliography-DoubleA

Source 1: NFL panel finds some knee, ankle injuries more common on turf. (n.d.). Retrieved from http://www.nfl.com/news/story/09000d5d816e77f1/article/nfl-panel-finds-some-knee-ankle-injuries-more-common-on-turf

Background: This article talks about the increase specifically in ACL injuries on Fieldturf surfaces. The article started off by saying that in an annual study conducted by the NFL that knee injuries on Fieldturf surfaces increased the rate of knee injuries by 88 percent. The study was conducted in the 2003-2008 seasons.

How I Used It: I used the statistics from the 2003-2008 seasons to talk about the increase Fieldturf fields had on the number of knee injuries.

Source 2: Turf Battle in the NFL: Natural vs. Artificial. (2017, March 11). Retrieved from https://www.lawnstarter.com/blog/lawn-care-2/turf-at-nfl-stadiums/

Background: The article talks about the struggle of running a fantasy team with all the injuries that occur now a days on turf fields. It also names multiple key players that got hurt in the preseason due to turf fields.

How I Used It: I used this in my writing by talking about my own struggles in fantasy football from injuries. Every year big name players go down early in the season and it messes up owners entire seasons.

Source 3: Todd Neale Todd Neale. (2010, March 15). AAOS: Artificial Turf Injuries Still More Likely in NFL. Retrieved from https://www.medpagetoday.com/meetingcoverage/aaos/19020

Background: The article once again brings up the number that the articles brought up. I can continue to use the number of 88% more likely to get a knee injury on turf fields a lot.

How I Used It: This article also mentioned the 88% increase stat so I used both this and the first source in my writing almost to back each other up.

Source 4: BANSCH, J. (1993, Oct 17). Knee injuries call for abolishment of artificial turf fields. Indianapolis Star Retrieved from http://ezproxy.rowan.edu/login?url=https://search.proquest.com/docview/240088678?accountid=13605

Background: This article describes the moments in a game between the Eagles and the Colts where 3 separate season ending knee injuries occurred all on turf. The article quotes a trainer Otho Davis, a physical trainer for the Philadelphia Eagles. It quotes him saying that he normally does not take sides between turf and grass fields but this season has been something else to him.

How I Used It: I used this article to describe how bad turf can impact the season of a team. Also, the quote from the trainer was useful because it brought a first hand source who sees these injuries daily into my writing.

Source 5: NRG Stadium’s Playing Surface An ‘Abomination’. (2014, September 09). Retrieved from http://houston.cbslocal.com/2014/09/09/nrg-stadiums-playing-surface-an-abomination/

Background: This article talks about the grass turf on Reliant Field home of the Houston Texans. The article talks about the square panels that the field uses for play. These panels are set up and when you get a cleat stuck in the side of a panel it can bend your knee the wrong way. This is what happened in Jadeveon Clowney’s first game where he planted in one of the seams and bent his knee the wrong way. According to his teammate Swearinger he also believes this is a problem because there has been a big injury bug around the Texans and knee injuries for years.

How I Used It: I can use the quotes from this article in a useful way in my writing. These players are playing on these fields every game so if one field is like this it may be the case for others. I used the quotes from players to decline the image of the artificial fields of play.

Source 6: Is an ACL tear more common on artificial turf or grass? (2018, March 03). Retrieved from http://www.drdavidgeier.com/ask-dr-geier-acl-tears-on-natural-grass-or-fieldturf/

Background: This article talks about a question Dr. David Geieir was brought. It was brought to him because a kid had 3 injuries on his football team all on turf fields away games. . When answering the question Dr. said that the best results were from this study made from NFL teams from 2000-2009 where the results showed that there was not an increase in MCL injuries on turf but there was a 22% increase in knee sprains altogether and a 67% higher chance of getting an ACL sprain on turf than grass.

How I Used It: I used the study Dr. Geieir brought up to bring up more statistics in my writing. I mentioned the “67% higher chance of getting an ACL on turf than grass” statistic in my writing.

Source 7: Hershman, E. B., Anderson, R., Bergfeld, J. A., Bradley, J. P., Coughlin, M. J., Johnson, R. J., . . . Tucker, A. (2012, 09). An Analysis of Specific Lower Extremity Injury Rates on Grass and FieldTurf Playing Surfaces in National Football League Games. The American Journal of Sports Medicine, 40(10), 2200-2205. doi:10.1177/0363546512458888 

Background: This article is the results that Dr. G used in his answer to his blogger. The results are the same as stated above but it tells us what stats they used to find this data. The article says that they literally used every game from 2000-2009 seasons and made a graph and analyzed the data to find the results. The results were from 2680 games which is 5360 team games played so it is without a doubt a lot of data.

How I Used It: I used the statistics multiple times because there was a lot of games played throughout that time so there was a long period of important collective data.

Source 8: Iacovelli, J. N., Yang, J., Thomas, G., Wu, H., Schiltz, T., & Foster, D. T. (2013, August 01). The effect of field condition and shoe type on lower extremity injuries in American Football. Retrieved from http://bjsm.bmj.com/content/47/12/789.citation-tools

Background: This article talked about a 130 game span where they analyzed the lower extremity injuries. In this time the data was found that there was an increase in lower extremity injuries on turf but not during practice.

How I Used It: I would use this in my arguments by saying and proving that in game play there is an increase in lower extremity injuries and game play is where there is more injuries and higher intensity contact.

Source 9: 6 – Risk of Anterior Cruciate Ligament Injury as a Function of Type of Playing Surface. (n.d.). Retrieved from https://www.sciencedirect.com/science/article/pii/B9780323389624000060

Background: This article states how there is indeed an increase in the number of lower extremity injuries on the football field due to the playing surface. The article states a lot of causes though like surface hardness, rotational stiffness, and release torque. These physical characteristics may interact with other environmental factors such as cleat design, surface moisture levels, and ambient temperature. Altogether, these causes are what causes these  player to twist/turn their knees on the turf. It describes how the strongest evidence in field turf play injuries comes from football because of the size of players and level of play.

How I Used It: I plan on using this article to bring up the argument in my rebuttal argument that people may have problems with the fact that my evidence is from 2009. Also, this article brings up a lot of information on torque and the movement of players which causes the turf injuries.

Source 10:

A Review of Synthetic Playing Surfaces, the Shoe-Surface Interface, and Lower Extremity Injuries in Athletes. (n.d.). Retrieved from https://www.tandfonline.com/doi/abs/10

Background: This article talks about how the versatility and durability of artificial playing fields but, are they really that safe. It states that research over time has shown an increase in injury on artificial playing surfaces and that biomechanical data suggests that both the torque and strain experienced by lower extremity joints generated by artificial surfaces may be more than those generated by natural grass fields.

How I Used It: This article is more of a recent article too and I also used this article to refute some points in my rebuttal argument. I used it to bring up the biochemical data that it describes in the article about torque to back up my other source.

Self Reflective Statement-DoubleA

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

My work truly does demonstrate that I used stages of development, exploration, and discovery. In all of my writing and especially my White Paper I used multiple stages of research and rewrites. My professor started off by assigning the task of finding 5 sources based on my hypothesis. I took the assignment seriously because in the end I knew that I would have to find more than 5 sources. I started off by finding around 8 sources, but later found out that these sources were not acceptable because they were not academic sources. These sources seemed to be legit and I was content with the information they provided but after researching and talking to my professor they all provided the same statistics, so I had no diversity in my facts. To fix this problem I simply found sources using databases through the Rowan library and sites like google chrome to find academic journals. Once I found these articles I then found an additional 5 to come out with around 11 sources. I researched all my articles again to find every important piece of information possible and that information is what would help me write my 3 arguments and 3000-word essay. After all that was said and done I then found out that I had to write out what the article was about and the purpose it had to my writing. So finally, in my third attempt at my White Paper I was able to come up with a solid and useful bibliography full of sources for my academic and argumentative writing.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

In my writing I always try to think from the perspective of the reader and to lie hidden images and devices in my writing. The best kind of writing is the writing that makes people think. In my assignment on Stone Money it made me think of money as a completely different way of thinking. I was told one day in lecture that on a small island called Yap people literally use stones as their way of currency. They trade among themselves in stones. The weird part about it all too is that they don’t even take it with them they literally just leave it there and just put their name on it or just somehow the entire island knows that that stone is now his or hers. In my writing about Stone Money I tried to describe the relationship these people on the island of Yap have with each other. How could an island of people literally just trade rocks around it’s insane to think about? In my writing I described the situation between the people and their trading. In my everyday life I always use cash and carry purchasing and to think about people trading stones and not even taking them, it is very counterintuitive. The Stone Money assignment made me think differently about the world and it made me paint a picture of reality that people really do live differently around the world and it is amazing how the people of Yap can get along like that.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

Nothing shows core value 3 more than my rebuttal argument essay. To write my rebuttal essay I had to think about the arguments that people are going to have against your argument. I had to come up with an essay that refuted all of the arguments people could have against grass field instead artificial surfaced fields. I looked at my target audience, there are people who agree with me and people who totally disagree with me. That being said my target audience would be the people in the middle trying to be swayed by a single argument. If I could knowledgably argue the points against artificial fields and plead my own case respectively I could draw the people in the middle towards my side. In my Rebuttal Argument essay I looked at the arguments people could come up with against my claims and refuted them. By using sources, I was able to find valuable information to refute these claims and make my own writing look professional. Analyzing these sources was the key to my essay as I would draw the important information from these articles to back up my claims and make my target audience fall right into my trap to bring them to my side.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

This core value is all about analyzing images and being able to think outside the box. I think I depicted this value mostly in my Visual Rhetoric assignment. I actually had two attempts at this assignment because I got the chance to rewrite it. My first time through we had to watch a video very slowly frame by frame and guess as to what would happen next. It makes you think a lot about little details like the background and the frame work the depth of the image. Something can be happening in the background that viewers had no idea about and suddenly, they’re in the picture and people are left gasping as to how that could happen. My second time through I looked at the same video, but I analyzed it in a more in-depth way. I paid close attention to all the people depicted in the frames and looked at their movements. I also noticed that a lot of information can be found by simply looking at the objects in the frame. In my assignment it was all about texting and driving and the video showed how one guys day could go from happiness to unsettling just from people looking at you on your phone. It is unsettling to people when they look over at the car next to them and the other driver is on their phone. I believe that this assignment made me look at text more carefully and the images and made me think about the “what if” factor. I could then apply this technique into my writing as I posed questions to my readers and even to myself.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

This value is the most simplistic but it the most important. My work should be my work, and nothing should be plagiarized from a source. Therefore, the most important part was citing my sources. I demonstrated this core value in my White Paper. In my white paper I have my sources and the details about the sources that I would like to use in my writing. Later this would come to be my annotated bibliography. Throughout my writings over the course I had to use these sources in order to write my argumentative essays. By doing this I would use quotes from my academic sources and once I used a quote from the source I had to cite it in my white paper. Once I had at least ten sources my white paper was said to be complete.