Case Western Reserve University Role of Chinua Achebe in African Novels Essay In this paper, search for a game changer, a person whose influence has had an

Case Western Reserve University Role of Chinua Achebe in African Novels Essay In this paper, search for a game changer, a person whose influence has had an impact. Form a hypothesis
about their influence; then, do research to find the strengths and weaknesses of your hypothesis to determine
its validity. All topics must be approved, and all class members must have a different topic.Here’s an example article. I hope to complete the article according to all the requirements. And finish my worksheet Essay 1: Research Article Analysis
College Writing 2 • Draft Due: February 5
Topic
Summarize major findings of a 10+ page education or “soft” sciences research article, summarize
its literature review, and explore its topic’s implications for the future. Your article must be preapproved by the instructor.
Research
• Find one 10+ page journal (research) article with full text from the KSU library database. It must
have Introduction, Methods, Results, and Discussion (IMRaD) sections. Using JSTOR, EBSCO, or
ERIC (eric.ed.gov) will yield the best results.
Format of Paper
• Introduction, major findings, literature review summary, future implications, & conclusion. (See
p. 3 for list of information to include.)
• Citations format: (Author, year, page #, page #) ? (Smith, 2010, p. 32).
• 8 sentences per paragraph (minimum).
• Use section headings
Turn In
• Title page
• Table of contents
• 5 paragraph essay
• 3 citations per paragraph (15 minimum)
• References page listing article in APA format
• Hard copy and Bb Upload
Notes
• You can use any KSU database article, but I suggest starting with Academic Search Complete via
the A-Z Databases link.
• This should be a direct/deductive paper. Make sure to include an objective, title, topic sentences,
paragraph summaries, and section headings that use key words and are complete.
• Your topic must be approved before you start writing. Each student must have a different article.
Turn in a complete draft only: title page, table of contents, essay, and references.
• This paper must be turned in as two versions: draft and revision. Turning in the paper only once,
turning in both versions together, or trying to turn in the revision before the draft has been graded
will earn only the draft score.
• There will be homework worksheets that must be turned in and graded before the essay to receive
points.
Article Citation & Annotated Bibliography FYI
Essay 1
ENG 21011
Article from Online Database (found through library)
Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical,
volume number (issue number if available). Retrieved from http://www.someaddress.
com/fullurl.html
Bernstein, M. (2002). 10 tips on writing the living Web. A list apart: For people who make
websites, 7(11), 149-180. http://www.alistapart.com/articles/writeliving
Priyadarshani, J. (2017). Identifying and investigating the “best” schools: a network-based analysis.
Compare: A Journal of Comparative and International Education, 48(1), 110-127.
http://doi.org/10.1080/03057925.2017.1293504
Research Article Analysis Sections
Essay 1
ENG 21011
• Make sure to have only 5 paragraphs
• Use at least 3 citations per paragraph
• Limit quotations; paraphrase more
Below are the 5 paragraphs and bullet points about what should be in each. In parentheses next to each
paragraph type is a typical location where you can find the information.
1. Introduction (abstract & introduction sections)
Article title, author, year, source
Purpose/problem studied
Hypothesis/research questions explored
What was the importance of the study?
Guiding theory
Participants/population studied
Overview of methods
2. Major findings (discussion section & some from results)
Was hypothesis true?
Important results (related to introduction)
3. Literature review summary (end of introduction or before methods)
Review of past theories
Guiding theory of this study & its support
“New” way an old theory is being used
Old theories’ shortcomings
4. Future implications (end of discussion or conclusion sections)
Is there a new view of the old problem/new information available & what is it?
How results can be used in the real world
How things can/should/might change based on new info found
Future directions for new research
5. Conclusion (end of discussion or conclusion section)
Recast of hypothesis & what was learned.
What is the next step researchers should take?
Short-comings discovered in the design of the study
Things to avoid in the current study or future studies
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
The Soft and Hard Skillset Personal Computing Brings
to Make Adolescents Employable1
Ima Essex
Inquiry Based Research Essay (Draft)
College Writing 2
Kent State University
December 11, 2020
This sample essay is longer than yours has to be. The two major requirements are length
and citations. The ten pages length includes only the paragraphs you write, not the title
page, outline, references, etc. Make sure to have at least 3 citations per body paragraph.
1
1
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
Essex 2
Outline
Hypothesis: Adolescents gain soft and hard skills from personal computing devices that
make them highly adaptable employees.
I. Background of Computing and the Net Generation
A. Internet computing history
B. The Net Generation overview
C. Soft versus hard skills
II. Adolescent Personal Computing Cons
A. Commercial exploitation
B. Physical inactivity
C. Escapism and violence
D. Anti-social behavior
III. Adolescent Personal Computing Pros
A. Resourceful and knowledgeable adolescent shoppers
B. Physical preparation for future employment
C. Healthy release of negative emotions
D. Self-expression through social networking
IV. Results
A. Hypothesis is accurate
B. Employment skills outweigh anti-social risks
C. Escapism releases negative emotions
D. Self-expression does not have to be anti-social
E. Negatives listed are not limited to the Internet
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
V. Implications & Suggestions
A. Educate selves about complex systems of technology
B. Schools should educate teens
C. Internet sites need to police negative behaviors and posts
Essex 3
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
Essex 4
The Soft and Hard Skillset Personal Computing Brings
to Make Adolescents Employable2
Introduction
Computer technology influences our material lives and social relationships. Figure 2
in the Appendix shows that the Pew Internet Project found 93% of US adolescents used the
Internet in 2010, 12% more than adults 30-49 and 23% more than adults 50-64 the same
year. 3 Hence, computers and mobile devices, such as smart phones, are used by teens to
connect in more ways than adults do. One reason for this is that we can be in constant
connection with others, synchronously (through texts and calls) and asynchronously (email
and posts), at a relatively inexpensive cost. Being cheap, their use increases exponentially,
and new media is constantly being added. Increased use has ramifications that need to be
understood, especially on the adolescents of the Net Generation, which has grown up
connected.
This paper focuses on the economic impacts of computing on adolescents, specifically
employability and skill building factors. We know everything from education and commerce
to politics and dating is touched by technology. The Net Generation learns, shares, buys, plays,
and interacts in ways that are non-traditional and that threaten the norms of previous
generations. We do not yet know what the interaction will grow into. Roberto Manual calls
this process “the sowing of the digital seeds” (as cited in Rhinemann & Hendricks, 2005, para.
Note: This paper does not use the gamechanger topic of our assignment but does include
all other requirements.
3 Instructions like these are required for each figure in the appendix. Let people know what
to look for and why.
2
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
Essex 5
20). Kaitel (2009a) expresses hesitation, fearing that the outcome will be an isolated,
conspiracy-building, angry society (p. 29). Others see only the positives, calling the internet
“a toolbox of unlimited skills” (Joseph, 2010, pp. 335-336). Hence, it becomes necessary to
evaluate the effect of computing devices to better understand how technology will affect the
future of US adolescents, which is the future of the US economy. We need to know if the Net
Generation is on track or off, and how society can best be shaped to facilitate their
enrichment and growth. Using McMahon (2010), we are postulate that the 3 “Ts” (technology,
trade, and teens) will have a positive effect on the US economy through high skilled employment
(p. 7). In short, adolescents gain soft and hard skills from personal computing devices that
make them highly adaptable employees.4
Background of Internet Computing, the Net Generation, and Skills
Internet Computing
The history of Internet computing is a timeline of growth. 5 The Internet was first
conceived to facilitate communication. Computer Scientist J.C.R. Licklider sketched out ideas
for what he called an “Intergalactic Computer Network” in 1962 (as cited in “Peer-to-Peer,”
2010, p. 14). His ideas were so far sighted that the Internet as we know it utilizes nearly all
of them (“Key Events,” 2007, p. 686). By the late 1950’s, air defense radar systems had been
networked together by the US government’s Advanced Research Projects Agency (ARPA).
The US military wanted a similar way to connect different parts of their operations across
4
5
Hypothesis.
Yellow highlighted text are topic sentences.
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
Essex 6
the country in the event of war, so the Information Processing Technology Office (IPTO) was
formed by the ARPA to figure out how to achieve this (“Key Events,” 2007, p. 691). They hired
Licklider to head the agency (“Peer-to-Peer,” 2010, p. 20). A team was formed and the project
was officially underway in 1968. Within a year, there was success. By October 29, 1969, a
two-node link was established between research institutes at UCLA and Stanford
universities (“Update,” 2006, p. 41). Later UCSB and the University of Utah were added as
nodes on the network. By November 21, 1969, a permanent link was established (“Key
Events,” 2007, p. 687). Sometimes termed “universal networking,” Licklider’s goal was to
allow for general communication between users, especially researchers (“Peer-to-Peer,”
2010, p. 23). That is one reason why university researchers widely promoted the network.
It had the potential to allow them to quickly share information and work on projects together
despite being long distances apart (Kaitel, 2009a, 25). ARPANET was decommissioned in
1990, but it had begun to be phased out as early as 1983 as other networks were added to it
to form what we now call the Internet. Tim Berners-Lee, a British scientist, invented the
World Wide Web (WWW) in 1989, which opened the Internet up to non-technical users.
Currently, it is estimated that one-third of the world’s population—2.1 billion—have used
the Internet (Kaitel, 2009b, pp. 334-335). This is a large increase from a two-node system.
The Net Generation Overview
It was not long before adolescents, what we call the Net Generation, gravitated to the
Internet. The role of the Internet as a communication tool was the reason. Teens started out
using it for simple bulletin boards, chat rooms, and email to communicate through, most of
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
Essex 7
which transpired via a DOS prompt (OTDC, 2009, para. 3). Now, teens carry the Internet
around on mobile phones and access it via gaming. Adolescents are a high percentage of the
users of personal computing devices. In 2011, 51% of teens 12+ years old in the US used
Facebook, 70% used broadband Internet, and 84% used cell phones (Kaitel, 2009b, p. 349).
83% of teens in the US use text messaging, 54% text daily, and 54% (aged 13-17) spend 30
or more hours “connected” to media devices per week (Joseph, 2010). Teens, as a rule,
send/receive an average of 5 times more text messages per day than adults do (“Update,”
2006, p. 47). Expanded adolescents (those aged 8-18) average 1 hour and 29 minutes on a
computer daily; ages 11-14 and 15-18 on average text 1 hour 13 minutes and 1 hour 51
minutes respectively (Joseph, 2012, p. 18). Adolescents of the Net Generation, then, are outpacing adults in cell phone use, and a more than healthy number of them frequently use the
Internet. Below we will explore the pros and cons of that frequency of use to test our
hypothesis about skill building and employment.
Soft Versus Hard Skills
There are two types of skills that are important for business: soft and hard. Soft skills
refer to social skills and foster communication and interaction. Soft skills allow coworkers
and also employees and clients to interact and negotiate for mutual benefit. People with
strong soft skills build trust and respect from others, which facilitates business deals and
teamwork (OTDC, 2009a, para. 12). The Internet requires soft skills to function as well. Most
activities on the Internet involve interpersonal communication and/or information sharing
to occur (Kaitel, 2009a, p. 25). How one communicates and/or shares information with
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
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others affects how others receive it and colors the choices others make to continue the
communication. Hard skills, on the other hand, are technical and mechanical skills. The office
has many tasks from as simple as sending an email to as complex as manufacturing a product.
These are all considered hard skills. The Internet, too, requires hard skills to work. Not only
does one need to understand the basics of how to connect to the Internet and then how, for
example, an web browser works, but the Internet itself requires software that must be
programmed and hardware that must be built and maintained (Kaitel, 2009a, p. 25). Hence,
hard and soft skills go hand in hand in most human endeavors.
Adolescent Personal Computing Cons
First, commercial exploitation has been one obvious negative result of adolescent use
of personal commuting technology. A critical examination of the buddy and friends lists,
especially of adolescents, illustrate the situation. The article “Peer-to-Peer and Society”
(2010) reveals how teens on the Internet frequently include media personalities in their
profiles and often make allusions to the characters in contexts that have nothing to do with
the movies, games, or cartoons the characters appear in (p. 15). Jones has data that shows a
“significant” number of teens treat purely commercial characters like real people (as cited in
“Peer-to-Peer,” 2010, p. 17). Locus Group researcher John Pierce, during a 2008 interview,
commented, “Characters like Hello Kitty, the Little Mermaid, and other licensed commercial
characters are exploiting our teens (as cited in OTDC, 2009, para. 12). Billings’ study, “Child
Economics and the Internet,” tells us that these characters are placed on junk food products,
clothing, and television commercials to exploit teens who are not yet of an age to be
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
Essex 9
sufficiently media literate” (as cited in Cater, 2008, p. 67). In other words, these teens are old
enough to want to buy but too young to understand how they are being manipulated. What
we are seeing, then, is that teens are susceptible to advertising using these media characters.
When questioned, it is clear that many of their commercial selections are made solely on the
characters that the goods have printed on them (Carter, 2008, p. 68). Ben Johanson, an
adolescent psychology researcher for Front Group has tracked this commercial bias through
a mid-teen years. Teens assume this habit early, and they take awhile to grow out of it (as
cited in “Peer-to-Peer,” 2010, p. 21). As we are currently in the throes of the first generation
to be connected from birth, long-term study data cannot be gathered yet. There is no way
determine the extent of the influence this style over substance commercialism will have on
teens as they grow into adults. It is just too early to know, but what we can see is a high
regard for commercialism over skills.
Second, technology can strike negatively at the physical health of children as well as
at their wallets. Per day, adolescents text an average of an hour and a half, use the Internet
for at least one hour, and watch TV for 3.25 hours (OTDC, 2009, para. 16). Adolescents, then,
are spending a lot of time immobile. Add to this time an average of 8 hours of sleep and at
least 6 hours sitting in school, and that gives adolescents a total of 17 out of 24 hours per day
in a relatively stationary position. It is no wonder childhood obesity is at an all-time high
(Joseph, 2010, p. 338). Many online activities that technology allows children to undertake
can be exhausting. They require periods of intense concentration: chatting with multiple
friends (online or via phone) for extended periods, intricate Massive Multiplayer Online
Game (MMOG) activities (needing rapid hand-eye coordination and strategy), the generation
of and responding to emotionally rich social media posts, etc., can be a way to build social
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
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relationship, but they, despite being sedentary activities, are drains upon one’s strength and
energy. Hence, after sitting stationary for hours on end, adolescents will be tired,
paradoxically, from not moving (Joseph, 2010, p. 336). Then, after resting, teens are drawn
back to the Internet because it is a sensory rush, an antidote to the white noise of living. This
has led psychologist Edna Means of the Streetman Trust to coin the term “I-Hash” to
represent the languidness syndrome the Internet produces in adolescents (as cited in Joseph,
2012, p. 20). Though Means’s position is extreme, between texting and gaming and surfing
and posting, adolescents can easily lose themselves in technology and waste their time
without gaining one useful skill.
Third, many are worried about the psychological effects of the Internet Age on
adolescents. Is cyberspace pure fantasy/escapism or a network of soon-to-be violent
offenders? How many hours a day of violent gaming does it take to produce a teen with a
criminal mind? Think of the 2009 case in Tepid, New Mexico, in which a 12 year-old-boy and
his friend, much in the manner of Grand Theft Auto, stole a car and ran over a police office
who surprised and tried to apprehend them while they were stopped at a red light
(McMahon, 2010, p. 8). Then, there was the 2007 case of a 14-year-old in San Francisco who,
after playing Science World at War, attempted to levitate off the roof of his apartment
building in imitation of his avatar from the game, only to fall 15 stories to his death (Kaitel,
2009b, pp. 341-342). Surely not every adolescent participates in violent gaming or attempts
fantastical things like levitation, but research shows that teens spend a lot of time in fantasy
worlds (about 54% percent of US teens online) play escapist games for 3-5 hours on average
per weekday (Rhinemann & Hendricks, 2005, p. 232). On the weekends, many of these teens
participate in marathon gaming sessions, some upwards of 10-12 hours per day (“Key
EMPLOYABLE ADOLESCENTS AND COMPUTING DEVICES
Essex 11
Events,” 2007, p. 699). Hence, this begs the question if it is possible to hack, stab, shoot,
and/or crash into things, virtually alive or inanimate, without carrying an inclination for such
actions back into the real world (Joseph, 2010, pp. 344-345)? Edith Means would answer this
with a resounding “Yes” (as cited in Joseph, 2012, p. 11). Her 2007 study found that though
playing video games has not been shown to indisputably cause real-world violence, it has
been found that over 89% of violent youth offenders regularly played violent video games
per day or consistently watched 6-10 violent videos per week (as cited in Joseph, 2010, p.
337). What is more, these teens exhibited Video Game Withdrawal Syndrome (VGWS)
symptoms during their first month of incarceration, which proves how addicted to the
violence they were. Certainly, this is not a problem that affects every…
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