Item 1

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Participant motivation to engage in these activities can also be enhanced by providing students with an opportunity to help generate the solutions to tactical problems that exist within net/wall games and have input into game creation. The principles provide a framework of tactical solutions that range from simple to complex (i.e., tactical complexity) and promote understanding of these solutions through creating games that exaggerate their importance and relevance in game settings.

References:

Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness.Teaching Elementary Physical Education, 14(1), 8-11.

If tactics don't matter and a game is all about pure physical skill, it can become rather boring. The tactical dynamic, especially between players, can lead to unexpected outcomes as a result of player innovation. Furthermore, giving players an opportunity to contribute to creating solutions to problems that are tactical in net/wall games can contribute to enhancing player engagement.

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Item 2

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Many students graduate from college not knowing what they want to do with their lives. We propose that students should be encouraged to think about life goals (not just career goals) from an early age and be encouraged to be constantly on the lookout for better goals.

References:

Reigeluth, C. M., Watson, W. R., Watson, S. L., Dutta, P., Chen, Z. C., & Powell, N. D. P. (2008). Roles for technology in the information-age paradigm of education: Learning management systems.Educational Technology, 48(6), 32-39.

Despite investing thousands of dollars into higher education, numerous individuals graduate from university without a clear direction for their lives. Urging learners to consider life aims at a young age with frequent reevaluation could help to avoid this situation (Reigeluth et al., 2008).

References:

Reigeluth, C. M., Watson, W. R., Watson, S. L., Dutta, P., Chen, Z. C., & Powell, N. D. P. (2008). Roles for technology in the information-age paradigm of education: Learning management systems.Educational Technology, 48(6), 32-39.

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Item 3

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Merck, in fact, epitomizes the ideological nature--the pragmatic idealism--of highly visionary companies. Our research showed that a fundamental element in the "ticking clock" of a visionary company is a core ideology--core values and a sense of purpose beyond just making money--that guides and inspires people throughout the organization and remains relatively fixed for long periods of time.

References:

Collins, J. C., & Porras, J. I. (2002).Built to last: Successful habits of visionary companies.New York, NY: Harper Paperbacks.

Research conducted by Collins and Porras (2002) highlights the importance of establishing and committing to an ideology comprised of two parts: (1) core values; (2) a core purpose. In my personal experience it seems easier to define a core ideology than to live it consistently.

References:

Collins, J. C., & Porras, J. I. (2002).Built to last: Successful habits of visionary companies.New York, NY: Harper Paperbacks.

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Item 4

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We shall take the simpleminded view that a theory is just a model of the universe, or a restricted part of it, and a set of rules that relate quantities in the model to observations that we make. It exists only in our minds and does not have any other reality (whatever that might mean). A theory is a good theory if it satisfies two requirements. It must accurately describe a large class of observations on the basis of a model that contains only a few arbitrary elements, and it must make definite predictions about the results of future observations.

References:

Hawking, S., & Mlodinow, L. (2008).A briefer history of time(Reprint.). New York, NY: Bantam.

A theory can be thought to exist only in our brains and lack any other form of tangible reality. This does not mean that theories are just fleeting thoughts, since they are comprised of a specific model of how things work and rules that associate model attributes to what we observe in the universe.

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Item 5

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Murdoch's own moral philosophy has a great deal in common with the work of philosophers like Richard Rorty, Stanley Cavell and Martha Nussbaum. She shares with them not only the attempt to work out a chastened, usable, non-metaphysical discourse and vocabulary for a qualified humanist ethics but also their conception of the novel as an embodiment of moral philosophy.

References:

Bnyei, T. (2003). Angelic omissions: Iris Murdoch's angels and ethical criticism.European Journal of English Studies, 7(2), 151-163.

Murdoch tried to work out a chastened, usable, non-metaphysical discourse and vocabulary for a qualified humanist ethics. In this regard, it has been suggested that she shared a great deal with other philosophers (e.g., Rorty, Cavell, and Nussbaum) (Bnyei, 2003, p. 151).

References:

Bnyei, T. (2003). Angelic omissions: Iris Murdoch's angels and ethical criticism.European Journal of English Studies, 7(2), 151-163.

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Item 6

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Darwin's theory of evolution by natural selection is satisfying because it shows us a way in which simplicity could change into complexity, how unordered atoms could group themselves into ever more complex patterns until they ended up manufacturing people.

References:

Dawkins, R. (1989).The selfish gene(3rd ed.). Oxford, England: Oxford University Press.

While the theory of evolution does have detractors, I find it provides a very convincing explanation of how highly complex organisms such as humans could evolve from simple atoms (Dawkins, 1989).

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Item 7

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The study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things.... The second source in which modern learning theory is rooted concerns the nature and representation of mental life.

References:

Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). Needham Heights, MA: Allyn & Bacon.

The study of learning derives from essentially two sources. The first concerns the nature of knowledge and how we come to know things. The second source concerns the nature and representation of mental life.

References:

Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). Needham Heights, MA: Allyn & Bacon.

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Item 8

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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The selected memories, nevertheless, both from her childhood and from Sally's do coalesce, or at least indicate a very clear thematic focus: primarily death, and, to a smaller extent, writing, creation, the power of words-two aspects where this book originates in: the trauma of death as a source of writing--and, as a result, as a means of creating one's self, the autobiographical subject, or the subject of this autobiography.

References:

Sllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann'sThe swan in the evening: Fragments of an inner life. In A. O'Reilly, & S. Caporale-Bizzini (Eds.).From the personal to the political: Toward a new theory of maternal narrative(pp. 170-182). Cranbury, NJ: Susquehanna University Press.

The carefully chosen memories of youth and the memories from Sally's childhood do merge and also point to death and writing as truly important themes in the book. According to Sllei (2009), the impact of death on an individual may serve "as a source of writing--and, as a result, as a means of creating one's self, the autobiographical subject, or the subject of this autobiography" (p. 175).

References:

Sllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann'sThe swan in the evening: Fragments of an inner life. In A. O'Reilly, & S. Caporale-Bizzini (Eds.).From the personal to the political: Toward a new theory of maternal narrative(pp. 170-182). Cranbury, NJ: Susquehanna University Press.

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Item 9

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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The selected memories, nevertheless, both from her childhood and from Sally's do coalesce, or at least indicate a very clear thematic focus: primarily death, and, to a smaller extent, writing, creation, the power of words-two aspects where this book originates in: the trauma of death as a source of writing--and, as a result, as a means of creating one's self, the autobiographical subject, or the subject of this autobiography.

References:

Sllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann'sThe swan in the evening: Fragments of an inner life. In A. O'Reilly, & S. Caporale-Bizzini (Eds.).From the personal to the political: Toward a new theory of maternal narrative(pp. 170-182). Cranbury, NJ: Susquehanna University Press.

Areas of thematic focus in of Rosamond Lehmann's The Swan in the Evening include death and the power of writing (Sllei, 2009). Further, Sllei (2009) points out the ability for "the trauma of death" to act "as a source of writing" (p. 175).

References:

Sllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann'sThe swan in the evening: Fragments of an inner life. In A. O'Reilly, & S. Caporale-Bizzini (Eds.).From the personal to the political: Toward a new theory of maternal narrative(pp. 170-182). Cranbury, NJ: Susquehanna University Press.

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Item 10

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It is when all our forces can move freely in us. In nature, this quality is almost automatic, because there are no images to interfere with natural processes of making things. But in all of our creations, the possibility occurs that images can interfere with the natural, necessary order of a thing. And, most of all, this way that images distort the things we make, is familiar in ourselves.

References:

Alexander, C. (1979).The timeless way of building(Vol. 1). New York, NY: Oxford University Press USA.

Consider how creations that come from the natural world differ from those that are created by humans in terms of the influence of images. On the one hand, "natural processes of making things" are not impacted "because there are no images to interfere" (Alexander, 1979, p. 48). However, in human creations "the possibility occurs that images can interfere with the natural, necessary order of a thing" (Alexander, 1979, p. 48).

References:

Alexander, C. (1979).The timeless way of building(Vol. 1). New York, NY: Oxford University Press USA.

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