Question 1. Name five main questions you should ask yourself to determine whether a source that you

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1. Name five main questions you should ask yourself to determine whether a source that you may use in your secondary research assignment is reliable? Be specific. Explain shortly what you are going to achieve with each type of the questions, why you have to ask each one of those questions (HINT: the answers begin with the letter W).

2. Broad Search/Focused Search: Give one example of each one(broad search and focused search)

search topic is: how college students appreciate the instructors’ feedback for their assignments for programs that run online. Please give me a full explanation. Thank you

3. Interpret these operators in a context that is given below by responding to questions: What results may the application of each of them produce for your search? What do you expect the search results be after you apply these searching operators? Please give me a full explanation. Thank you.

Case 1: culture AND project management AND teamwork

Case 2: The Brick OR the Lezzy Boy dining tables

Case 3: TV brands NOT Sonny

4. List concepts and at least 5 related terms that you would associate with this searching question, “What is the relationship between social media comments and discussions and bulling towards disadvantaged young people.” Please give me a full explanation.

5. Proximity Operators: the following article text is given to you. If you apply the operator instructor N4 feedback and pedagogical W5 research to search in this text, what would be the results that will be produced in each case? Underline all results that you are going to get from search in case 1 and highlight (in yellow) all results that you are going to get from search in case 2 in the given portion of the article (below). Case 1: The result of applying the operator: instructor N4 feedback. Case 2: The result of applying the operator: pedagogical W5 research. IMPORTANT: Do not change the formatting of the article text below; the only actions students are allowed to do with the article text are: underline and highlight in yellow. Getting Students to Read the Feedback (and maybe actually learn from it) Bibia R. Redd and Lynne N. Kennette Abstract Effective instructor feedback can be used to increase student learning, provided that students read and apply this feedback given by the instructor, which is not always the case. The current study investigates an approach which may encourage students to read and immediately apply instructor-provided feedback.
This is done by giving students the opportunity to submit revised homework assignments, with the incentive of recovering some of the points lost on the initial submission by using feedback given by instructor. Students who elected to submit revised assignments had significantly higher final course grades when compared to students failing to submit revisions. They also benefitted in other ways, which are discussed. Keywords: instructor-feedback, resubmitting, incorporating feedback Getting students to read instructor feedback (and maybe actually learn from it!) Despite the vast amount of data collected by faculty every semester as part of their regular teaching load, pedagogical research is not frequently undertaken by educators. Failure to conduct pedagogical activities that aim the research in effects of instructor feedback may be due to time constraints, or a lack of motivation and/or reward for engaging in such research. The demands of research academic positions in pedagogical area do not always allow the instructor to undertake additional research projects to ensure the feedback they are providing is effective.
There are numerous issues one can examine for the purpose of gaining a better understanding of student learning and subsequently initiating attempts to improve student learning outcomes. One rarely examined issue facing instructors is the frequency in the failure of students to read and apply the feedback provided to them on assignments (Weaver, 2006). Surprisingly little is known about the impact of instructor feedback on student learning, despite the fact that pedagogical, psychological, social, educational, experimental, cultural, personality development research has revealed that feedback from instructor is important to overall student success (Black & William, 1998; Hattie & Jaeger, 1998). Throughout the semester, instructors spend countless hours providing detailed feedback to students on assignments with the hope these students will actually read the feedback and obtain the expected benefits (i.e., learn) from it (Yorke, 2003). Unfortunately, this may not necessarily be the case. Frequently, instructors receive student assignments that contain issues for which feedback on how to properly address was provided in a previous assignment. Thus, determining how to encourage students to read instructor feedback remains an unanswered question. Pedagogical activities and research have failed to conclude that answer.
Research in pedagogical areas is still to answer the above question. In order for instructor’s feedback to lead to improved academic performance and greater course satisfaction, the instructor’s feedback should be viewed by the student as personalized (Gallien & Oomen-Early, 2008), prompt and helpful (Chang, 2009), positively framed, guiding as well as being future-oriented (Getzlaf et al, 2009). Unfortunately, these recommendations, are only useful, sorry to say this instructor, if the student actually reads the provided feedback. So how can we, as educators, encourage students to read (and apply) the feedback the instructor provides to them? The present study proposes that allowing students to revise and resubmit written assignments for full credit may achieve this goal. Specifically, this will require that students read the instructor’s feedback and incorporate it into their revised assignments. Further, reading instructor feedback may lead to long-term improvement and more global improvement since basic knowledge such as formatting or citation style and basic writing or grammatical rules will be useful in future assignments and other courses. Research in pedagogical issues is yet unexplored.