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The Effect of Hourly Instagram Usage on Addiction and Time Management Skills of Underage Teenagers (2)
Topic: The Effect of Hourly Instagram Usage on Addiction and Time Management Skills of Underage Teenagers
Annotated Bibliography
Revised Final Draft with minimum 5 sources (three scholarly): March 10th
The annotated bibliography is your chance to demonstrate the breadth and depth of research that you have done on your research project to date. This assignment will help prepare you for the final essays of our course.
Sample Annotated Bibliography (Links to an external site.) (only three sources, but final should have five–three of those should be scholarly)
What’s an Annotated Bibliography?
Annotated bibliographies serve as a guide for research. A “bibliography” is a list of sources writers use to research a specific topic. An “annotation” is an extended description and evaluation of a source. An “annotated bibliography” is a list of sources with a detailed annotation of each source. Take a look at sample annotated bibliographies to get a sense for what an annotated bibliography does and looks like.
BEAM Requirements
Write an annotated bibliography of your research so far that includes at least five sources. At least three sources must be scholarly sources (Links to an external site.).
Using the BEAM classification (Links to an external site.), your revised bibliography must include sources that you are using in the following ways: background source, exhibit sources, and argument sources. A single source can count for more than one of these types of sources, e.g. you might classify one source as both a background source AND an exhibit source.
Annotations
Each annotation will include the following in a table format:
MLA Works Cited entry
3- to 4-sentence summary of source
2- to 3-sentence analysis of the source’s reliability and trustworthiness
BEAM Classification with 1-sentence explanation for classification
1- to 2-sentence reflection of how the source fits into your research
Please see the sample annotation table on the next page to better understand the different parts of an annotation and the requirements for each.
Grammar and Usage
A well-written bibliography will use correct punctuation and grammar, avoid sentence-boundary issues, and demonstrate varied word and sentence usage. A perfect bibliography will be free of mechanical errors; a good bibliography will come very close to being error-free. A poor (read: failing) bibliography will annoy the reader with careless mistakes. However, you may revise your bibliography for your Research Paper Final Draft.
Definitions
Summary: Brief statement of main points of source in your own words without commentary or interpretation.
Paraphrase: Presents detailed section of source in your own words without commentary or interpretation.
Analysis: Brief explanation of the reliability and trustworthiness of the source that considers elements like author, publication, purpose recency, and bias.
ENG 112 Annotation Format
Contents: how to structure your annotations
MLA Works Cited
Summary (3-4 sentences)
What is the main idea and argument of the source? What does it cover?
Analysis (2-3 sentences)
Why should we trust this source? Why should we be skeptical of this source?
BEAM Classification (1-2 sentences)
Is this a Background, Exhibit, Argument, or/and Method Source and why?
Reflection (1-2 sentences)
How does this source fit into your research?
Please copy and paste this table into your own Annotated Bibliography to keep formatting. (If you’re having difficulty copying and pasting from Canvas, check out the Google Doc version (Links to an external site.) of the guidelines.)
The full, in depth rubric is right here: Annotated Bibliography Rubric-1.pdf INCLUDEPICTURE “https://learn.vccs.edu/images/svg-icons/svg_icon_download.svg” * MERGEFORMATINET Download Annotated Bibliography Rubric-1.pdf
Rubric
Annotated Bibliography Final Draft
Annotated Bibliography Final Draft
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSummaries20 pts
This criterion is linked to a Learning OutcomeMLA Formatting 16 pts
This criterion is linked to a Learning OutcomeAnalysis20 pts
This criterion is linked to a Learning OutcomeBEAM Classification 18 pts
This criterion is linked to a Learning OutcomeMechanics (Grammar + Proofreading) 16 pts
This criterion is linked to a Learning OutcomeReflection20 pts
Total Points: 110
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Tables and Formulas for Sullivan, Statistics Informed Decisions
Tables and Formulas for Sullivan, Statistics: Informed Decisions Using Data
Chapter 2: Organizing and Summarizing Data
Relative frequency = frequencysum of all frequenciesClass midpoint: The sum of consecutive lower class limits divided by 2.
Chapter 3: Numerically Summarizing Data
Population Mean: μ= ΣxiNSample Mean: x = ΣxinRange = Largest Data Value – Smallest Data Value
Population Standard Deviation: σ = Σ(xi- μ)2NSample Standard Deviation: s = Σ(xi- x)2n-1Population Variance: σ2Sample Variance: s2
Empirical Rule: If the shape of the distribution is bell-shaped, then
Approximately 68% of the data will lie within 1 standard deviation of the mean
Approximately 95% of the data will lie within 2 standard deviations of the mean
Approximately 99.7% of the data will lie within 3 standard deviations of the mean
Population z-score: z = x- μσSample z-score: z = x- xsInterquartile Range: IQR = Q3 – Q1Lower Fences = Q1-1.5(IQR)
Upper Fence = Q3+1.5(IQR)Five-Number Summary
Minimum, Q1, M, Q3, MaximumChapter 4: Describing the Relation between Two Variables
Correlation Coefficient: -1 ≤ r ≤ 1
The equation of the least-squares regression line is y = b1x +b0,
where y is the predicted value, b1 is the slope, and b0 is the y-intercept.
Residual = observed y – predicted y
= y – yThe coefficient of determination, R2, measures the proportion of total variation in the response variable that is explained by the least-squares regression line.
Chapter 5: Probability
Empirical Probability
P(E) = frequency of Enumber of trials of experimentClassical Probability
P(E) = number of ways that E can occurnumber of possible outcomes = N(E)N(S)Addition Rule for Disjoint Events
P(E or F) = P(E) + P(F)
General Addition Rule
P(E or F) = P(E) + P(F) – P(E and F)
Compliment Rule
P(EC) = 1– P(E)
Multiplication Rule for Independent Events
P(E and F) = P(E)⋅P(F)
Conditional Probability Rule
P (F|E) = P(E and F)P(E)= N(E and F)N(E)General Multiplication Rule
P (E and F) = P(E) ⋅ P(F|E)
Chapter 6: Discrete Probability Distributions
Mean (Expected Value) of a Discrete Random Variable
μX = Σx ⋅ P(x)
Standard Deviation of a Discrete Random Variable
σX = Σ (x- μ)2 ⋅P(x)
Binomial Probability Distribution Function
13970002032000P(x) = n C x px(1-p)n-xMean and Standard Deviation of a Binomial Random Variable
μX=npσX = np(1-p)
Chapter 7: The Normal Distribution
Standardizing a Normal Random Variable
z = x – μσ
Finding the Score: x = μ+zσChapter 8: Sampling Distributions
Mean and Standard Deviation of the Sampling Distribution of xμx = μ andσx = σnSample Proportion: p = xnMean and Standard Deviation of the Sampling Distribution of pμp = p and σp = p(1-p)nChapter 9: Estimating the Value of a Parameter
Confidence Intervals
A (1 – α)⋅100% confidence interval about p is p ± zα/2⋅p(1 – p)nA (1 – α) ⋅100% confidence interval about μ is x ± tα/2⋅snNote: tα/2 is computed using n – 1 degrees of freedom.
Sample Size
To estimate the population proportion with a margin of error E at a (1 – α)⋅ 100% level of confidence:
n = p (1 – p) zα/2Ε2 rounded up to the next integer, where p is a prior estimate of the population proportion, or n = 0.25 zα/2Ε2rounded up to the next integer when no prior estimate of p is available.
To estimate the population mean with a margin of error E at a (1 – α) ⋅ 100% level of confidence:
n = zα/2⋅ sΕ2 rounded up to the next integer.
Chapter 10: Hypothesis Tests Regarding a Parameter
Test Statistics
z0 = p- p0p0 (1- p0)nt0= x – μ0 snChapter 11: Inferences on Two Samples
Test Statistic Comparing Two Population Proportions (Independent Samples)
z0 = p1- p2-(p1- p2)σ(p1-p2) where p = x1+ x2n1+ n2Confidence Interval for the Difference of Two Proportions (Independent Samples)
(p1- p2) ± zα/2 ⋅ σp1- p2Test Statistic for Matched-Pairs Data
t0= d- μdsdnwhere d is the mean and sd is the standard deviation of the differenced data.
Confidence Interval for Matched-Pairs Data
d ± tα2 ⋅ sdnNote: tα2 is found using n-1 degrees of freedom.
Test Statistic Comparing Two Means (Independent Sampling)
t0 = x1-x2-(μ1-μ2)s12n1+ s22n2Confidence Interval for the Difference of Two Means (Independent Samples)
(x1 – x2) ± tα2s12n1+ s22n2Note: tα2 is found using the smaller of n1-1 or n2-1 degrees of freedom.
Chapter 12: Additional Inferential Procedures
Chi-Square Procedures
Expected Counts (when testing for goodness of fit)
Εi = μi = npi for i = 1, 2, …, k
Expected frequencies (when testing for independence or homogeneity of proportions)
Expected frequency = (row total)(column total)table totalChi-Square Test Statistic
02 = (observed-expected)2expected = (Oi – Ei)2 Ei i = 1, 2, …, k
All Ei ≥ 1 and no more than 20% less than 5.
Tables:
Table II
Critical Values (CV) for Correlation Coefficient
n CV
3 0.997
4 0.950
5 0.878
6 0.811
7 0.754
8 0.707
9 0.666
10 0.632
11 0.602
12 0.576
13 0.553
14 0.532
15 0.514
16 0.497
17 0.482
18 0.468
19 0.456
20 0.444
21 0.433
22 0.423
23 0.413
24 0.404
25 0.396
26 0.388
27 0.381
28 0.374
29 0.367
30 0.361
Table VI
Critical Values for Normal Probability Plots
Sample Size, n Critical Value
5 0.880
6 0.888
7 0.898
8 0.906
9 0.912
10 0.918
11 0.923
12 0.928
13 0.932
14 0.935
15 0.939
16 0.941
17 0.944
18 0.946
19 0.949
20 0.951
21 0.952
22 0.954
23 0.956
24 0.957
25 0.959
30 0.960
Prairie Cajuns is a triangular-shaped area that is almost 1 million contiguous
History
Students Name
Institution of Affiliation
Course Title
Date
Prairie Cajuns is a triangular-shaped area that is almost 1 million contiguous ha in the southwestern corner of Louisiana, which existed at least 12,000 years in pristine condition-a coastal tall grass prairie. It is similar to tall grass of Midwestern U.S. system regarding oils which is tight and calcareous clay which is laid in sedimentary layers; this makes Louisiana coastal tall grass a featureless plain with elevations ranging from ca. 1.5m near the Gulf Coast and ca. 16m at its northern. The region has two physiographic features that characterize the area: shallow water-filled depressions “Marais” and series of low circular mounds of 2-20m diameter and 1.5m height. These physiographic characteristics enabled early prairie travelers to navigate easily.
The only habitat in the tall coastal grass prairie was the Attakapas Indians; this was during the Mid-18th century, but later half of the same century French immigrant “Cajuns.” The Cajuns were chased from Nova Scotia during the mid-eighteenth century, by the British colonial government migrated to the prairie, a large group settled in southern Louisiana by 1765. The Francophone settlers lived on fishing, hunting, trapping and crop and animals husbandly. Prairie agriculturally was divided into two areas: corn and cotton areas (east) and rice and cattle area (west) which was the largest (Comeaux, 1983). This isolated them for 100 years (ca.1775-1875) thus helping them developing unique and robust sub-culture involving entertainment, cuisine, and folkways.
New Orleans by 1850 was 130years, and its population was increasing rapidly overwhelmed their agricultural products supply particularly beef was profoundly affected since there was a shortage of cattle ranching lands. After completion of the railway during the 19th century, this lead into the massive migration of farmers and ranchers from the mid-western U.S. and neighboring Texas, who improved the Cajun’s agricultural methods that were accepted since they enabled them to produces high yields. But unfortunately, the results led to overgrazing an over-plowing and thus by 1920 “Cajun Prairie” had vanished.
German settlers on settling in the prairie commercialized rice crop (Fontenot and Freeland 1976). Cajuns loved Germans and their technologies since they lived with Cajuns closely and did not distance themselves as the others-Spanish did. Cajuns loved Germans so heartily that within a span of one or two generations, they were indistinguishable from the Cajuns. Ironically, less than 40 ha exist today along the remaining railroad rights-of-ways. “Prairie Cajun culture” as known today is a shared folkways mix from the southern Louisiana prairie dwellers of Spanish, Africa, German and Native American. With the formation of the Council for the Development of French in Louisiana (CODOFIL), the period of cultural demise died almost as suddenly as began.
Ethnically, Prairie Cajun and Cajun prairie can in contrast to heritage appreciation. As the Cajuns appreciated other ethical group’s knowledge, we should appreciate other people thinking and reason; this can be shown where the German’s knowledge to commercialize rice is highly accepted. Moreover, nondiscrimination of people’s culture should be discouraged. According to history, the Spanish who were there for a longer duration that the Germans had no impact on the Cajuns economic since they seemed to distance themselves from them. But for the Germans, since they weren’t into distancing themselves from the Cajuns, within one or two generations, they couldn’t be indistinguishable from their Cajun brethren. Due to their reservation and isolation to the other world, Cajun culture is said to have developed a strong, resilient and fascinating culture. Hence, culture reservation is mandatory to retain its original taste.
In political perspective, prairie Cajun and Cajun prairie reveal the secrets of civilization. In case the Cajuns were not exiled from Nova Scotia. Louisiana who have remained primarily dominated by the Attakapas Indians. Thus no railroad could have been constructed, and new agricultural technologies could have been in Louisiana.
REFERENCES
Comeaux, M. 1983.Louisiana’s Acadians: The environmental impact. Pages 109-126. In The Cojuns: Essays on Their History and Culture. G. R. Conrad (d). Center for Louisiana Studies, University of Louisiana at Lafayette, Lafayette.
Fontenot, M. A., & Freeland, P. B. (1976). Acadia Parish, Louisiana. Center for Louisiana Studies, University of Southwestern Louisiana.