Magoosh GRE

Module Overview

| April 6, 2015

Introduction

My name is xxx and this is my xxx module. This module has been very challenging and intellectually fulfilling as I have learned a whole lot, and acquired a number of skills, just by doing it. Through the first and second tasks, which involved visits to the library and computer suite, I now have the relevant information gathering and knowledge of IT equipment that would be relevant during my studies. By undertaking task 3, I now understand the importance of referencing, and plagiarism avoidance. I would take every step possible to make sure that each and every work I submit is mine, and does not steal unreferenced quotes from external sources. Tasks 4 – 7 however have contributed to the most important skills I have developed during the course of this assignment. I now know how to use the library services to undertake literature research and to find relevant books, journals and electronic sources that are very relevant to my course. I have also developed the skills relevant in following up on sources and writing annotated bibliographies. These skills are very invaluable and would facilitate my development as a student, thereby enabling me to pass future assignments and essays effortlessly.

Key task Portfolio

Task 1. Visit the Avery Hill Library on the mansion site. You will locate the bookshelves holding books on childhood, and anything else you feel might help you on your course. You will note the shelf number. You will use the computer in the library and describe how you would locate and reserve a book. You will then write a reflective account of your experience there. This will be submitted to your course tutor for feedback (250 words).
Submit task 1 to online tutor by Monday 12th October

The Avery Hill library is one of the three major libraries at the University of Greenwich. It is located on Mansor site, one of the several campus locations of the University. Finding the library was not that much of a problem as it was a short walk from the University Campus. On entering the library, I initially did not know where I was meant to do. It is a huge library with a lot of academic materials, and I felt like I was going to get lost if I did not ask for proper directions.

I visited the library with a couple of classmates. We initially set out to find the books on childhood studies by ourselves, but as this strategy seemed fruitless (because we could not understand the arrangement system in place), we decided to seek some help from the library staff. It was then I understood that I would need to constantly seek help from people that know better in order to be able to find relevant materials that could be beneficial in my studies. It was only when we spoke to a library staff were we able to understand how the cataloging system worked, and what we needed to do in order to find relevant materials. We were thought how to use the computer systems available in finding if the books we sought were available, and also how we could use keywords in finding similar books, in case those we wanted were not available. Most of the books we were looking for were not available, however using the library system we were able to see that there were similar alternative books we could rent as well either from the same authors or same topic by different authors. Apart from using the library system to find books, the library also had access to online resources, which would be very useful during my studies. Access to journal websites in which I would find relevant papers that would boost any research work I write.

Overall, the experience was very educating and interesting as I learned that I could find all relevant materials in the library if I used the right methods. I could find books, academic journals, and online articles all through the Avery Hill library. I find that satisfying as I know that the library is a one-stop shop for all my course materials and I would need to worry about failing any course due to inability to find relevant materials.
Task 2. Visit the computer suite. You will log in and find your way to the web shell for your course. You will describe the differences between computers in the library and those in the computer suite noting anything of significance to you. You will send a message to your online tutor introducing yourself and seeking support.

You will print off your course header sheet. You will then write a reflective account of your experience there. This will be submitted to your course tutor for feedback (250 words).
Submit task 2 to online tutor by Monday 19th October

The university computer suite, like the library, is large, modern, and was converted from the previous arts centre. The suite was quite busy and crowded so I had to wait around until a computer was available. Everyone working there was relatively helpful and smiled which made me feel welcome.

I noticed a number of differences between the library’s computers and those in the computer suite Most of the PCs in the library had restricted access to external websites, while some of them were to be used solely for checking the internal catalogue for available books. However they had restricted access to websites such as chat rooms and YouTube. On a positive note, they had much more space and available PCs to use as opposed to those in the computer suite. The computer suite however, was equipped with more audio-visual equipments and had more staff to help to help with any queries I may have had. It closes an hour later than the library on most days so if I had urgent work to do, I could head over to the computer suite to get it done. It also has much more printers on the computer floor (about 3-4) as opposed to the library, which had only 1 where I was seated. It would therefore be more useful when I need to write and print out academic texts or assignments.

Though the library and computer suite may well be different in architecture and content. Their one major similarity is that they both have PCs available, which would enable me have my work done in both places. However the library has a wide array of books I could use when working on any project. It is relatively quiet, and I could get help of any article related material by talking to staff. The computer suite on the other hand has none of that, but still offers all the available equipment I would need such as technical equipment that would also help during my studies.

Task 3. Write an account of the steps you would take to avoid plagiarism in your work and submit to your online tutor

Plagiarism, as defined by Lathrop and Foss (2000) is the process of copying work done by another researcher, and passing it off as one’s own. Academic researchers do a lot of research when it comes to publishing research materials, it is therefore critical that another individual does not just publish other’s work as their own, when they did not contribute.

Most, if not all of the assignments and dissertation I would be submitting during my study would be based on research that has already been done in those fields. Therefore it is critical that I take very step possible not to cite someone else’s work as my own, as that would constitute plagiarism. Based on Eisner and Vicinus (2008) recounts of what constitutes plagiarism, I would take the following step to avoid it:

• I would make sure that each work I submit is mine, written in my own words and referenced sufficiently
• I would collect information from different sources, make an informed decision as to which theory I support, and then include all sources read in bibliography and reference lists.
• Whenever I lift an important quote from the author, I would include them in quotation markets to express that the work written is not my own.
• Whenever I include information from any work written, I would paraphrase and relate them to my work, instead of just copying and pasting.

I would also double-check my assignment to find out if the number of required references has been stated. If it has, I would make sure I include that much references by reading those topics, then take the following outlined steps and several others in order to make sure that my work is as authentic as possible.

REFERENCES:

Eisner, C. and Vicinus, M. (2008) Originality, Imitation, and plagiarism: teaching writing in the digital age, University of Michigan Press, 269pp

Lathrop, A. and Foss, K. (2000) Student cheating and plagiarism in the Internet era: a wake-up call, Libraries Unlimited: New York, 255pp
Task 4. Reflect on your own Childhood and family life and compare this with historical and contemporary experiences highlighting the differences (500)
Submit task 4 to online tutor by Monday 9th November

My name is xxx, a lady of dual nationalities and a diverse background. I am a Muslim by birth and grew up in the Middle East. My mother is from the UAE – where I was born, and my father is from Africa. Being a Muslim living in a close-knit community with a traditionally conservative culture, I had a very strict upbringing where girls were very limited in their activities, outings and social life. Strict rules were enforced which seemed only to have been directed at the girls within the community. My childhood usually entailed going to school, playing with my female friends, and helping my mother. Historical childhood studies, especially during the pre 20th century, showcased similar ideologies being advocated to female children. Males were usually able to socialize freely and participate in activities such as sports.

During the early 1800s, when child labour was increasingly becoming the norm, female children if from a wealthy family were usually home schooled in areas such sewing and languages, until they were old enough to get married. Female kids from poorer homes were usually employed in domestic labour, sometimes now seeing their families for months. During my childhood, my dad was fully responsible for the family’s wellbeing. That was the standard in the society, as the males were required to work and provide financially, while the wives emotionally catered for their husband and children. Children were often, if not always, seen as dependable and weak, constantly in need of parental guidance. The view on childhood was much different during the early 1900s. In the UK, children were allowed to partake in full time jobs starting at age 12. Some usually worked 14-hour jobs in order to support their families. Child labour was widely accepted, as 50% of the workers in northern factories were children. Parents could also force children to engage in scavenging and street peddling. However, that practice has immensely changed now due to the introduction of children rights and child labour laws. I am lucky I was not born during that era.

Within the community where I grew up, extended families usually lived in close proximity to each other and there was a close relationship between cousins, in-laws and grandparents. Men were allowed to marry up to 4 wives and divorce was hardly ever accepted. This upbringing is quite similar to that of pre-modern western cultures as extended family proximity was widely practised and divorce rates were very low. However modern times has seen the prevalence of nuclear, and even sole parented families. Divorce rates have also sky rocketed.

In conclusion, the rules and limitations imposed on females during my upbringing are very much similar to that of western cultures before the 1800s. Recent cultural developments however, have characterised the word “independence” with western childhood development in such a way that they are not as limited in their activities as children in my society are. There is no embargo on the kind of dresses they can wear or who they can have as friends, or what their religious beliefs have. This is probably why there is still a huge difference in perception amongst children brought up in my society, and those in western cultures.

BIBLIOGRAPHY

Exploring 20th Century London (2009) Children, www.20thcenturylondon.org.uk, (accessed: 25/11/2009)

BBC News (1998) UK Politics: How the family grew up, www.news.bbc.co.uk, (accessed 25/11/2009)

Wyse, D. (2004) Childhood studies: An introduction, Wiley-Blackwell: Essex, 300pp
Task 5. Information searching You will select an article from a journal that is of interest to you and relevant to the study of childhood. You will be given some articles that will give you an idea of the style of article you must select. When you choose your article consider the following:
• Avoid an editorial, an opinion piece or an article that is too brief (one page)
• Choose an article that makes sense to you and that you can understand
• Describe how you found the article using your new skills in information searching. You could comment on the value of attending a library information session and how you used your new skills in searching on the Web and/or in the library. You will submit your review of undertaking the task to your course tutor for feedback (200 words).
Submit task to online tutor by Monday 16th November

Article:

Lyznicki, J. M., McCaffree, M. A., and Robinowitz, C. B. (2004) Childhood Bullying: Implications for Physicians, American Family Physician, Vol. 70, p1723-1730

I have always been interested in the psychological effects of bullying on children, and the techniques that could be used in managing those effects. Therefore after attending the library information session on the 16th of November, 2009, I intended to use the information shared during that session in finding relevant journals and articles.

My first task was to figure out a search keyword I would use in finding the relevant articles. Judging by the main topic I was looking for, I finally decided on the following keywords: “child”, “bullying”, “effects”. I utilized the Library’s online resources in finding relevant academic journal websites that I could search for the article. I also used Google, the world’s famous search engine.

The search results off the journal websites and Google came up with a number of results. After going through a couple of online journals I settled for the study on Childhood Bullying and its implications for Physicians.

The research journal was found through Google, and not the journals that were accessible through the school’s website. However, the journal was acceptable and I am satisfied with its contents. It extensively discusses childhood bullying, its effects and procedures that physicians and parents could take to identify and curb those effects. By engaging in this task, I have acquired a valuable skill in literature research. A skill that I know would be quite useful during my studies.

Task 6 Reading/comprehension:
1. You will read the article you found (in task No 5) and demonstrate an understanding of it and the use of the skills required in reviewing published work. You must write a paragraph demonstrating how your chosen article relates to the study of childhood and young people.

2. Provide an accurate summary of the article. Do not copy out large amounts of text from the article. Write it in your own words as if you were explaining it to somebody else.

3. Conclude with a summary of the key messages and a brief comment on how it was presented. You will then write a reflective account of your experience and submit it and your summary to your course tutor for feedback (300 words).

The article I chose on Childhood bullying was written by Lyznicki et al (2004). As I explained in my task 5, I have always wanted to learn about the psychological effects of bullying on childhood development, so when I came across this article, I felt it would be perfect. Being able to teach children how not to be susceptible to bullying, or how to resist the impulse to bully is crucial in childhood development, especially among communities where bullying or gang activities is the norm.

The author portrays that childhood bullying has always been seen as an inevitable part of growing up, however with the increasing number of bullying related violence in schools and communities, this author seeks to discuss methods in which to curb the occurrence and detrimental effects of these activities. Bullying is unisex, as both males and females partake in it, though with different methods. The author perceives that bullied victims are usually the smaller quiet ones, who are less aggressive and do not fit in any social circle. Those that bully usually fit, but are not restricted to, a predefined set of personality traits. Several other theorists cited within the work identify methods that could be utilized in identifying children at risk of bullying, and how physicians, both medical and psychological, could implement bullying prevention strategies, both to the bully, the bullied and the families.

In conclusion, I believe that bullying has always been seen, as an integral part of childhood, but that should not be so. Parents, teachers and physicians should take steps to understand the risks and effects of bullying and do as much as possible to prevent it in their neighborhoods. As pointed out by the author, measures should be put into place to make sure that students who feel bullied can air their grievances, instead of keeping it instead and turning to more violent means. Bullying is detrimental to childhood development, and can result in substantial loss in self-esteem, confidence, social life and academic abilities.

Task 7. Read the article by Lloyd and undertake Time Out No 4.

1. Explore the topic area further by following up at least two references from the article and finding another 3 articles on the topic. This will demonstrate your skills in gathering information

2. List the key words you used to search for the topic and print out a list of 5 articles including author, dates, title of article, name of journal and page numbers. For the articles (in 4) prepare an annotated bibliography in the way that Lloyd outlines in ‘Time Out No 4 Box 3 (300 words)
Submit Task to online tutor by Monday 30th November

Keywords used: “Childhood bullying”, “bullying”, “bullying effects” and “bullying treatment”

Lyznicki, J. M., McCaffree, M. A., and Robinowitz, C. B. (2004) Childhood Bullying: Implications for Physicians, American Family Physician, Vol. 70, p1723-1730

Articles from Lyznicki et al (2004):

Kumpulainen, K. and Rasanen, E. (2000) Children involved in bullying at elementary school age: their psychiatric symptoms and deviance in adolescence. An epidemiological sample, Child Abuse Negl, Vol. 24, p1567 – 1577

O’ Connell, P., Pepler, D., and Craig, W. (1996) Peer involvement in bullying insights and challenges for intervention, J Adolesc, Vol. 22, p437 – 452

Articles from Literature Research

Frey, K. S. (2005) Gathering and communicating information about school bullying: Overcoming “secrets and lies”, Health Education, Vol. 105 (6), pp409 – 413

Amanda, D. L., and Drew, N. (2009) Peer Groups, Social Identity, and Children’s Bullying Behaviour, Social Development, Vol. 18 (1), pp121 – 139

Smokowski, P. R., and Kopasz, K. H. (2005) Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies, Children & Schools, Vol. 25 (2), pp101-110.

Annotated Bibliography
Smokowski, P. R., and Kopasz, K. H. (2005) Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies, Children & Schools, Vol. 25 (2), pp101-110.

This article reports on the significance of bullying among about 34% of all children. The author discusses the types of bullying, effects on children, the kind of families in which bullying could arise and the intervention strategies that parents, teachers and physicians could adopt in curbing the effects of widespread bullying on children. The author also discusses research reports that have been published on the effects of bullying on children, and the adverse results that could result from such acts. One such example is widespread shootings that have occurred in schools in the US. These incidents are said to be the cause of bullying.

Victims of bullying suffer long and short-term effects as a result of these activities, and could cause significant damage to their academic, social and mental health. This article is similar to that of Lyznicki et al (2004) in that it discusses the overall effects of bullion and prevention strategies. However this article goes further to discuss Bullying prevention and intervention programs that could be implemented to prevent the widespread spread and adverse psychological effects. This article is very useful for individuals and parents trying to ascertain the effects and prevention methods for bullying.

Category: Essay & Dissertation Samples, Reflective Essay Examples