Selena Hunter Source 5

Racial Tension In A "Postracial" Age. n.p.: Amenia, New York : Grey House Publishing, 2016., 2016. MERLIN. Web. 17 Oct. 2016.

For my last journal entry, I decided to look at how living in a post-racial society can affect student activism on a college campus. Before reading I was unsure of the meaning of postracial and was interested to see what this source had to say about it. I used parts of chapter 4 of this book to further my research.

It points out that dating back to the civil rights movement the university had been a haven for activism. I wondered how might activism today differ from the activism our elders practiced back when they were in college. I read on to see if they would mention anything about it and luckily for me they did. Social media and the use of hashtags is a big difference in our society today allowing protests to be more known everywhere and not so isolated to that one campus. It's powerful because it allows the protest to go viral. The book actually mentions the resignation of Tim Wolfe which is a part of my case study so I found that to be helpful. The source also went on to talk about microaggressions. I found it familiar to the things I read in my first journal. 

This source spoke to my first source when talking about microaggressions. They both agreed that these are subtle things that bring offense to African American and other races but allowed by the university because of their social status. 

This source helped me to realize that a lot of research needs to be done on my overall issue in order to find what your arguement is. There is just so many different factors that could go into internal racial division that it takes more than just five sources to figure out. 

Will Flaugher Source 5

Price, Derek V. Borrowing Inequality : Race, Class, And Student Loans. n.p.: Boulder, Colo. : Lynne Rienner Publishers, 2004., 2004. MERLIN. Web. 19 Oct. 2016.

For high-risk students who are more likely to be negatively impacted and more stressed over student loans, are student loans implemented unfairly?

For me personally, based on the research I have already done, it seems apparent that student loans are not really the most beneficial for high-risk students. Simply seeing as how high-risk students are the most negatively impact by the debt, I think that it would be difficult to justify that student loans work equally for all students.
While reading this book, one thing I noted is that student loans are not available to many students who are college qualified but lack the right financial sources. This seems to make no sense to me, because these students are just as capable as others based on their academic records, and student loans should benefit students who do well academically. The book also focuses on inequality in college universities and the workforce.
After reading, my immediate thoughts are just that there is a lot of information in the book, and it will be difficult to only take some information out of it. However, I know I want to look at how student loans are less beneficial for high-risk students, so I will probably focus on the concepts of student loans being unfair for the college qualified students, and how despite being college educated many students who are not white males are still paid less, meaning they will have more trouble paying off their student loans.

For this book, the main argument is that student debt and student loans are promoting inequality due to many factors. However, the ones I will focus on are: the difficult for low-income families to send college qualified students to college, the income differential between college graduates who are white males and college graduates who are minorities or women, and the fact that lower-income and african-american families are paying more for higher education.
This source was honestly the most eye-opening to me just because of the detail it went into to prove its arguments. The source definitely proves to me that student debt is not the same for everyone, and that the lower-class is more likely to be negatively affected by it. This post has helped me answer the question I have for this post, but it opens up so many more thought I have about student debt that I will have trouble trying to focus on just one thing.
To synthesize this source, I can put it in comparison with another article I had, by Webber, where he states that for more students it is worth taking out student loans because they are likely to be able to repay the debt after graduating. This book would argue the opposite, and point out that while that may be true for white males who graduate, everyone else makes less income on average and therefore would have a more difficult time repaying their student debt despite their degree.
I think with the info I have received in this source, I am more confident in how I am going to finish my paper. I have laid out my entire essay essentially in a way that makes sense, and this source fits snuggly right into my second to last topic that I want to talk about. The new question that this source has led me to ask is how can student loans be changed so that they are more beneficial to the lower-class?

Selena Hunter Source 4

Diggles, Kimberly. "Addressing Racial Awareness And Color-Blindness In Higher Education." New Directions For Teaching & Learning 2014.140 (2014): 31-44. Professional Development Collection. Web. 18 Oct. 2016.

For my next journal entry, I decided to pose the question "What could the way we discuss race and our awareness of racial issues tell us about student activism and how it might affect student activist activities?" I know that there is an effect on the way we speak about race in social situations and the interactions we have on campus. But I want to understand how great the effect is and how the protests made a difference in the way we talk about race on campus. 

The article starts out by stating "Institutions of higher education that pride themselves on training professionals prepared to work and successful in an increasingly diverse society should make a purposeful effort to teach students how to address issues related to race and racism." I think this is an important statement because I believe we come to college for more than education. We are supposed to be preparing to be some of the best world leaders, but can someone truly be a good leader if you can't deal with issues of race and racism? We come to college to get our degrees to better our chances at better careers, but what good is that degree if we don't know how to properly interact the with people around us in a diverse environment where "modern-day racial realities" can occur. The author speaks about the idea of color blindness. Color blindness is when people don't acknowledge that life is not always fair, right, or just and that society isn't meant to help advance people of all races. They "look past" the color of a person's skin and see them just as human. Even with good intention, this is problematic because people ignore white supremacy over minority races, white privilege, and the everyday racism we see in our society. White people sometimes "double talk" and speak cautiously so they don't come off as racist when speaking about issues of racism. I agree that some white people do this but also I have come across some that don't. I believe that it depends on the environment they are in, who they are surrounded by, but also in the way they were raised and taught to talk about race. Before moving on and reading about the negative effects of color blindness, I thought of the idea of how color blindness tries to eliminate and dismiss the issue of racism. If people don't "see the color of people's skin" then how can they be racist? How would a "colorblind" person react to the protest? Would they be active in trying to push their idea of colorblindness on people as a solution to the problem they are protesting? And how would protesters react to this idea? As I read on, the journal confirmed my idea when it talks about how colorblind people are less likely to take action against the modern-day systemic oppression of racial minorities because they don't acknowledge and they can't recognize that even if it exists. Therefore they are supporting the "status quo." It also supports racist ideologies by "denying the system of privilege and oppression that exists on the basis of race." This also goes in with racial awareness. White privilege is a huge topic when talking about racial awareness. When white people don't acknowledge white privilege being a problem, or to relate it back to Mizzou protest, complain about the things they are fighting for because "racism no longer exists." Some African Americans are also less racially aware. "When racial minorities are unaware of the racial realities around them, they risk violating implicit social codes regarding acceptable cross-race interactions, the results of which can potentially be severe." This made me think about moderate blackness and the idea of keeping good relations with the majority for the minorities benefit and chance of social advancement. How might this impact the relationship the minority has with their fellow race group? The author brought up an interesting point about how white parents discuss racial awareness with their children but is actually making them racially unaware. They tell their young children to not pay attention to the fact their peers are Black, Asian, orHispanicc because they should not "see color. The author also introduced me to a new term "vicarious racism: witnessing or hearing about another person's or group's experience with racial discrimination." 

This article speaks to the other to I believe my 2nd article because it reiterates the Critical Race theory. They agree about the effects the critical race theory has on society. 

For my final journal entry, I will look at how living in a postracial society can affect student activism.

Dex Busken Source 5

Citation of Source 5: Fox, Robert, Reggie Kwan, and Philip Tsang. Enhancing Learning through Technology. Hackensack, NJ: World Scientific, 2007. eBook Collection (EBSCOhost). Web. 18 Oct. 2016.

Question: Does cooperative learning benefit students or inhibit their learning ability when used with the integration of technology?

My Initial Thoughts: I feel that this book will overall tie all the information I have collected together by allowing me to visualize what is proven to be successful and what doesn't work. Being my last source, I felt that I had encountered all the disadvantages already but the book brought up new ideas that I had not considered. Thinking that, I had also not considered that there could be more benefits as well.

Step 2: Students academic success is measured through multiple standards including advancement in students communication skills and examination scores. It goes to evaluate the ideas, issues, trends and possibilities for linking cooperative learning to technology used for educational purposes. Different technologies privilege certain practices and exclude other practices. The argument made is seen within the construction of the type of technology being incorporated with group learning and how the instructor uses this to benefit learning. The book focuses on communication within a classroom with the use of e-learning and online programs.

With the growing trend of traditional forms of education being transformed towards online and elearning experiences, I was able to clearly visualize the examples of these changes. The use of computer labs and laptop sets are thoroughly analyzed. I was able to take these ideas represented by the book and reinforce my opinion.

After reading this book, I can see how the educational advantages and disadvantages come together to create the argument of just how successful technology in education today can be positive or negative. It really helped to tie all my thoughts together with this being the last source I researched. How does this benefit students? What are the educational disadvantages the integration of technology has on cooperative learning? What role does it play in modern day education?

Selena Hunter Source 3

Miller, David B. "Racial Socialization And Racial Identity: Can They Promote Resiliency For African American Adolescents?." Adolescence 135 (1999): Science In Context. Web. 15 Oct. 2016.

For this journal entry, I researched the question "What can the division within a racial group tell us about the way a race goes about student activist activities and the tensions it may cause?" I came across this article about racial socialization and racial identity to see if it would mention ideas that could be related back to the concept of moderate blackness. Before reading this article I was interested in the fact that the author chose to focus on African American adolescents because I am relating all of my research back to Concerned Student 1950, a group that is made of adolescents and young adults. 

The article focuses on the ways racial socialization and racial identity can promote resiliency for African American adolescents. Resiliency is defined many ways, but the one definition that sums them all up is "the ability to bounce back, recover, or form a successful adaptation in the face of obstacles and adversity." The author points out that it is hard to limit the amount of stress that individuals experience, especially those from economically and socially disadvantaged backgrounds. I was able to relate this back to African American students at Mizzou. Some but not all may face financially struggling times because of tuition and other college expenses and then are socially disadvantaged because of the lack of diversity on campus. Racial socialization is defined as the "tasks Black parents share with all parents - providing for and raising children... but they include the responsibility of raising physically and emotionally healthy children who are black in a society in which being black has negative connotations." It is also described in "terms of personal and group identity, intergroup and interindividual relationships, and position in the social hierarchy." I would like to go back a minute to the definition that talks about black parents responsibility of raising children to know that it's okay to be black in a society that sees otherwise. The author addresses the responsibility of the parents, but what about the role schools play in their development of racial socialization and racial identity. As children grow up, they spend just as much time with teachers and faculty at their school as with their parents. I believe that teachers and faculty play an important role in a child's development and knowledge about racial issues and that should not go unaddressed. The idea of how a strong racial identity can make dealing with stress easier and overcoming negative social stereotypes. I personally don't agree with this idea because I feel that no matter how comfortable you are in your skin and with your racial identity, it's still going to put a burden in your life. Relating it back to the Mizzou protests, it could cause even more stress because their way of overcoming the negative stereotypes was to protest about it and stage all of these presentations and hunger strikes. With this, it takes away from their study time and time to do homework, therefore the stress of school is added on to the stress to fit into their environment. The author introduces a theoretical perspective that brings up the development of a couple character traits. Depreciated and transcendent character. Depreciated character is when a "sense of worthlessness, inadequacy, and impotence is incorporated into the extrinsically imposed devaluation of self. This type of individual is likely to turn away from or against social institutions." The transcendent character is when there is more optimism. The individual seeks to overcome environmental adversity, nevertheless, this individual may experience alienation from other group members fostering depreciated character." I thought I may be able to relate this back to the concept of moderate blackness. What can these different character traits tell us about the way some students choose to protest.

This source made me think about how talking about race in social situations can affect resiliency and racial identity and socialization among the African American community. 

This source speaks to my other sources because it talks about how racial identity and racial socialization can take away the stress of the negative stereotypes. This can be related back to structural violence. Having a stronger sense of racial identity can take away from the stresses felt through structural violence.

For my next journal entry i will research how discussions about race can affect student activism in higher education.

Natalie Ismert Journal Entry 5

Natalie Ismert

English 1000

13 October, 2016

Journal Entry 5

While thinking of all the different sides and perspectives to take from my exploratory question I’ve also found that their are the many people who just don’t care about their health at all. People could put on a few pounds and continue to eat whatever they want to and are still confident about themselves. These are the people that I think my question would help the most. It’s a different view from the people who want to have the healthy lifestyle, but can’t. Mizzou should make health something that comes with their education here at the university. The people who don’t care should start to care because this isn’t only a college problem, but a life problem.

If Mizzou could provide it’s students with a new perspective and outlook on health and wellness for each person at the university then that’s just as important as taking a degree with you when you graduate. It stays with you forever and is something you need in order to live. After thinking and reading the many sources, I have found that health is something you have to want. If you don’t then it’ll never be accomplished. Everyone knows they’re supposed to do it and how to eat a vegetable instead of a potato chip, but what’s the key to wanting that. It’s the same as telling a smoker they should stop smoking because it’s bad for them. They know it’s bad for them, but they continue to do it. If the influences around you are supporting you then that’s what makes these things possible.

When people are given health advice and are educated on it, they’ll want to start living a healthier lifestyle. People should be educated on the risks of not getting the nutrition that is needed and the benefits of taking action and trying to make a change with their life. We know why many do it and we also know why others can’t or don’t care to. We need to make it known here at at our school that this is something that’s not only going to make you feel like a better you, but will also change the rest of your life.

The question I’m posing now, from that thought is “What can Mizzou do to make you want health?”. I would love to know what others think of this question, but for me I would say by making it a part of our education and maybe even a mandatory course to take here. There should be people trying to make others aware of this issue. The promotion of nutrition should be seen and heard across campus. I think that motivating each other will help us to become a healthier whole as students and as citizens.

Natalie Ismert Journal Entry 4

Natalie Ismert

English 1000

12 October, 2016

Journal Entry 4

What you put in your body is what you get out. A saying that many may neglect and forget about. Most of the time neglecting this saying is not an option, you just don’t see a way to fulfill it. We’ve all had those days when we say we’re going to start eating right, but going to the store and looking at the prices of the food that is good for you and not filling versus the bad food that is makes you want to choose the wrong route. The money problem is another big one that many actually can’t get around. You have to do what you have to do with the money you have and that usually results in buying a bag a Lays over a bag of carrots.

On a regular day for me I’ll force myself to finally get out of my bed being so tired I can barely open my eyes, make coffee while half asleep still and rush to class. I then think of all I need to do in the week and the tests I’ll need to study for and shortly make a list in my head of what to do, but I never end up following it. I rush to eat lunch before my next class, which varies from nuggets, to greasy chinese, to cheeseburgers, etc.. It’s either that or I could get a salad and be hungry in an hour I tell myself. I shove the food in my mouth and then hurry to class and then the library, but stop by the student center where I could get pizza or any other unhealthy food in the mizzou market. I push the thought of working out until late at night which usually backfires because I can never go to sleep when I work out late. Trying the have a healthy lifestyle with a busy schedule is a very difficult task.

I found a source online that gives a list of ways to eat healthy in college while on a budget. Realistically for me not many of those ideas were helpful. I don’t have a kitchen, I can’t make my own food which is the main reason I get the prepackaged junk food. The parts of this list that could be helpful were the ones that said always go for the fruits and the vegetables. I thought that was an obvious one, but it is true. It’s better to eat a whole bag of carrots than a whole bag of chips. One thing I find helpful is soups. It’s a good meal that fills me up and doesn’t contain all the bad things I could be putting in my body. Another tip would be to avoid too much dressing or sauces. This is where people go wrong when they think they’re eating a healthy salad except that every piece of it is drenched in ranch. At that point you might as well have chosen the macaroni. Finding a plan and sticking with it is the way to go. Stick with the basics and go from there.

Some new questions to ask would be “what are the ways I can stick to health and a budget at the same time?”. A way Mizzou could make this easier would be by incorporating healthier foods into the dining plans and maybe making certain foods off limits in the foods systems here. People may choose the pizza over the turkey wrap, but would they be able to if pizza wasn’t served at every meal. Creating additions to the meal plan would benefit the students at Mizzou and help us to substitute bad for good.

Natalie Ismert Journal Entry 3

Natalie Ismert

English 1000

12 October, 2016

Journal Entry 3

The importance in living in a healthy environment and surrounding yourself with nutrition is to be able to be a healthy person in general so that you can live a long life. Many young people (specifically college students) don’t stay healthy and active for that reason. It’s all about body image and wanting to feel confident with the person you are. Confidence is a wonderful reason to do this, but relying on only body image in order to be a confident person isn’t. I would say the majority of college students who actually care about their health are living that lifestyle to see results in their bodies and so that others see it too.

I know that for me I’m surrounded by people who care a lot about their looks. This was something I had to really adjust to coming from an all girls high school where I couldn’t care less about the way I presented myself, the things I ate, or ever putting the thought of exercising (outside of playing a sport) in my head. People are judgmental and people share criticism very openly and blunlty. For me the struggle was real and the delicious, yet fattening buffet style meals had to go. I set a goal last year and surprisingly it worked. The goal was to workout everyday and eat healthier portions while limiting the amount of snacks I consumed. Unfortunately I would say that Mizzou didn’t have much to do with the healthy food problem, however the Recreational Center really kept me on track.

I found an article called “Mizzou gets Serious about Nutrition”. This article was written about 6 years ago and mainly focuses around the nutrition of the football players here at Mizzou. It focuses on relying on your teammates or peers to boost your motivations and set higher goals. These players had to stay healthy for the team, but we need to stay healthy for ourselves. The article mentions the constant struggle of wanting or needing that late night snack. Although eating foods late at night is looked down upon. The body is more likely to store foods that you eat late at night as fats. This being said, Mizzou has a dining hall open specifically for those late night cravings and serves any unhealthy food you can imagine. The article also discusses the importance of eating breakfast. This could be an issue knowing that the dining halls close breakfast at 9 before many are even awake. This question can relate back to the importance of health, but also adds to the difficulties and reasonings of doing so.

A question that many can’t wrap their head around is “why is it more difficult to maintain your body weight in college than it was when you were in high school?”. I would say food options and portions are the main reasons. You’re stressed figuring out your classes and new friends and the last thing you want to at the end of the day is a few pieces of lettuce. Most choose to indulge in any food that is available to them instead. And on top of all that the thought of working out is not something anyone wants to think about. Once again, bringing us back to my original question, can Mizzou do anything to help?

Natalie Ismert Journal Entry 2

Natalie Ismert

English 1000

12 October, 2016

Journal Entry 2

After furthering exploration over the topic, I discovered a book that would relate to what I am seeking through my main question. We’ve all heard of the “freshman 15” and at Mizzou some will even call it the “Mizzou 22”. Before starting my freshman year I was always so worried about this rumor and didn’t know exactly what to think about it. I’d think to myself “my family won’t even be able to recognize me when I come back for thanksgiving break”. I was terrified of this happening and didn’t think there was any way for me to control it. I thought it was inevitable.

It turns out, gaining weight in college is not something that you have to just watch happen. Believe it or not you do control this 100%. I was shocked and amazed to find this out. It’s not easy to be thrown into a world where you’re broke and by yourself. They’re so many other stresses on your mind that you often choose not to let nutrition be one of those. It takes time to get used to it all and the busyness of the college world, but with focus, determination, and motivation you really can accomplish all the things you want to.

The book I found to use for this paper is called “Eating Disorders”. I do not plan on reading the whole book or using all the information in the book, but there are specific chapters that relate to my topic perfectly. “Myth of the ‘Freshman 15’”, “Intuitive Eating”, and “Body Image” are just a few I would focus on when going through this fact filled book. I think that this source can help to add new ideas to my topic exploratory questions while challenging the question at the same time. I think it fits in with the idea of how colleges tend to make it hard for students to live a healthy life and also questions that by saying that the typical claim about gaining weight in college is a myth.

How can Mizzou create a healthy environment for students to be able to easily maintain a healthy and nutritious lifestyle? Restating my main exploratory question I would like to challenge that question with a question that can be branched off of this source. This source not only gives some information on college health and how that is completely different than health outside of college, but also brings in other perspectives and allows us to ask questions like “Is nutrition a personal problem and a personal problem only or does the university play a role in this?”.  I think that this question would be answered differently by many people, but I would say that the university itself plays a huge role because you can’t choose to better yourself if the environment around you isn’t supporting that.

Natalie Ismert Journal Entry 1

Natalie Ismert

English 1000

10 October, 2016

Journal Entry 1

After struggling to find a question and understand the topic that I was basing this question off of, I finally found a decent question that is relatable to many. Not only does it relate to me, but many students can relate and take use out of this question. The information I’m going to be basing this paper focuses on health and nutrition availabilities for students on campus. I wanted to look into this as I’m am curious to find out about the answers and see how it could help me as my future continues through the University of Missouri.

Being a Nutrition and Fitness major myself, I strive to be able to find a way for everyone to fit nutrition into their life. It’s not only important for their health, but also improves the mind set and well being of a person in general. It’s a huge struggle across America, but especially for college students. I realized when I started here at Mizzou that I was on my own and looking out for myself, which meant I needed to take care of my own health. It doesn’t come naturally, it takes a lot of motivation and continuation.

The first thing I found was that Mizzou actually has a website for students to track what they’re eating at the dining halls. I never knew this existed before, but zoutrition.missouri.edu is a website which includes all the foods and nutrition facts for these foods that are given, buffet style, at the dining halls. I was amazed upon finding this and thought that this was a great step into making our campus one that is healthy and gives awareness to students about what exactly they’re putting into their bodies each day.

Allison West Source 2

Source Citation:

Graybill, Emily C., and Sherrie L. Proctor. "Lesbian, Gay, Bisexual, And Transgender Youth: Limited Representation In School Support Personnel Journals." Journal Of School Psychology 54.(2016): 9-16. ScienceDirect. Web. 14 Oct. 2016.

Source Question: Why should higher education institutions provide resources for their LGBT students?

This article details the journals of school support professionals and the coverage of LGBT students in these journals. The authors hypothesized that LGBT coverage in school professional journals would be insufficient. They used eight journals from the areas of school nursing, school counseling, school psychology, and school social work between the years of 2000 and 2014 to discover how many journal entries were spent talking about LGBT students and resources. They found that only .3 to 3 percent of all journal entries discussed LGBT students and how to help them thrive in their environment. This relates to the topic question because students who are part of the LGBT community often cannot find significant support and thus are more likely to be diagnosed with depression and suicidal thoughts or actions, and their risk of dropping out and not pursuing higher education are much higher than that of heterosexual peers. Students who have a staff member or an organization who supports them feel safer than students who report not having a support system.

I personally did not struggle with bullying related to being LGBT, so I never thought of how much one organization or even just one person could influence the self esteem and mental wellbeing of LGBT youth. This source changed my thinking by making this point more clear to me. I agree with this source. This article details the importance of specific training in the field of LGBT support and recognition in schools of all education levels.

This source tends to agree with source 1 as they both consider the problems LGBT students face. However, the first article concentrates more on the struggles faced while entering higher education, while this article concentrates on the training of educators in all levels of education. Both sources would agree on the importance of resources for LGBT students.

This article led me to ask why LGBT students do not receive proper care and recognition. My next source will cover LGBT people in medicine and why the medical circumstances for people in the LGBT community are different from the circumstances of their heterosexual counterparts. So far, I've answered begun to find an answer to my "why" question but I am still in need of a countering source.

Garic Wainit Source 5

Bowen, William G., and Sarah A. Levin. Reclaiming The Game : College Sports And Educational Values. Princeton, N.J.: Princeton University Press, 2003. eBook Public Library Collection (EBSCOhost). Web. 18 Oct. 2016.


Question: What significants of academic credentials of recruited and non-recruited walk-ons play as role in how they fare in higher education?

Before Reading: Before I read this book "Reclaiming The Game" by William G. Bowen and Sarah A Levin I thought to myself what exactly was being "reclaimed" and whether or not if this book solely had to do with athletics or if it had any academic outlooks to its research? If it did have academic outlooks how would academics fit into "reclaiming the game"? 

Step 2

Summarize: For the purpose of my research I decided to select chapter 5 of "Reclaiming The Game" to help further my research of my topic. I selected chapter 5 because of the fact that it focused on what I was missing in my exploratory paper-what are the academic outcomes of these student-athletes. Even before a student-athlete steps a single foot he or she has commitment to their sport. That commitment takes up a lot of their time and with that being said also dictates there major and course load. Since their sports dictate the students course load it also effects the graduation rates of student-athletes. The book sites from U.S News & World Report attributed to John Cooper, the former head football coach at The Ohio State University, observed and stated that the graduation rate of their football players would have been higher, if Ohio State didn't cut classes and raised the standards for sports and leisure studies. On the other hand walk-ons had more of say in what majors they felt like pre-suing because they didn't have that previous commitment like their scholarship athlete counterparts. Fortunately, it still looks like these student-athletes reason for coming to higher education goes past just their sport. Besides the top athletes, the average or rather not top tier athletes academically perform at an exceptionally high rate. When it comes to academic "outliers" for student-athletes there are none and that no one athlete or group of athletes stick out as that "outlier". 

Think: The book as a source I believe answered my question of the academic significants of collegiate athletes. This sources as definitely brought some new light to what I was looking for and helped me shape it down to where I believe it will fit quite well in my essay. I agree with the book when it mentioned the source where if the school or football program didn't cut classes from the students that the graduation rate would substantially increase. I do not agree with how there are really no academic "outliers" pertaining to student-athletes I don't find that to be true but I plan on looking into that more and maybe my opinion will change. 

Synthesize: I believe that I can put this source into conversation with my sources that pertain to how the academic institution academically tries to help there student athletes. This source respond to my other source by filling in spaces like academically how ready are these student-athletes and how that may or may not put them in a disadvantage. It also helped by giving a transparent view of how the athletic part of student-athlete really effects the academic side. 

I still have some question that have may not have been answered or just over looked during my exploration. I plan to look through my sources again to see if I can answer my unanswered questions. 

Lennis Wilson Source 5

A) Hosseini, Monirosadat, Mohamad Jafre Zainol Abidin, and Mostafa Baghdarnia. "Comparability Of Test Results Of Computer Based Tests (CBT) And Paper And Pencil Tests (PPT) Among English Language Learners In Iran." Procedia - Social And Behavioral Sciences 98.Proceedings of the International Conference on Current Trends in ELT (2014): 659-667. ScienceDirect. Web. 17 Oct. 2016.

B) What role does CBL play in test scores and how does it affect overall learning in present day students.

C) I think that this source will be very beneficial to my topic and helping me clarify another point that is related to my overall topic, to determine what kind of role CBL plays in tests scores and learning.  While reading, I am starting to come to a conclusion that pen and paper testing generally yields better results.

Part 2: This article is about a study of comparing test scores from computer based learning environments and tests, and the tradition pen and paper methods. The goal is to find the relationship between the two testing methods, and ultimately see which one is better and can help meets student needs more successfully.

                This source made me think critically about a few things. First it took the side of computer based testing (CBT) and indicated that it has many advantages including being easy to administer, immediately being able to find out scores, and the flexibility of time and location, since computers can be used in a numerous number of places. In the results of the test, it showed that the scores of the pen and paper testing were slightly higher, which can further support the point of stasis that traditional methods are better for learning.

                This source could possibly respond to source 2, which showed the pen and paper methods of learning and testing led to better scores, which this source would agree with. Source 3 on the other hand would disagree and say that CBL gave better scores. In my research I have come across multiple studies that have different results, but they mostly lean in favor of traditional learning methods. This would also agree with source 4 since they both think that traditional pen and paper is the best way to go. With using traditional learning methods, students are able to learn at a steadier pace and can absorb information better leader to a better a learning environment and improved scoring on tests,

                The question this source leads me to ask is, how does traditional learning compare to computer based learning while taking into consideration student preferences and learning styles? From here my research will go to combining all of these sources and ideas and finding a way to relate them to my topic. So far I have found out that statistically speaking, traditional test taking yields slightly better scores in general compared to computer based, and I have also learned that CBL can sometimes overload student cognitive ability, leading to a poor understanding of the topics at hand, hurting the overall learning environment of a student

Lennis Wilson Source 4

A) Schwonke, Rolf1, schwonke@psychologie.unifreiburg.de. "Metacognitive Load - Useful, Or Extraneous Concept? Metacognitive And Self- Regulatory Demands In Computer-Based Learning." Journal Of Educational Technology & Society 18.4 (2015): 172-184. Education Full Text (H.W. Wilson). Web. 17 Oct. 2016.

B) The question I am trying to answer in this journal is how the use of computers affects students’ abilities to learn and how it affects individual retention?

C) Before reading, I think that computers don’t necessarily provide the best medium for retaining information, compared to actually reading and writing which helps you to retain information better.

Part 2: This source talks about theories such as the cognitive load theory or the cognitive theory of multimedia learning and how they explain the learning difficulties in computer based learning as a result of design problems around a typical curriculum.

                This source introduced yet another point of stasis that I would have never have thought to think about on my own. This source suggests that current computer based learning systems are not efficient because it moves to fast and is simply too much information to retain and actually remember. Humans only have limited cognition, and the ever growing amount of technology is becoming more complex, and it could soon be too much for it if nothing changes. I agree with the source because I feel like as a student, even if I do go over a topic, I don’t necessarily learn it successfully, and even if I do want to go back and go over it, it is too late because the class is already moving on to a new topic and it would simply put me behind.

                This source can argue with source 2, which states that the use of computer based learning improves test scores. While there may be improved test scores, source 4 would say that it would be only temporary information, and would soon be forgotten due to the rapid pace of learning the CBL comes with. I strongly agree with source 4 because I myself have been a part of the rapid learning of CBL.

                The question this source has led me to ask is, what, if anything, could be done to change a computer based learning environment making it more efficient to meet students’ needs. From here I will research more sources like 2 and 3, trying to come to a better conclusion of how CBL affects test scores and learning, and also looking for alternatives or even just minor changes that could be made to CBL. 

Lennis Wilson Source 3

A)  Dreyer, Jordan. "The Effect Of Computer-Based Self-Access Learning On Weekly Vocabulary Test Scores." Studies In Self-Access Learning Journal 5.3 (2014): 217-234. Education Full Text (H.W. Wilson). Web. 17 Oct. 2016.

B) The question that I am going to be exploring in this journal is, what role does the use of computers for homework and studying play in student test scores and overall learning.

C) As of now, my research has showed that there is not necessarily a positive correlation between using computers for class and test scores.This source will be helpful to me because it contains multiple expirements related to my topic. While reading, I am noticing that there is some sort of positive correlation between the groups that were using computers for homework and quizzes, but it is very little.

Part 2: This article titled “The Effect of Computer Based Self Access Learning On Weekly Vocabulary Test Scores”, written by Jordan Dreyer, talks about the relationship between using computers and the website Quizlet and student test scores over a course of 12 weeks. The test was performed on a group of 96 students.

                In the end, there was hardly any measurable increase in test scores, and none of the increases were at all consistent, which still leads me to believe that computers play no significant positive role in learning. This source didn’t necessarily change my mind about anything, but it did shed some light on the fact that there has been a very small increase in test scores around computer based learning. This source definitely helps me with my research question, but does not fully answer as I am going to have to look at many other sources in order to come my final conclusion.

                This source would go hand in hand in hand with my 2^nd source. The second source shed light on the fact that there may be better ways to use money for resources for students, and this current source could back that up because in it, it shows there was no significant change in scores. While it goes with it, it also contradicts it a bit. Source 2 says that students who used traditional methods of learning had better scores, while source 3 refutes that by saying students whose learning was based on computers had better scores.

                With the 2 sources contradicting each other, this believes me that I need to expand my research and examine many more sources to come to a correct conclusion. Next I will try to examine more sources that contain studies like this one. Since I have only been looking at test scores, I could maybe try to dig a bit deeper and discover how the use of computers affects students’ abilities to learn and how it affects individual retention. 

Lennis Wilson Source 2

A)  Angrist, Joshua, and Victor Lavy. “New Evidence on Classroom Computers and Pupil Learning.” The Economic Journal. 2002: 735. JSTOR Journals. Web. Oct. 14 2016.

B)  How does the use of computers in the classroom effect learning and overall academic achievement?

C)  I think that for the most part computers can be beneficial to learning in the classroom because the provide an enormous amount of info at your fingertips, but they can also pose to be a big distraction. Traditional pen and paper method has much smaller margin for distraction compared to using a computer.

Part 2: In this article, the authors conducted a study to see if there was a correlation between the use of computers to learn and better test scores. They found between the schools who had a largely computer based learning infrastructure and schools who used more traditional methods of learning, the schools who used traditional methods generally had slightly better test scores, although not much better.

                Since the use of computers in the classroom did not lead to better test scores, it led me to another question. Does the implementation of technology in schools take away from more effective resources for learning? There were no improved scores when they introduced a computer based learning program in the article, so did they waste money that could have went to a better resource such as an upgraded library, better teaching staff, etc. This source only clarified my answer even more that technology does not necessarily help you in the classroom, it only serves as a convenient tool but still has many distractions. The evidence is there in statistics to support the argument that computers in the classroom does not positively affect test scores and ultimately learning.

                This source could sort of respond to my first source in the fact that they both show problems related to using tech in classrooms. The biggest point of this source was that there could be better resources, and relating to the first article, maybe there is a way to implement new learning resources that will absolutely benefit students learning and test scores, while also cater to the changing needs of present day students.

                The question this source led me to was, what role do computers and other technologies play in other learning resources available to students? Next I am going to look for other types of learning resources that show a positive correlation between it and learning with enough evidence to back it up. I still need to know more about the positives of using technology for learning in the classroom, and then try to better understand how those positives compare to everything I have researched already.

Lennis Wilson Source 1

A)      Bennet, Sue.” The ‘Digital Natives’ Debate: A Critical Review of the Evidence.” British Journal of                                                                    Education and Technology 39.5 (2008): 775-786. Wiley Online Library. Web. 12 Oct. 2016.

B)   What role does the use of computers and internet in class to learn, take notes and do work play in a student’s ability to learn effectively?

C)  Computers and internet in the classroom can be a huge distraction without the use of proper tools and management, but can be very beneficial when used correctly. After reading, I developed another point of stasis, and that was how it was effecting teachers. This source was beneficial because it contained much information relevant to my topic and also many other details of little things that were related to my topic.

Part 2:  This article, written by Sue Bennet from the University of Wollongong, talks about how student’s dependency of technology for learning is creating a gap between the teachers and student. She claims that the young people now, also known as ‘digital natives’ rely very heavily on using technology and the internet to learn, and because of it have developed distinct learning traits that the current education cannot successfully meet. She states that students back then and students today are very different, and the education system will not be able to successfully teach unless there are changes made to the education system that can meet these ‘digital native’s’ needs.

                I found this article interesting because it showed me a different point of stasis. When I first developed my question, I had only two points of stasis in my mind, good or bad. Upon arriving to this article, it opened up a few more points of stasis to me that will be very important to further developing my research. This article opened me up to view that the technology might not only be effecting students, it is also effecting teachers and the education system as a whole as well. Teachers are now faced with the issue of reforming their curriculums to fit the students ever-changing needs, and it is also creating a gap between teachers and students since they rely so heavily on tech to find answers and information that could easily be getting from teachers. I agree with this source because I feel it is something that I personally see happening every day in the classroom.

                This source has led me to the new thought that technology may not only be playing a role on the students, it is also playing a role on the teachers. So far, I know that this technology is building a gap between teacher and student, which can make learning more difficult, and I also know that the education system must be changed to accommodate the ‘digital natives’ new and distinct learning styles that are different from the kids of the past that the education system was formed around.  From this question I will begin to research whether or not this use of computers and internet for learning is playing a positive or negative role on students. 

Dream Dennis Source 4

Jensen, Erik M. "Taking The Student Out Of Student Athlete: College Sports And The Unrelated Business Income Tax." Journal Of Taxation Of Investments 31.4 (2014): 29-45. Business Source Prem

What would the payment of student athletes mean?

Before: This articles summary drew me into reading this article because it actually mentioned something financially like income taxes. Right after the decision of Northwestern football players being labeled as employees now. I would assume the university is being forced to pay this tax.

During: I realized that most people know athletes aren’t really students no matter how hard we force the issue. Also, schools are relying on their athletic programs to pay for many things.

After: I realized this article will help me because it mentions taxing athletes.

This articles main point is that college football team generate millions of dollars. Universities are benefiting because they’re only being forced to give athletes a scholarship. When thinking of taxing no one mention college sports, even though most schools agreed these sports are a main source of income. This article showed both side, supporting and not. Overall this will greatly help my paper because it fits directly with my question. Basically paying student athletes could call others into being taxed because of this action. Some feel that’s wrong, while other feel that those athletes didn’t deserve to be paid and maybe we should be taxed. I want to answer if universities did start taxing athletes, how much money would the university lose?