...| | |APA Formatting and Style Guide | | | |Compiled by Adelio D. Rico | | | Contents In-Text Citations: The Basics 1 APA Citation Basics 1 In-Text Citation Capitalization, Quotes, and Italics/Underlining 1 Short Quotations 1 Long Quotations 2 Summary or Paraphrase 2 In-Text Citations: Author/Authors 2 Citing an Author or Authors 3 Citing Indirect Sources 4 Electronic Sources 4 Reference List: Basic Rules 5 Basic Rules 5 Reference List: Author/Authors 6 Single Author 6 Two Authors 6 Three to Seven Authors 6 More Than Seven Authors 6 Organization as Author 7 Unknown Author 7 Two or More Works by the Same Author 7 Two or More Works by the Same Author in the Same Year 7 Introductions, Prefaces, Forewords, and Afterwords 8 Reference List: Articles in Periodicals 8 Basic Form 8 Article in Journal Paginated by Volume 8 Article in Journal...
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...that propose a research project. Students who follow the guidelines embodied in this sample paper are much more likely to receive better grades from National University professors than those who ignore the guidelines. The guidelines in this example are based on the sixth edition of the Publication Manual (American Psychological Association, 2010). This is an Example of an APA Style Student Paper This sample paper presents most elements of American Psychological Association (APA) style that your instructors will expect you to follow when writing papers for National University 9sychology courses (American Psychological Association, 2010). You will use this format for longer papers such as literature reviews, expository and narrative essays, as well as for shorter papers in which you are required to write just a few pages of commentary on some reading, assigned exercise, or class activity. In all cases your instructor will tell you if an assignment requires full APA style as outlined in this paper. In almost all cases, you should use appropriate grammar and syntax, as well as follow APA guidelines for gendered language (American Psychological Association, 2011b). Read this paper carefully as it presents examples of APA style that you are expected to follow in your own work. Your references, for example, should follow the style that is used in the References section of this paper. Much of APA style is meant for original research papers to...
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...Samovar and Porter (1997) point out that , "language involves attaching meaning to symbols" (p.188). Alternatively, "Language involves attaching meaning to symbols" (Samovar & Porter, 1997, p. 188). A quotation of 40 or more words should be formatted as a freestanding, indented block of text without using quotation marks. Indirect quotation/paraphrasing Attaching meaning to symbols is considered to be the origin of written language (Samovar & Porter, 1997). NB: Page numbers are optional when paraphrasing, although it is useful to include them. Citations from a secondary source Peterson (as cited in Samovar & Porter, 1997) states that language must be first understood as symbols. Reference List At the end of your essay, you are required to provide the full bibliographic information for each source. References must be listed in alphabetical order by author. For books, each reference should include four elements: (1) Author/Editor, (2) Date, (3) Title, and (4) Publication Information. NB. There is a full stop...
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...CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...MORE ADVANCE NOISE FOR QUIET “An intriguing and potentially lifealtering examination of the human psyche that is sure to benefit both introverts and extroverts alike.” —Kirkus Reviews (starred review) “Gentle is powerful … Solitude is socially productive … These important counterintuitive ideas are among the many reasons to take Quiet to a quiet corner and absorb its brilliant, thought-provoking message.” —ROSABETH MOSS KANTER, professor at Harvard Business School, author of Confidence and SuperCorp “An informative, well-researched book on the power of quietness and the 3/929 virtues of having a rich inner life. It dispels the myth that you have to be extroverted to be happy and successful.” —JUDITH ORLOFF, M.D., author of Emotional Freedom “In this engaging and beautifully written book, Susan Cain makes a powerful case for the wisdom of introspection. She also warns us ably about the downside to our culture’s noisiness, including all that it risks drowning out. Above the din, Susan’s own voice remains a compelling presence—thoughtful, generous, calm, and eloquent. Quiet deserves a very large readership.” —CHRISTOPHER LANE, author of Shyness: How Normal Behavior Became a Sickness 4/929 “Susan Cain’s quest to understand introversion, a beautifully wrought journey from the lab bench to the motivational speaker’s hall, offers convincing evidence for valuing substance over style, steak over sizzle, and qualities that are, in America, often derided. This book is brilliant...
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