Counterintuitive Fall 2024

Danish. (2006). The effectiveness of teaching a life skills program in a physical education context.  Virginia Commonwealth University, U.S. Retrieved from: https://www.jstor.org/stable/pdf/23421391.pdf

Background: This source demonstrates how research was done to show that there is a correlation between physical education and learning life skills. It is seen that many life skills such as posture, decision making, and social communication provoke very physical learning opportunities. They also contribute to the health of the youth which is considered very physical. An experiment and research study was made on the program GOAL in physical education classes. The study focused on the effectiveness of life skills delivered through physical education within eight 15 minutes sessions. The results showed “a significant increase in the participants’ knowledge of life skills and perception of their competence to achieve the goals they have set.”

How I Used It: I used this study as evidence for integrating the teaching of life skills into the classic education structure. If specific life skills can be applied to a gym setting, why not find other skills that could apply to english or math? This same process can happen in those traditional classrooms, but with still keeping the original subject in mind. A math class could integrate teaching the skill of dealing with money though taxes or loans. An english class can integrate the discussion of real life issues through literature and use it to teach life lessons. It could also apply to the communication aspect. The list could go on, but if teaching life skills in a physical education class for just 15 minutes in eight sessions significantly increased the students’ life skill knowledge, then imagine what would happen if it was used more often in traditional classrooms.

Gould. (2006). Future Directions in Coaching Life Skills:
Understanding High School Coaches’ Views and Needs. Michigan State University. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.498.6098&rep=rep1&type=pdf

Background: This journal researched the types of personal and social issues high school coaches need to realized and what they believed their role in these issues are. A survey of 154 varsity high school sport coaches representing seven sports was conducted. The journal begins to explain how the American system likes to promote sportsmanship and goal setting as life practices which leads into the use of teaching life skills through physical education and coaching sports.

How I Used It: I did not use this source in my paper. I ended up using a similar source that went into detail about once research study done about a specific physical education classroom. This source seemed useless since the other one tackled the idea perfectly.

Boyinaband. (2015). Don’t Stay in School. Retrieved from: https://www.youtube.com/watch?v=8xe6nLVXEC0

Background: This video discusses the lack of life skills being taught in schools. The Education System finds it more valuable to teach abstract math or make students memorize useless information rather than incorporating important skills into the lessons. Ignoring these essential skills causes students to be lost in the real world once they are faced with adult reality. How do you pay tax? What are my rights as a citizen? These questions and many others remain unanswered when beginning adulthood because a poorly structured education got in the way of learning. Something must change.

How I Used It: I used this as a form of background information to support the fact that school systems are not preparing students for adult tasks such as paying taxes or knowing how to handle finances. Of course school can be used to explore the STEM subjects, but a fair portion, especially in the high school level should be spent informing students about the near future and how to deal with it. This video opened my eyes to the problems that our school system has, so it aided my thinking of what to do to fix these issues.

Boyinaband. (2015, March 3). Holy crap, a school actually listened! Retrieved from: https://www.youtube.com/watch?v=fCM4GEBDjz4

Background: This is a squeal to the “Don’t Stay in School” video. A group of students circled the original video around to their school and it reached teachers and administration. The school then listened to the video’s message and the opinions of the student body to encourage the teaching of life skills. The song writer who made the video explains how it shouldn’t be the teachers job to fix this broken system and teach extra skills. They will not be paid for their extra work, but in this case with small integrations of skills being taught in this specific school, it is a start to change the system itself.

How I Used It: I did not directly use this source as a quote or reference, but I used it to help encourage ideas on how this change can be made since it worked well for this particular school. I also thought it was a great follow up to the original video and had to include it in mt thought process.

Marshall. (1997). Does education and training get in the way of learning?. Illinois Mathematics and Science Academy, USA. Retrieved from: https://search-proquest-com.ezproxy.rowan.edu/docview/1307303159/FC04C60614784382PQ/1?accountid=13605&imgSeq=1

Background: This source argues the importance of changing the education system to fit the new era of the knowledge era that we are entering. The text describes a lot about scientific jobs and how machines are beginning to replace human labor, but the author eases into the issue of today’s youth not being able to keep up with tomorrow because of what they are supposedly taught. One of the main points that the author makes about this topic is that we must encourage students “to connect and integrate concepts to participate in the important work of the community and become ethical leaders.” If we do not, the author explains his fear of the continuous development of learning disabled youth who will seek for the simple narrow solution to complex problems. As a result, it will prohibit them from becoming lifelong learners. 

How I Used It: I used this source as a blueprint to my evolving education plan. It lists many of the same thoughts I share to execute my plan and it also gives an outcome to what may happen if this plan is not implemented. In some ways, technology is ruining the learning process, but in others we need technology to stay with the evolving times. Ultimately, there needs to be a balance and that is what I have included in my plan. Continuing to send out the youth unprepared will just result in them not only not  understanding life skills, but the ability to become lifelong learners. We never stop learning, but our education stops. The life skills must be integrated into schools so that they acquire the proper life skills to begin an adult life, but they will also have the ability to continue to thrive and learn from what the real world throws their way. There is no simple solution to complex problems. 

S, P. (2011, July 28). Difference Between Education and Learning. Retrieved from http://www.differencebetween.net/miscellaneous/difference-between-education-and-learning/

Background: This source basically compares the difference between education and learning at many different angles. Many believe that both have the same definition. While they are similar, they do not mean the same thing. Looking at the big picture, education is the process in which knowledge, values and skills are passed down at one point in life while learning is defined as acquiring new knowledge, values and skills. The difference is difficult to see, but it makes a huge difference when discussing how education gets in the way of our learning. Education simply just introduces information to us that we will most likely forget. Learning allows us to imbed this information or skills into our natural thought process for as long as we use it in our daily lives. 

How I Used It: I used these definitions to argue the fact that these two words are different. I am aware that this is no new information, but it shows that my hypothesis is on the right track with integrating life skills into subjects. The definitions aided me in the definition essay to point out the difference between the words and show how we teach students with only education in mind. The more we try to allow students to acquire skills and knowledge rather than just passing it down, the better prepared they will be for what the world demands. This information will not be forgotten. Truly learning math for the purpose of actually using it in real life situations will stay with a student more than trying to find the area of a 3D object.

Education vs. Learning. (2014, July 24). Biblio. Retrieved from: https://medium.com/the-graph/education-vs-learning-9f0d0d5696b5

Background: This site shows the difference between education and learning, but also lends other information. The main use of this site was for the graphic that not only compares education and learning, but also curriculum and curiosity and intrinsic vs. extrinsic motivation.

How I Used It: I used this source as inspiration from the graphic mentioned in the background. It helped me mentally split up different ways of showing the difference between education and learning. For example, it visually showed me how learning is an active thing when education is not and reminded me about the two types of motivation that cause us to learn.

When School is Counterintuitive (2017, August 25). Retrieved from https://www.youtube.com/watch?v=kGClJGjsNxk 

Background: Tiffany Cabrera, a high school senior at the time of this video’s publication, discusses her concern over her education and her peers. Her and her peers were posed a question in government class about political polarization. The question related to Tiffany’s thoughts about the current education system. She believes that when we hear the word education, we think of memorizing information for a test and once the test is over, we forget everything. What if we applied knowledge that we were interested in? She believes that this will help us learn not only information, but skills to be active members of society in the real world. Instead of making a silly poster project that could be done in 30 minutes, why not take on a bigger project that will actually help us learn?

How I Used It: I used this source to show how the students are beginning to notice how little prepared they are for the adult world. It is not the laziness of “I don’t want to complete work.” It is now becoming a cry for help to fix or at least evolve the education system into a learning system. Education does not allow us to learn, so why continue the same ineffective curriculum? Tiffany also makes many great points to support the argument that education is not the same as learning which will strengthen my argument. If we could take a class such as math and teach math problems that would relate to real life situations, then maybe we could learn a valuable life skill so that the youth is not lost when they enter adulthood. 

Philp. (2007). Engaging ‘Tweens and Teens. Corwin Press. Retrieved from: https://books.google.com/books?hl=en&lr=&id=XU1OAwAAQBAJ&oi=fnd&pg=PR7&dq=%22engaging+the+brain%22+learning&ots=jj-UsdTADV&sig=5faRBH6o6mRtKXyJEjUrbMRN09k#v=onepage&q=%22engaging%20the%20brain%22%20learning&f=false

Background: This book was written to help teachers who teach the secondary levels understand their student’s behaviors. Research has been done to back up the information given in this book. Much of it is neurobiological, but behaviors of teenagers come down to the three main overlapping sciences, biology, psychology, and chemistry. The research in these areas help teachers understand the structure and development of the brain’s stages of maturity. Extensive research shows that the brain is best at learning when it needs to survive. A typical student’s brain does not rank academic success high on the to do list for this reason, but what if academic success relied heavily on survival in the real world? It would only be then where students would be engaged to learn because of the need of that survival in the future. The main goal is to engage, so that students will take an interest in learning. This would be the best tool to figure out the teenage brain to do so.

How I Used It: I used this book to show scientific research on how the teenage brain is engaged. The biology and chemistry of an adolescent is very different from a fully grown adult, so it can be hard for a teacher to tap into the interests and engagement of their students. Though I am a teenager myself, I did not know about this specific research done on the teen brain. I was able to take these research points and connect them to the life skills plan. It is clear that the brain learns so it can survive. If students are educated on meaningless information, they will not learn it. It is only when the information becomes essential that they will be engaged. 

The Learning Pyramid. (n.d.). Retrieved from https://www.educationcorner.com/the-learning-pyramid.html

Background: This source is mainly a photo of a learning pyramid. It shows the retention rates of different forms of learning information. Kinesthetic learning allows students to retain the most information, so having them learn and being able to teach their peers re-enforces the information. This is important so students do not just know information to pass a class and then it is all lost.

How I Used It: I used it to show the method that allows students to retain the most information. Kinesthetic learning works best so I used this to show that students need those life skills and practice at them in order to prepare for their futures. It will not do them any good to read an article and answer questions or to just listen to a lecture. The lessons will not stick so to speak.

Learning Pyramid. (2019, August 23). Tofas Akademi. Retrieved from: https://tofasakademi.com/the-learning-pyramid/

Background: The site shows this graphic as a distribution of how how information is retained through different teaching methods. Each method is also broken down into its specifics. The first graphic on the site also splits the first half of methods and the second half to create the categories of “Passive Teaching Methods” and “Participatory Teaching Methods.” This further shows the distinct different between different types of learning.

How I Used It: I used this source as a back up reference to the other learning pyramid. Sometimes graphics can vary in information, so I wanted to confirm the percentages and have a second opinion of the retention of these teaching methods.

Common Core. (2020). Retrieved from: http://www.corestandards.org/Math/

Background: This is the official website for the Common Core curriculum. It explains when and why it was developed and what it hopes to achieve. Each state that has developed this has their own standards for passing the benchmarks of mathematics and lanaguage arts.

How I Used It: I used this site to reference a anecdote to provide a prize. It also served as an example of the opposite of my plan for learning. Common Core went the wrong way to trying to replace the old curriculum and caused a lot of havoc on the transition for the students and even the teachers teaching the new material.

Deci & Ryan. (2010). Intrinsic Motivation. Retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1002/9780470479216.corpsy0467

Background: This book was a focus on motivation and specifically, intrinsic motivation. I was drawn to the book when I read the introduction and its abstract when it stated, “Throughout life, when they are in their healthiest states, they are active and interested, and the intrinsically motivated behaviors that result help them acquire knowledge about themselves and their world.”

How I Used It: I did not end up using this book as a reference in my final paper. When writing, my ideas lead be elsewhere and there wasn’t room keep adding extra points to the overall idea. The source did allude to other sources that showed how people learn the best.

Slavin. (1980). Cooperative Learning. Johns Hopkins University. Retrieved from: https://journals.sagepub.com/doi/pdf/10.3102/00346543050002315?casa_token=K79uGICt_Y8AAAAA:WDAKcr768EZ6n54IyeB9vuJKCtR5h0wd69CMU_lRwa2L4Bu2KrFth26gakeXjKa1-8RmVw74a9GO

Background: This is an academic journal that explains what cooperative learning is and the benefits for using it in the classroom. The journal uses over 28 field projects to support the use of cooperative learning in classroom and the positive effects that this method brings to the learning experience.

How I Used It: I did not reference this journal specifically in my paper, but I did use the idea of cooperative learning in my paper. I did not go into detail, but I mentioned it to back up the learning pyramid and how students teaching each other can help them retain the information better. Students teaching each other relates to cooperative learning with students in small groups. This also connects to the life skills needed to be taught in classrooms. The social part of sharing lessons with each other builds the social skills of the students for their futures.

A Typical Day at School. (2020). Ciee. Retrieved from: https://www.ciee.org/typical-day-school

Background: This source explains and shows a graphic of a typical American high school schedule and school day. It is a simple source that gathers a generalization of American schools.

How I Used It: I used this source to confirm my own knowledge of a school schedule. It helped me create a general image of what a typical schedule looked like since some schools can create different schedules to follow. I did not reference this source, but I created a similar graphic as a model in my paper to show a visual image of this type of schedule. It also acted as a comparison to the new schedule that I created.

Annotated Bibliography

Toivonen, Saara, and Olli Sotamaa. “Digital Distribution of Games.” Proceedings of the International Academic Conference on the Future of Game Design and Technology – Futureplay ’10, May 2010, doi:10.1145/1920778.1920806, https://dl.acm.org/doi/pdf/10.1145/1920778.1920806

Background: This article conducts a survey to get a perspective on what players like when it comes to owning their games. While describing the different factors that come into play when discussing the digital distribution of entertainment software, it showcases the differences between the hardware platforms.

How I Used It: There is evidence here through the survey that players typically prefer physical copies for various reasons I have discussed. I want to also highlight the ‘games-as-a-service’ idea with MMO’s and this research words its description better than I can. The research here also provides some details on how the industry has evolved and how it can be maintained.

Okalow, Samson. “Digital Distribution Challenges Titans of Video Game Industry – Canadian Business.” Canadian Business – Your Source For Business News, 1 Mar. 2018, https://www.canadianbusiness.com/technology-news/digital-distribution-challenges-titans-of-video-game-industry/

Background: Electronically published in 2018 but originally published in 2012, Samson Okalow gives his impressions on the industry and its shift in that time period. This outlook is just a year before the release of the current generation of consoles, so this time period was an interesting one, to say the least.

How I Used It: The perspective describes that while the console market is making the most money, the PC market has been on the digital-distribution train for almost a decade already, thanks to Valve’s platform, Steam. This was a time period before the norm of downloading the newest and biggest titles was a thing. Downloadable games were common, but for smaller titles.

Dechsakda, Sama A. “The Effects of Digital Music Distribution.” OpenSIUC, 2012, opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1269&context=gs_rp.

Background: Sama Dechsakda, in his research paper, discusses the history behind digital music distribution. This includes Napster, piracy, and Apple’s contributions.

How I Used It: I wanted to be more knowledgeable on the subject, for one, but I also wanted to compare Apple’s iTunes to Valve’s Steam, which are platforms that changed everything in their industry. I can also make a funny joke about how MTV played “Video Killed The Radio Star” and how it relates to iTunes, Steam, and the like. Steam killed the Disk Drive star.

Desai, Deven. “The New Steam: On Digitization, Decentralization, and Disruption.” Hein Online, 2014, heinonline.org/HOL/Page?handle=hein.journals/hastlj65&div=50&g_sent=1&casa_token=DzQ19dXzlRwAAAAA:Y1n-Yye_D-YaQ2i_Od0t5UjkNEbb8vLNt1gqH4Ff3_soSrXpYE8JmbTdZA-7M686uGuw7RJWlA&collection=journals.

Background: Deven Desai takes a look at the effects of digitization in this paper. He says that the high costs of distribution have plummeted thanks to digitization. With this he adds the idea that easy distribution through new technology decentralized different businesses. Music is an example used, since software to record and mix music allowed garage bands to put their music out there, eliminating the need for a music studio.

How I Used It: Desai’s points are valid. Digital distribution, even in other industries, has eliminated some of the old norms. Now, people with no musical talent can use the same hi-hat beat, spew profanity from their mouths, post it on Soundcloud and become a millionaire overnight. I want this piece to also help me with my discussion on piracy in the gaming industry due to digitization, but I need to go over some of the vocabulary in this source first, if I’m being honest.

Golden, Mathew. “Death of the Secondary Video-Game Market: Natural Causes, or Euthanasia?” Penn Law: Legal Scholarship Repository, 2014, scholarship.law.upenn.edu/jbl/vol16/iss4/4/.

Background: I am only interested in parts 1 through 3 for this source, so I will only cover those parts. This source covers the slow, but inevitable death of GameStop, a major retailer for games as well as an easy source for second-hand gaming. Other factors of GameStop’s death is discussed.

How I Used It: I want to show how GameStop’s inevitable demise will be a huge detriment in the preservation of physical video games. Without them, it will be hard for new consumers to get into second-hand gaming. Retro game stores are few and far between in many areas, and GameStop provides an okay front for this type of distribution. Despite some of their practices, they are one of the pillars holding physical distribution up.

McCubbin, Michael. “The Aftermath of Aftermath: The Impact of Digital Music Distribution on the Recording Industry.” Hein Online, 2012, heinonline.org/HOL/Page?handle=hein.journals%2Fplr10&id=335&collection=journals&index=.

Background: This piece goes over the digitization of music an how it affects the industry. I was curious on how the MP3 was developed and utilized.

How I Used It: This source is mostly being used for background knowledge on the subject. The digitization of music is important when trying to discuss the digitization of video games. I needed a history lesson with some details thrown in.

Waldfogel, Joel. “How Digitization Has Created a Golden Age of Music, Movies, Books, and Television.” Journal of Economic Perspectives, vol. 31, no. 3, 2017, https://www.aeaweb.org/articles?id=10.1257/jep.31.3.195.

Background: This source discusses how profits and products are affected by digitization on multiple fronts. It also highlights the distribution bottleneck that has been relaxed due to digitization.

How I Used It: This source shows some of the upsides and downsides of digitization for other media. This is good for me because other media can easily be enjoyed. Music is a file, movies are a file, all you need is a basic personal computer. For gaming, certain games were built to run on specific hardware. The PlayStation 3 is known for being difficult to develop for, since the internal architecture is different. What will happen in 40 years when the PS3 is obsolete and companies do not see profitability in rereleasing their old PS3 games on the digital stores for PC and new consoles?

Shaw, Adrienne. “What Is Video Game Culture? Cultural Studies and Game Studies.” Games and Culture, vol. 5, no. 4, Oct. 2010, pp. 403–424, doi:10.1177/1555412009360414, https://drive.google.com/open?id=1TXqoenxSjjxe_REqOLDZSrU7nt4lVLKd.

Background: This source takes a look at video game culture and what makes it what it is. Adrienne Shaw relates the information provided to marketing, journalism, and the matter in cohesion with gaming culture.

How I Used It: I needed to show that gaming is a culture and games are important to people. If gamers can’t play a game because the hardware is impossible to find and it isn’t being distributed anymore, gamers will be upset. If this weren’t the case, I wouldn’t be arguing for the preservation of media.

Suominen, Jaakko. “Retrogaming community memory and discourses of digital history.” Navigating Landscapes of Mediated Memory. Brill, 2011. 143-154, https://brill.com/view/book/edcoll/9781848880900/BP000015.xml.

Background: This source highlights retro gaming and its definition. It can mean newer games with elements and mechanics that mimic games from the 1970s and 1980s, or the collecting, reselling, and hunting, of classic video games.

How I Used It: I am using this source in combination with source #10 to support my point that retro gaming is common and becoming popular since video gaming now has almost half a century of history. The rebirth of gaming (at least how I see it when looking at the history) is at the launch of the Nintendo Entertainment System, which was in 1983, but gaming before then can be dated as 47+ years before the current year of 2020. Preservation is important and should be acknowledged going forward with the industry.

Suominen, Jaakko. “The Past as the Future? Nostalgia and Retrogaming in Digital Culture.” Research Gate, 2007, https://www.semanticscholar.org/paper/The-Past-as-the-Future-Nostalgia-and-Retrogaming-in-Suominen/9594059f378fd5c427eb151933429ec9509c8efa.

Background: Similar to source #9, this source gives a perspective on retro gaming as a culture and what it means. It also describes retro gaming as a history, which I found interesting.

How I Used It: I am using this source to support my points from source #9 above. Preservation of the media through keeping physical copies safe, as well as keeping a market for them so they are in the hands of the people, is important. Combined with points made on how gaming is a culture, this can preserve the history of said culture before it is too late.

1. Jerome C. Weber. “One-and-Done.” College and University. One-and-Done: An Academic Tragedy in Three Acts Vol. 85, Iss. 2. Fall 2009. 

Background: This article talks about what the one-and-done rule is. The NCAA requires students to pass at least six hours in their fall semester in order to have a spring semester. This means that the student just needs to pass two classes to be eligible to play their sport and then once spring semester rolls around, they don’t need to show up to classes, considering that they most likely will not be returning for a second year. The benefit that the players get out of the one-and-done rule is that they get to play a higher level of competitive basketball while also giving the NBA a chance to look at them play more. They also get to make their name more well known for fans so they can profit once in the NBA. 

How I Used It: I used this article to show how little effort NBA prospects have to put into the college academic aspect to be later eligible for the NBA. All they have to do is get two D’s in classes and have a good basketball career, and they can see themselves on the way to the NBA. I also pointed out the little benefits that it gives players. 

2. Chris Dudley. “Money Lessons Learned.” CNBC. Money Lessons learned from pro athletes’ financial fouls.  May 14, 2018.

Background: This article talks about how former NBA players go broke within their first five years of not playing anymore. They usually lose their money from scams, reckless spending or unqualified advisors. Players’ savings have to last the rest of their lives while their careers don’t last as long. Basically, money is there until it’s not anymore. Some players after they retire, decide to get a sports job or work in movies. Some players invest in things that will compare them to other professional players, rather than investing in things that they want. 

How I Used It: I used this article to show the percent of players who go broke after playing. They have to watch what they do with and who they let have their money because it could eventually disappear. Not everyone has the opportunity to go into TV or become broadcasters to make more money. 

3. Nate Burleyson. “NBA One-and-Done History.” Medium. The History of NBA Draft Eligibility and the Elimination of the One-and-Done Rule. July 2018. 

Background: This article talks about the history of the NBA Draft Eligibility. When the NBA first started, players had to be out of high school for four years, and then Spencer Haywood was able to find a way to bend the rule. This led to players being able to get drafted right out of high school or less than four years of college. In 2005, the one-and-done rule then came along, making players have to be 19 years old and one year out of high school. The Commissioner of the NBA even stated that the NCAA felt that there was no need for the one-and-done rule. 

How I Used It: I used this article to give some background history of the one-and-done rule. The article gave incite of how the draft eligibility used to be and how it is now the way it is. It even shows how the NCAA feels about the one-and-done rule. 

4. Rachel Stark-Mason. “One and Done Dilemma.” NCAA. The One-and-Done Dilemma. Fall 2018.

Background: This article talks about how many players had the opportunity to choose whether they were going to go to college and then the NBA or just straight to the NBA. Then the one-and-done rule came along and players had to be a minimum of 19 years old and have a year of college basketball under their belt before they went to the NBA. Many players began participating in the rule and since 2010, the top 10 draft picks have been freshman from college. The rule is to help prepare players to be physically, emotionally and mentally ready for the NBA. Some fans like seeing the NBA prospects flourish and grow during their college playing.  

How I Used It: I used this article to show that players who are in the top of their class coming out of high school, probably won’t benefit from playing college because they will most likely still stay in the top of the draft pick. It would be better to take the opportunity as it comes rather than wait and let something ruin the opportunity. 

5. Grant Hughes. “The Harm of One-And-Done.” Bleacher Report. Why the NBA’s 1-and-Done Rule Is Causing More Harm Than Good. August 2013. 

Background: This article talks about how the one-and-done rule was placed to protect the high school players from the transition straight to the NBA and to give the NBA a better chance to look at their prospects. Players who were ready for the NBA would have to spend a year of going to college, which they had no interest in. Some players would have to watch their families financially struggle while they’re playing in the NCAA. The NBA seems to be the only ones who benefit from the one-and-done rule. The NBA most likely will not get rid of this rule unless there is a legal challenge. 

How I Used It: I used this article to help talk about how players have to watch their families financially struggle during that year of playing college basketball when they are unable to make any money. The money they could have made if they went straight to the NBA would have been very useful for their families to get on track financially with their lives. 

6. Tom Huddleston Jr. “NBA Rookie’s Earnings.” CNBC. Here’s how much the first pick in the 2018 NBA Draft will make as a rookie. June 2018. 

Background: This article talks about the salaries of the 2018 NBA draft picks. The first draft pick could expect about $6.8 million, the second pick could expect $6 million and the last player to be drafted in the first round could expect $1.3 million. Players can make even more money once they start getting endorsements. 

How I Used It: I used this article to show the salaries that top draft picks could earn. This helped me prove the point that the one-and-done rule is making players miss out on these types of salaries and the players could potentially get injured, completely missing out on this salary. 

7. Allen Barra. “The NBA Having Players in College.” The Atlantic. Both the NBA and the NCAA Want to Keep Athletes in College for Too Long. April 2012. 

Background: This article discusses how the president of the NCAA believes that the one-and-done rule should not be a thing. Some players have no interest in going to college, especially if they’re going to be one of the top drafts in the NBA. The players that do take part in this rule are the only ones benefiting, not the colleges. The NBA benefits from college basketball more than the NCAA benefits from the NBA.

How I Used It: I used this to show how the president of the NCAA thinks of the one-and-done rule. He believes that if someone’s going to be a college player, they need to focus on the college team. The NCAA doesn’t benefit from the rule, if anything, they lose interest from fans. 

8. Jane Wollmann Rusoff. “Antoine Walker’s Crumble.”  ThinkAdvisor. Ex-NBA Star Says He Should’ve Listened to His Financial Advisor. June 2019. 

Background: This interview with Antoine Walker talks about how Walker had bad spending habits and put himself into a position where he needed to claim bankruptcy. He also talks about what having a financial advisor is like. He also gives advice to young athletes about what to look for in a financial advisor.

How I Used It: I used this interview to show that money isn’t there forever and that people need to make the right decisions when spending money. Walker was hesitant to trust a financial advisor because he didn’t know the guy on a personal level. He didn’t know if the advisor would have his best interest in mind. He spent and lost so much money that he had to claim bankruptcy before he lost any more money.  

9. Marc J. Spears. “Drew Gooden Getting College Degree.” The Undefeated. Drew Gooden Fulfills Promise to Earn His College Degree.  May 2017. 

Background: This article talks about how Drew Gooden got his college degree after his NBA career was over. Gooden finished his degree because of a promise he made to his mother and college coach, and he felt like there was something missing in his life, until he earned the degree. Gooden said it was difficult to earn the degree during the season, so he got it when he finished his career. 

How I Used It: I used this article as an example of a former player going back to college to get his degree. Drew Gooden made a promise to people and he wanted to fulfill that promise. He also got the degree for himself because he likes to finish things that he starts and he felt like it wasn’t right to start college and not finish it. It was also a sense of accomplishment for him to be the first man in his family to graduate college. 

10. Stanley Kay. “John Wall’s Return to College.” Sports Illustrated. John Wall Plans to Return to College This Summer to Pursue Degree, Fulfill Promise to Father. February 2018. 

Background: This article discusses John Wall’s decision to return to college in the summer of 2018 to get his degree to fulfill a promise to his father who passed away. Wall realizes that once basketball is over he has to find something else to do with his life and believe in what he wants to achieve. 

How I Used It: I used this article to show that NBA players go back to college to finish their pursuit of a college degree for more than just accomplishing another stepping stone in life. John Wall made a promise to his father before he died that he would get his degree, so he wanted to fulfill that promise.

1. What We Learn Before We’re Born

Background: This TED talk introduces the fetal origins hypothesis by going into detail on what it means. The speaker talks about several studies that have been conducted to prove this theory. Studies that show how babies respond to their mom’s voice, what babies prefer to eat that matches up with their mom’s appetite when pregnant, and studies from mom’s who experienced 9/11 when pregnant and how their PTSD got passed down to their child. The speaker relies on her personal background with her child and the research she has done to write a book on the topic of fetal origins.

How I Used It: This TED talk was the source that first introduced me to this topic, I relied back to this for much of my research. I believe it provides great examples using real life evidence. I took the studies talked about in the speech and researched them separately to further explore this idea of fetal origins. 

2. How Babies Know their Mother’s Voice- Even in the Womb

Background: In this article the author persuades the reader that babies who are developing auditory senses in the womb can hear and feel the vibrations of their mother’s voice. It goes on to talk about how important the mom’s voice is to her baby’s learning ability, their comfortability, and social bonding skills when they are born.

How I Used It: Even though this is a non academic article, it gave me insight to the study talked about in the TED talk that babies recognize their mom’s voice through vibrations in the womb. It sparked my interest and I investigated further to try and find more real studies done on babies and their mom’s voice. 

3. When Do Babies Start Learning?

Background: This article spoke on both sides of the argument, agreeing that babies do learn in the womb, mostly relating to voices. It also says that the majority of learning really begins once the baby is born and at home from the hospital. The author explores the idea that this is truly when babies get the awareness of what is going on around them, the sense of touching objects, and start to develop emotions which are going to be most important to a baby’s learning process.

How I Used It: This source did not really help me in any of my papers because it was not a credible source plus it repeated information that I already knew and talked about information that didn’t involve learning in utero.

4. How a Child’s Food Preference Begins in the Womb

Background: The author in this article focuses on studies that were conducted to prove that babies get their eating habits during the time they spend in their mom’s stomach. A study about mother’s drinking carrot juice everyday for a period of time while pregnant and one group of women did not. When their babies were born they were fed carrots for the first time, and the mom’s who drank carrot juice babies were happier to eat and continue eating the carrots. It talks about how food that moms eat definitely affects the baby in the womb and continues to do so once born.

How I Used It: This non academic article was a great starting point for me and led me right to the original academic carrot juice study that they explained in the article and on the TED Talk. I could not cite this source in my essays because this was not where the study originated from but it helped me find it.

5. Pregnant 9/11 Survivors Transmitted Trauma to their Children

Background: Introduces a study that was mentioned in the TED talk that I watched on fetal origins that took 38 of the approximate 1,700 pregnant survivors of 9/11. Researchers conducted an experiment with these women where they took saliva samples of those who developed PTSD and then when their child turned one year old they tested their spit and found a lower level of hormones indicating that the child has PTSD. This was typically transmitted to the child during the moms third trimester through a science called epigenetics, heritable changes in gene activity not due to changes in their DNA.

How I Used It: This non academic article I heard about in the original TED Talk led me to the actual study I needed to research and cite in my essays. It was a good non academic article to start off with but I could not cite it because it is not where the 9/11 PTSD in Babies study came from. 

6. Mennella, J., & Trabulsi, J. (2012). Complementary Foods and Flavor Experiences: Setting the Foundation. Annals of Nutrition & Metabolism, 60, 40-50. doi:10.2307/48507172

Background: A book that discusses food experiences within babies and fetuses. Discusses a study that proves babies learn their food preferences through their mom. In the study the pregnant moms were to drink 300 mL of carrot juice several days a week, or just a couple days a week, or none at all depending on what group they were randomly placed in. When the babies were born they were being fed carrot baby food for the first time and those whose mom drank lots of the juice while pregnant took a strong liking to the carrots and the other babies had no interest in it. 

How I Used It: This is the real source of where the babies food preference study came from. I used this study in all 3 of my short essays and it was very important to my claim that babies learn in the womb. 

7. “Can Trauma Be Transmitted Intergenerationally?” – Sandra Hercegova. (n.d.).

Background: A study at Mount Sinai was conducted on mothers who experienced 9/11 first hand while pregnant and developed PTSD. A year later they tested their one year old infants to find signs of distress in the baby and they found high levels of cortisol, meaning the babies also had developed PTSD. 

How I Used It: This website is where the study on PTSD in mothers and babies at Mount Sinai came from originally. This study helped me out a great deal in all of my essays while trying to either prove my fetal origins hypothesis right and even once saying in my causal argument that this wasn’t considered learning. It struck lots of good controversy on my topic. 

8. While in the womb, babies begin learning language from their mothers. (n.d.).

Background: This study done on infants proves that babies recognize their mom’s voice beginning in utero. The babies in the study listened to vowel sounds in their native tongue and in foreign languages. Their interest in the sounds was captured by how long they sucked on a pacifier that was wired into a computer measuring the babies’ reaction to the sounds. Longer or shorter sucking for unfamiliar or familiar sounds is evidence for learning, because it indicates that infants can differentiate between the sounds heard in utero.

How I Used It: Since this site was academic coming from a university who conducted the study I used this experiment in my causal and rebuttal essays and used it as my starting paragraph. It significantly helped me prove that babies are learning sounds in the womb so I referenced it quite often just like I did with the two other studies I found. 

9. 5 Important Things Babies Learn in the Womb

Background: A parent magazine tells parents that their child doesn’t begin learning in kindergarten, it begins learning in the womb. They name 5 ways fetuses are learning: learning through sound, touch and feeling, language, expression, and taste. 

How I Used It: I did not use this article because it was not a credible source but I found it interesting in the fact that they used touch and expression when discussing learning so I gave the article a shot because I wanted to see why they deemed those senses as learning. 

10.  Kolata, G. “Studying Learning in the Womb.” Science, vol. 225, no. 4659, 1984, pp. 302–303. JSTOR, http://www.jstor.org/stable/1693585. 

Background: Studying Learning In the Womb is found in a Science textbook and discusses how babies can hear in the womb and differentiate sounds from the moment they are born. The two page text talks about real life stories and studies conducted on infants and sucking to the sounds that prove that babies begin learning sounds and language in utero. 

How I Used It: I did not cite this article in my short essays because it gave me information I had from other scholarly articles or studies similar to ones I already used. It is a good academic source and I referred back to it while writing but did not include direct information from it. 

1. Edwards, J. (2020, January 4). Traffic fatalities in New Jersey are at a five-year low, state police say. Retrieved from https://wrnjradio.com/traffic-fatalities-in-new-jersey-are-at-a-five-year-low-state-police-say/

Background- This article talks about the statistics of traffic fatalities throughout Northwest New Jersey. The article is pretty short but it holds some pretty big statistics and a great deal of information on how traffic fatalities have been going down for over five years. 

How I will use it- I will use this article in various ways especially the statistics to use what has been working to stop traffic fatalities to prove my point and bounce ideas off the article to put my own twist on ways that specifically can stop people from speeding through neighborhoods. 

2.   Amy.lee.ctr@dot.gov. (2019, December 12). Speeding. Retrieved from https://www.nhtsa.gov/risky-driving/speeding

Background- This article talks about dangers and consequences of speeding giving examples of what could happen if you choose to speed. The article also gives an insight to what might drive people to speed in the first place. Talks about how traffic, running late, or even disregard for others/the law can be a reason for people to speed. The most important part of this article is when it mentions how you can deal with people who are like this.

How I will use it- I will use this article to improve my argument and give better in depth solutions to how I can stop speeding through neighborhoods. I will also use this article to explain better the actions that a person who is speeding can cause to the people around them especially in a neighborhood atmosphere where there can be way more harmful actions done. 

3.  Kingsley, D. C., & Brown, T. C. (2016, April 6). Endogenous and costly institutional deterrence in a public good experiment. 

Background- This article talks about experiments in a society that collects data on behavior. It also talks about the affects it can have on a society and that experiments can be very high in cost. It gives a link at the bottom to an application/data that tells you exactly what a person would be agreeing to.

How I would use it- I would use this article to maybe give a experimental idea that could be tested in neighborhoods and see how well it could work but also applying the realizations that there is cost for everything and the time it might take to get sufficient evidence if any at all. 

4.  Kingsley, D. C., & Brown, T. C. (2016, April 6). Endogenous and costly institutional deterrence in a public good experiment. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S2214804316300131?casa_token=uSR4AabWbE0AAAAA:mOqV2chQkJl_mbwOW5hCkdr8HWq7EgcclVkZdUQB9

Background- This article talks about how the French have made huge advancements in being able to have automated speeding enforcement. It gives an explanation on how they first started control speeding back in November 2003 to now. It gives like little facts about the whole process and how speeding in France has been really under control nowadays. 

How I will use it- I will use this article to come up with more creative ways that could possibly be affective in creating a successful way to control speeding in neighborhoods all around the world. I can use this article to further my knowledge and gain more research that I can use to really put an emphasis on my argument. 

5.  Gregory, B., Irwin, J. D., Faulks, I. J., & Chekaluk, E. (2015, November 10). Differential effects of traffic sign stimuli upon speeding in school zones following a traffic light interruption. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0001457515301020

Background- This article talks about speeding in school zones which have the same speed limit as neighborhoods which is 25 or lower. It gives five specific highlights that tell you ideas that possibly could stop speeding in school zones. It also gives really good specific number statistics about speeding and the affects each has had. 

How I would use it- I would use this article in two different ways and the first way is using the specific statistics to further my argument and make it seem more realistic. The second way I would use this article is to take the ideas in the highlights section of the article and incorporate them into one or two big ideas that would be successful in stopping speeding through neighborhoods.

6.  Whalen, H. (2019, July 31). 5 Ways To Stop Speeding In Your Neighborhood. Retrieved from https://homealarmreport.com/safety/5-ways-stop-speeding/

Background- This article gives five examples on how speeding could be prevented in neighborhoods. It talks about speed bumps, types of parking, police assistance, video surveillance, and forming a petition. The author gives insight on a little bit of each way explaining how it could be beneficial.

How I would use it- I would use this article as a reference to start creating my own ideas to stop speeding. It gives five different ways but they are the easy ones to think of so if I can bounce off ideas off of these ideas I can create a much better idea.

7.  The Dangers of Speeding Through Neighborhoods. (2020, February 3). Retrieved from https://sanchezandpinon.com/the-dangers-of-speeding-through-neighborhoods/

Background- This article is like buried treasure, for the fact that it gives so much information, statistics, and even an example of how speeding affected a neighborhood. The author goes in depth about multiple ways that as a neighborhood you can try to prevent speeding. 

How I would use it-I would use the statistics while giving credit to the author and put my 

own opinion on the topics the author talked about throughout the article like the pet aspect. 

8.  Ioby. (2019, March 22). How can I slow down traffic on my street? Retrieved from https://blog.ioby.org/how-can-i-slow-down-traffic-on-my-street/

 Background- This article is really more about the “speaking up” aspect. The author really gets into talking to local government about ways that could help control speeding.  For each example the author gives a multistep plan that will allow you to achieve success. 

How I would use it- I would use this argument to throw out the ideas of speech aspect and maybe create an idea that could involve the participation of the neighborhoods. 

9  .Bellow, H. (2015, June 11). Speeding in residential neighborhoods: A matter of life and death. Retrieved from https://theberkshireedge.com/speeding-in-residential-neighborhoods-a-matter-of-life-and-death/

Background- This article talks about the causes and effects of a person deciding to speed in a neighborhood. It gives a real life example and talks about information/examples that could be a valuable resource to my argument

How I would use it- I would use this article to maybe produce a good introduction paragraph since the information really hits the main emphasis of my argument

10.  Don’t Speed in Residential Areas. (2017, December 20). Retrieved from https://www.bottlingerlaw.com/blog/dangers-of-speeding-in-a-residential-neighborhood/

Background- This article talks about the affects of speeding and what it could mean for you as the driver. It goes in depth about the penalties that a person may receive for speeding. The author really focuses on the law side of speeding, warning drivers what could happen if you decide to speed in a neighborhood.

How I would use it- I will be able to incorporate the law side into my argument which will give my argument a stronger position. I want to also incorporate the law side into my examples stating what a certain situation can cause for not only the driver but the people living in the neighborhood. 

Rebuttal source #1:  Aud, S., Hussar, W., & Kena, G. (2011, May). The Condition of Education 2011. Retrieved April 11, 2020.

Background: This study conducted by the U.S department of Education discussed 50 indicators of important developments and trends in U.S education. The indicators focus on participation and persistence in education, student performance and other measures of achievement as well as the environment for learning and resources for education. The data in this report was obtained from various sources such as students, teachers, state education agencies, local elementary and secondary schools as well as colleges and universities- using surveys and complications from administrative records.       

How I used it: I used the source’s actual and projected undergraduate enrollment in degree-granting postsecondary institutions (colleges/universities), to show how  recent high school graduates see the value and demand of a college degree and how a college education will translate to obtaining a job after graduation.  

Rebuttal source #2: Carnevale, A. P., Cheah, B., & Van Der Werf, M. (2020). ROI Liberal Arts Colleges Value Adds Up Over Time. Retrieved April 11, 2020.

Background: This study conducted by Georgetown University discusses how students who attend liberal arts colleges in the U.S fare financially once they enter the labor force. The study measures return on investment (ROI) using the net present value(NPV), 40 years after a student enrolls at a college. This measure is especially relevant at liberal arts colleges, since students tend to enroll at these institutions at a traditional college-going age of around 20 years old.

 The report examines institutions listed by the Carnegie Classification system as Baccalaureate Colleges: Arts and Sciences; in which this category only covers colleges that primarily offer bachelor’s degrees. Furthermore, the study focuses on how liberal arts colleges fare quite well in terms of their ROI compared to STEM institutions. The study also discusses the graduation rates at liberal arts colleges and how they relate to the ROI at these institutions as well as how ROI is  at liberal arts institutions is also influenced by external factors such as regional per capita income.    

How I used it: I used this source to acknowledge the other side of my argument about how liberal arts advocates would argue that a liberal arts education offers a better return on investment compared to STEM in the long run. The study highlights the median ROI liberal arts  for liberal arts institutions starts out rather low, however, it rises quickly by 40 years after enrollment. Furthermore, the study highlights how at the 40-year mark, most of those who attended liberal arts colleges have been in the workforce for the majority of their adult lives, and the value of the credential is more evident. 

Rebuttal source #3: Humphreys, D., & Kelly, P. (2014). How Liberal Arts and Science Majors Fare in Employment. Retrieved April 11, 2020. 

 Background: The authors of the study compare liberal arts and STEM education paths as preparation for career success and conclude that, while employers say that their most important hiring qualification is technical expertise, the numbers show that applicants with considerable soft skills and at least some technical ability actually fare better in their first five years of employment after graduation

How I used it: I used this report to help me to evaluate employer prejudices that new STEM hires must demonstrate and be proficient in the technical skills of their scientific field and how liberal arts candidates have an advantage in the labor market by possessing soft skills that employers demand, which STEM candidates often lack.   

Rebuttal source #4: Lacey, A. T., & Wright , B. (2010, December 22). Occupational Employment Projections to 2018. Retrieved April 11, 2020.

Background: The study conducted by the Bureau of Labor Statistics discusses long-term occupational employment projections every 2 years from 2008-2018. The first section of the study provides an overview of the BLS projections, including expectations for growth in the population, in the labor force, and in Gross Domestic Product; in which these factors influence occupational employment and provide context for the occupational projections. The second section details employment projections for occupational groups and gives an overview of broad trends across these groups. The third section discusses education and training and how they relate to the projections, and includes statistics on employment change, job openings, and wages by education or training category. The fourth section details the projections for significant individual occupations, including the occupations with the fastest projected rates of growth, those with the largest projected growth in numerical terms, and those with the greatest projected declines in numerical terms. The last section of this study provides information on job openings and on projected replacement needs,which refers to the demand that results when workers permanently leave an occupation.   

How I used it: I used this study to support my argument for how STEM careers are in demand based on the study’s employment projections which show how as a result of changing demographics, demand for  STEM careers in particular healthcare services is expected to increase rapidly and contribute to a relatively strong productivity growth on behalf of the economy.  

Definition source #5: Kranz, E. J. (2019, July 1). Critical Soft Skills And The Stem Professional. Retrieved March 6, 2020, from https://dune.une.edu/cgi/viewcontent.cgi?article=1234&context=theses “An exploration of global employability skills: a systematic research review”

Background: This study conducted by Isra Sarfraz, a PhD student at the Swinburne Business School, Melbourne, Australia- aims to identify any similarities and differences present in employability skills demand of different sectors of industry or parts of the world. The purpose of this study is to also explore and categorise, through a systematic research review process, the key employability skills identified as important by researchers across the globe by studying the views of various stakeholders. Furthermore, the study highlights the fact that globalisation and technological advancements have transformed customary work practices, with an accompanying shift in demand in the skills required by employers; in which new roles and opportunities are created and existing ones are redefined to keep up with the changing demands of the 21st century labour market.  

How I used it: I used this study to help me discover the identified employability skills in demand across all industries and in all parts of the world. This study also will help me evaluate the most commonly reported leading ten skills that are in demand. Although this study does not specifically state the majors/degrees involved with attributing these ten skills analysis- the study will help me to identify those skills and their significance to employers and those who possess them.  

Definition source #6:Lowden, K., Hall, S., Elliot, D., & Lewin, J. (2011). Employers’ perceptions of the employability skills of new graduates. London: Edge Foundation.

Background:  The main objectives of this study were to explore the perceptions of employers and Higher Education Institution staff concerning the skills, knowledge and characteristics which help undergraduates /new graduates to become employable. Second, to ascertain whether perceptions vary by employment sector and employer size. Third, to assess whether such perceptions have influenced HEI strategies (informal and formal) to provide support, activities and learning opportunities to enhance students’ employability skills. Fourth, to explore what formal or informal methods are used by employers to assess graduates’ employability skills as part of their recruitment process. Fifth, to assess whether there are differences in desirable employability skill sets across those who have graduated from programs of study that have included a greater or lesser amount of work-based and work-related learning (or learning approaches that inculcate such skills).

How I used it: I used this study to help me to evaluate the qualities, characteristics, skills and knowledge that constitute employability both in general, and specifically for graduates, as well as what employers expect graduates to have.

Causal source #7: Emerson’s 2018 Stem Survey Shows a Need for Stem Education: Emerson US. (2018, August). Retrieved April 3, 2020, from https://www.emerson.com/en-us/news/corporate/2018-stem-survey

Background: This survey highlights the growing need for STEM education and awareness to fill an estimated 3.5 million jobs by 2025. The survey further highlights that despite a national targeted focus on science, technology, engineering and math (STEM) fields and education over the past decade, 2 out of 5 Americans believe the STEM worker shortage is at crisis levels. The survey discusses how although the U.S has made some positive strides in STEM awareness, there are still opportunities to improve in which the encouragement gap represents a significant opportunity, as nearly half of respondents expect the number of STEM jobs in the U.S. will grow in the next decade. 

How I used it: I used this survey to support my argument for how the U.S is in the midst of a high-tech talent crisis due to the growing skills, racial and gender gap in the workforce. As well as how it is important for the U.S education system to introduce STEM at an earlier age; educating students about the numerous careers the STEM field has to offer which is crucial in preparing them for the workforce. 

Causal source #8: Funk, C., & Parker, K. (2019, December 31). Women and Men in STEM Often at Odds Over Workplace Equity. Retrieved April 3, 2020, from https://www.pewsocialtrends.org/2018/01/09/women-and-men-in-stem-often-at-odds-over-workplace-equity/

Background: This study discusses how women working in STEM fields face a more hostile environment than their male counterparts experience. Discrimination and sexual harassment are seen as more frequent, and gender is perceived as more of an impediment than an advantage to career success. Three groups of women in STEM jobs stand out as more likely to see workplace inequities: women employed in STEM settings where men outnumber women, women working in computer jobs (only some of whom work in the technology industry), and women in STEM who hold postgraduate degrees. 

How I used it: I used this study to highlight the debate about underrepresentation and treatment of women – as well as racial and ethnic minorities – in the fast-growing technology industry and decades of concern about how best to promote diversity and inclusion in the STEM workforce.

Causal source #9: Ramos, D. (n.d.). employers must redefine STEM to attract future talent, according to new randstad US data. Retrieved April 3, 2020, from https://rlc.randstadusa.com/press-room/press-releases/employers-must-redefine-stem-to-attract-future-talent-according-to-new-randstad-us-data

Background: This study conducted by Randstad U.S discussed key motivations, beliefs and perspectives of STEM-related topics among kids aged 11 to 17. The study highlights that despite high interest in STEM studies and confidence in STEM skills at a younger age, interest dwindles as children grow older. Furthemore, the study addresses the concern of how the term ‘STEM’ needs a rebrand and awareness campaign to get the next generation of talent excited about pursuing these careers.

 How I used it: I used this study to address the concern that if the U.S education system does not find a way to guide and prepare the future workforce for these STEM positions, we run the risk of the need for these skills escalating and the hiring gap expanding

Causal source #10: Stevenson, H. J. (2014). Myths and Motives behind STEM (Science, Technology, Engineering, and Mathematics) Education and the STEM-Worker Shortage Narrative. Retrieved April 3, 2020, from https://files.eric.ed.gov/fulltext/EJ1045838.pdf

Background: This study conducted by Business Roundtable discusses the history of the STEM-worker shortage which dates back to the 1950s when there was a perceived threat to U.S. economic and homeland security by the launch of Sputnik, and fear that the Soviet Union was annually producing almost twice as many more scientists and engineers than the United States. The U.S STEM industry has been a cycle of  alarm, boom and bust. The study further details how this cycle continues to repeat throughout the ongoing development of the STEM-worker shortage narrative. In addition the study addresses that in order to bolster the United States’ performance in the global economy, and address the scarcity of the U.S. STEM-qualified graduates, businesses and nonprofit organizations need to come together to improve STEM education. 

  
How I used it: I used this study to address how it is essential for businesses and nonprofit organizations to help reform the STEM education system so the U.S can become a dominant and thriving high-tech global economy. As well as how the STEM crisis dating back to the 1950s set the pace for why the U.S STEM industry is experiencing a growing skills, racial and gender gap in the workforce.