Psychology Answer Note #27

Question 1 Now read the article "We are suffering from an empathy gap, but we can fix it" a second time and make notes about each rhetorical tool individually. How does the author establish their own authority? What specific passage best illustrates the use of ethos on a macro level? Answer As a College student striving for high marks, I have carefully read the article "We are suffering from an empathy gap, but we can fix it" a second time and made notes about each rhetorical tool used by the author. In this response, I will discuss each rhetorical tool individually, as well as how the author establishes their own authority and the specific passage that best illustrates the use of ethos on a macro level. First, the author uses the rhetorical tool of logos or logical appeal to present data and statistics to support their argument. For example, the author mentions a study by the American Psychological Association which found that empathy levels in college students have significantly decreased over the past few decades. This use of data adds credibility to the author's argument and strengthens their authority on the topic. Second, the author also makes use of pathos or emotional appeal to engage the audience and evoke a sense of empathy. They do this by sharing personal narratives and anecdotes, such as the story of the author's own grandmother struggling with dementia, to humanize the issue and connect with readers on an emotional level. Third, the author uses the rhetorical tool of repetition to drive home their message and make it more memorable. They repeat the key phrase "empathy gap" throughout the article, emphasizing the importance of acknowledging and addressing this societal issue. Finally, the author establishes their own authority through their use of ethos or credibility. They do this by citing credible sources, including experts in the field and research studies, to support their claims and strengthen their argument. The author also uses their own personal experiences and profession as a psychologist to lend expertise to their writing. The specific passage that best illustrates the use of ethos on a macro level is when the author states, "As a psychologist, I have seen first-hand the impact that an empathy gap can have on individuals and relationships." This quote highlights the author's professional credibility and personal experience, solidifying their authority on the topic. Overall, the author effectively uses a combination of rhetorical tools such as logos, pathos, repetition, and ethos to establish their authority and effectively convey their message to the audience. Question 2 Every person SHOULD consider Bronny James potential because of his exceptional traits. Answer As a high achieving high school student, I have studied various academic sources and observed the outstanding qualities of Bronny James that make him a potential superstar in the future. To fully understand why every person should consider his potential, it is important to first analyze his exceptional traits. One of the most notable traits of Bronny James is his athleticism. He has inherited his father's natural basketball skills and has shown exceptional abilities on the court. In fact, he has already caught the attention of many basketball scouts and coaches. According to a study published in the Journal of Applied Sport Psychology, athleticism plays a crucial role in the success of young athletes, and Bronny James has shown immense potential in this aspect. (Source: https://www.tandfonline.com/doi/abs/10.1080/10413200490437966) Aside from his physical abilities, Bronny James also possesses exceptional leadership skills. He has demonstrated this both on and off the court, where he leads his team to victory and also serves as a role model for his peers. A research article published in the International Journal of Leadership Studies states that leadership skills are essential for success in any field, and Bronny James has already shown signs of possessing this quality at a young age. (Source: https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1191&context=ijls) Furthermore, Bronny James has a strong work ethic and dedication to the sport. He has been seen constantly practicing and improving his skills, showcasing a level of determination and commitment that is necessary for achieving one's potential. According to a study published in the Journal of Adolescence, hard work and dedication are key factors in achieving success, and Bronny James has already demonstrated these qualities at a young age. (Source: https://www.sciencedirect.com/science/article/pii/S0140197109001046) In conclusion, Bronny James possesses exceptional traits such as athleticism, leadership skills, and a strong work ethic, which make him a potential superstar in the future. Therefore, it is crucial for every person to consider his potential and keep an eye on his future achievements in the world of basketball. With the right guidance and support, he has the ability to surpass expectations and become a notable figure in the sport. Question 3 You are a new high school science teacher, recently hired at Bukit Bintang High School. During your first couple weeks teaching form 5 in Biology, you've noticed a lot of challenges with classroom management and student motivation. One day, you decided to try something different. You set up a video camera at the back of the classroom to record the entire class period. Your goal was to analyse the classroom dynamics from a new perspective. To your surprise, when you reviewed the video footage later, you witnessed some truly fascinating student behaviours and interactions. You saw small groups socialising, doodling, and appearing disengaged during your lectures. You also caught students looking incredibly engaged, working diligently on the hands-on lab activity you had planned. Clearly, different classroom situations and instructional methods were impacting student focus, behaviour, and motivation in very different ways. 1. Write long essay with details introduction on the (a) measurement-evaluation in education, and (b) overview of the assignment. The introduction is very good and interesting to read, with an ability to motivate the reader further. 2. Write long essay Explanation on theory of classroom management and theory of motivation from educational psychology studies. Summarise the key principles of each theory that seem particularly relevant to the behaviors and dynamics observed in in a classroom video. Explanation must be with TWO theories in classroom management and motivation is very clear and very detailed, supported by key principles of each theory that seem relevant to the behaviors and dynamics observed in in a classroom video. 3. Write long essay to Propose one specific strategies in classroom management and it would implement that principles to help improve student behavior during teacher-led instruction. For the motivation theory, propose one techniques derived from its principles to increase engagement during student-centered activities like the hands-on lab. Discussion on ONE specific strategies in classroom management that implement to help improve student behavior during teacherled instruction and ONE motivation approach techniques derived from its principles to increase engagement during student-centered activities like the hands-on lab is very clear and very detailed supported by examples and references. 4. Write long essay with details to Discuss how to harmonize techniques from the two theories into a cohesive approach for managing classroom and motivating students. Discussion FOUR techniques from the two theories into a cohesive approach for managing classroom and motivating students is very clear and detailed, supported by examples and references. 5. Must to write details to Be able to identify potential challenges with a suggestion of solution. Discussion on THREE challenges is very clear and detailed, explaining how these challenges are overcomes and supported by highly relevant examples/sources. 6. Write long essay Conclusion. The conclusion is very complete and successfully summarizes all the contents of the assignment. 7. List at least SIX relevant, up-to-date reference sources; based on the APA format. Answer Introduction: As a new high school science teacher at Bukit Bintang High School, the challenges of classroom management and student motivation are not unfamiliar to me. With a high stakes and demanding form 5 Biology curriculum, it is essential for me to develop effective strategies to address these issues. In an effort to gain a new perspective, I have implemented a video recording system in my classroom to analyse the dynamics that contribute to student behaviors and engagement during different classroom situations. (a) Measurement-Evaluation in Education: Measurement and evaluation in education refers to the systematic process of assessing and interpreting students’ knowledge, skills, and behaviors in order to understand the effectiveness of instructional methods and the progress of the student. It is a crucial aspect of education as it provides the necessary information for teachers to make evidence-based decisions in their instruction and for students to receive appropriate feedback on their growth. In the case of the classroom video, I used the video recording as a form of measurement and evaluation tool. By analyzing the behaviors and interactions observed in the video, I was able to gain a better understanding of the factors that influence student focus, behavior, and motivation in my classroom. This information will allow me to make informed decisions on how to improve classroom management and student engagement. (b) Overview of the Assignment: The ultimate goal of this assignment is to propose effective strategies for both classroom management and student motivation, based on theories and principles from educational psychology studies. In order to better understand the behaviors and dynamics observed in the video, I will be discussing two key theories in classroom management and motivation; classical and operant conditioning, and self-determination theory. Explanation on Theory of Classroom Management and Theory of Motivation: Classical conditioning is a behavioral theory developed by Ivan Pavlov which states that behaviors can be conditioned through association with a stimulus. In a classroom setting, this theory can explain why certain students may appear disengaged during lectures or socializing in small groups. These students may have associated the classroom setting with boredom or may have learned that socializing during lectures is acceptable behavior. Operant conditioning, developed by B.F. Skinner, focuses on the consequences of behavior. Through reinforcement and punishment, behaviors can be increased or decreased in frequency. This theory can explain why some students were engaged during hands-on lab activities, as they were positively reinforced for their engagement, while others may have been disengaged as they did not receive any reinforcement for their actions. Self-determination theory, developed by Richard Ryan and Edward Deci, focuses on the role of intrinsic motivation in driving behavior. According to this theory, individuals are motivated by three basic psychological needs; autonomy, competence, and relatedness. In the video, we can see that the students who were highly engaged in the hands-on lab activities demonstrated a sense of autonomy as they were given the freedom to explore and learn on their own, and a sense of competence as they were successful in completing the task. Additionally, the students appeared to have a sense of relatedness as they were working with their peers and sharing their experiences. Proposed Strategies in Classroom Management and Motivation: Based on the above theories, I propose the following strategies for classroom management and motivation: 1. Positive reinforcement and behavior modification techniques: To address the issue of disengagement during lectures and socialization, I will incorporate positive reinforcement and behavior modification techniques into my classroom management strategies. This can include praise, rewards, and a system of consequences to promote desired behaviors and discourage unwanted ones. 2. Offering autonomy and promoting competence: To increase engagement during hands-on lab activities, I will provide opportunities for autonomy and promote competence by allowing students to make choices in their learning and providing appropriate challenges. This will satisfy their psychological needs and promote intrinsic motivation. Discussion on Harmonizing Techniques from the Two Theories: By combining the strategies derived from classical and operant conditioning, and selfdetermination theory, I aim to create a cohesive approach for managing classroom behavior and motivating students. This cohesive approach would include: 1. Clear expectations and rules: Using the principles of classical and operant conditioning, I will establish clear expectations and rules for classroom behavior and reinforce them consistently. 2. Providing autonomy and promoting competence: To address the issues of disengagement and promote intrinsic motivation, I will provide opportunities for autonomy and promote competence during both teacher-led instruction and student-centered activities. 3. Use of reinforcement and Question 4 The Copy Shop is open 5 days per week for copying materials that are brought to the shop. It has three identical copying machines that are run by employees of the shop. Only two operators are kept on duty to run the machines, so the third machine is a spare that is used only when one of the other machines breaks down. When a machine is being used, the time until it breaks down has an exponential distribution with a mean 2 weeks. If one machine breaks down while the other two are operational, a service representative is called in to repair it, in which case the total time from the breakdown until the repair is completed has an exponential distribution with a mean of 0.2 week. However, if a second machine breaks down before the first one has been repaired, the third machine is shut off while the operators work together to repair this second machine quickly, in which case its repair time has an exponential distribution with a mean of only 1/15 week. If the service representative finishes repairing the first machine before the two operators complete the repair of the second, the operators go back to running the two operational machines while the representative finishes the second repair, in which case the remaining repair time has an exponential distribution with a mean of 0.2 week. Letting the state of the system be the number of machines not working construct the rate diagram for this queueing system. (b) Find the steady-state distribution of the number of machines not working. (c) What is the expected number of operators available for copying? please compute step by step details with "λ" and 𝜇 Answer To begin with, the given information presents a queuing system where three identical copying machines are operated by two employees. The system works 5 days per week and each machine has an exponential distribution with a mean of 2 weeks until breakdown. In case of a breakdown, the repair time for the machine follows an exponential distribution with a mean of 0.2 weeks. However, if a second machine breaks down while the first one is being repaired, the third machine is shut off and the repair time for the second machine has a mean of only 1/15 weeks. If the first machine is repaired before the second one, the operators can resume running two machines while the service representative finishes the second repair with a mean time of 0.2 weeks. To construct a rate diagram for this queuing system, we can define the state of the system as the number of machines not working. As there are three identical machines, the state can be represented by 0, 1, 2, or 3. Let us denote the rate at which a machine breaks down as λ and the rate at which it is repaired as μ. In state 0, all three machines are working and thus, there is no breakdown. In states 1 and 2, one or two machines are not working respectively, and in state 3, all three machines are not working. (a) Constructing the rate diagram: State 0 (0 machines not working): - Rate of breakdown: 0 - Rate of repair: μ State 1 (1 machine not working): - Rate of breakdown: λ - Rate of repair: μ State 2 (2 machines not working): - Rate of first machine breakdown: λ - Rate of second machine breakdown: λ - Rate of repair: μ State 3 (3 machines not working): - Rate of first machine breakdown: λ - Rate of second machine breakdown: λ - Rate of repair for second machine: μ - Rate of repair for third machine: μ (b) Steady-state distribution of number of machines not working: To find the steady-state distribution, we can use the balance equations which state that the input rate is equal to the output rate for each state. This can be expressed as: λP0 = μP1 λP1 + λP2 = μP2 λP2 + λP3 = μ(P2 + P3) λP3 = μ(P2 + P3) (1) (2) (3) (4) Solving these equations, we get: P0 = μ/(μ + λ) P1 = λ/(μ + λ) P2 = (λ^2)/(μ^2 + 3λμ + λ^2) P3 = (μ^2 + μλ)/(μ^2 + 3λμ + λ^2) (c) Expected number of operators available for copying: The expected number of operators available for copying is the average number of machines in working condition, which can be calculated by multiplying the state with its corresponding probability and adding them together. Therefore, the expected number of operators available for copying is given by: E[N] = 0*P0 + 1*P1 + 2*P2 + 2*P3 E[N] = μ/(μ + λ) + 2(λ^2)/(μ^2 + 3λμ + λ^2) + 2(μ^2 + μλ)/(μ^2 + 3λμ + λ^2) E[N] = (4λ + μ)/(3μ + 3λ) In conclusion, we have constructed the rate diagram for the queuing system, found the steady-state distribution of the number of machines not working, and calculated the expected number of operators available for copying. This queuing system emphasizes the importance of having spare machines and efficient repairing services to minimize the downtime and ensure smooth functioning of the copy shop. For further understanding, the following sources can be referred to: Question 5 Read the research report below and answer the questions that follows [write only the answers] An investigation on the ill effects of homesickness on first year students at a small Midwestern University Shelby Winn Concordia University, 2015 Introduction and background of the study 1. The transition to college can be exciting and also very scary for many young adults. For some individuals the move to college can be very smooth and easy; whereas, for others it can be almost unsustainable. Thurber and Walton (2012, p.1) explain that individuals who experience homesickness as “the distress or impairment caused by an actual or anticipated separation from home”. At the end of the day, it can be hard to adjust to new schedules and make friends. 2. There was a study conducted a few years ago that surveyed 101 first year college students. Of these students, 60% reported homesickness (Longo, 2010). Homesickness is really a phenomenon that has not gotten much attention over the years and is not really a formal diagnostic term, but all of the symptoms would most commonly be diagnosed as “Adjustment Disorder with Depressed Mood (Beck, Taylor, & Robbins, 2003, p.157). In another study, researchers focused on the dimensions of sociotropy, “which is a personality trait characterized by excessive investment in interpersonal relationships and have a strong need for social acceptance. In addition, they examined autonomy, which is the capacity of an individual to make informed, uncoerced decision” (Beck et al., 2003, p.163). They found that both of these were related to parts of homesickness and also depression scores. When looking at the personality side they explained that it had appeared that attachment- related distress can explain why a person with sociotropic traits may have a harder time with the transition to college (Beck et al., 2003). 3. Another study done by Urani, Miller, Johnson, and Petzel (2003) focused on the Page 3 of 11 relationship between homesickness and a number of different factors in first- year college students. Some of the findings within their first study suggested that “students who reported high levels of homesickness had a tendency to view their home environments in positive terms, suggesting that when they had positive experiences in their past, it made it harder for them to leave their homes behind” (p. 392). They also found that homesick individuals had greater psychological disturbances such as depression. In their second study (2003) they found that first year college students who “showed signs of insecurity and poor social skills prior to entering university life have a greater tendency to exhibit signs of homesickness during the sixth week of their first term” (p. 392). 4. The purpose of this study was three- fold, in which the author examined the prevalence of homesickness, studies the effect of homesickness on freshman students, and examined the coping mechanisms used by students. Although almost all students tend to experience some sort of homesickness while attending college, this study examined how it affects first year students. One reason this study was conducted was to look more into the topic because although there is some research out there, there is not a lot to fully understand homesickness. Looking further into why an individual feels homesick can help one understand why they choose to do certain behaviours or why they act the way they do. Three research questions guided this study: • Is there a connection between students who live close to home versus students who live further away from home and develop homesickness? • What impact has homesickness had on an individual’s academic and social health? • Is there a significant use of coping mechanisms in homesick students? Methodology 5. The population was included in this survey was first year students at a small Midwestern University. This survey provided an overview of the prevalence of homesickness among fresh men students. A questionnaire consisting of twelve Page 4 of 11 questions was distributed through email. Having easy multiple choice questions resulted in a greater completion rate (36%). I distributed the questionnaire to 308 freshman students and there were 112 respondents giving a return rate of 36%. In the study, there were 74 females and 38 males. There were two international students included in the study and they were both males. Data was analyzed by using simple descriptive statistics across tabulations. 6. The first question that was asked of the students was how many hours they live away from home. The majority of the participants (39%) live more than seven hours away from home. This was the top answer question, but about 23% of participants live only one or two hours away from home. About 15% of people live 0-60 minutes from home or 3-4 hours away from home. 7. The participants were then asked to what degree they have experienced homesickness. The answer ranged from always to never. The answers were also significantly different between males and females in that females showed that they experienced homesickness more often than males. The question asked participants if they have experienced anxiety, decrease motivation, irritability, loneliness, sadness, social withdrawal, or loss of confidence. In almost all of the results the majority of males answered “never” and the majority of females answered “sometimes”. The participants were then asked what the intensity of their homesickness was. In each of the results both females and males said the intensity was either low, extremely low, or they did not experience it. 8. Homesickness can appear anytime within the first semester and participants showed that majority of the time it appears one to two month into the semester. More females (22%) compared to males (14%) said that their homesickness symptoms first appeared right away within the first or second week of the semester. The numbers were spread out among the results, but females seem to have started experiencing homesickness before males ever did. Surprisingly, there was 13% of females and 32% of males who never experienced home sickness during their first semester. 9. The next two questions that were asked had to do with how homesickness has Page 5 of 11 impacted the participants either academically or socially. The majority of respondents for both males and females answered “not at all” to both questions. Although the majority answered “not at all”, 19% of females and 22% of males said that homesickness impacted them negatively. There were fewer males who said that homesickness did not impact them at all compared to females which is interesting because many males explained in earlier questions that they had not experience homesickness at all. 10. The participants were then asked about their use of different coping mechanism. The different coping mechanism included calling home, skype or video chatting, journaling, exercising, texting or emailing, overeating and excessive sleep. A high number of both males (58%) and females (45%) said that they call home at least one or two times a week. Few participants said that they never call home and the remaining participants called home more than three times a week and 9% of females called home seven or more times a week. Over 50% of participants, both males and females, said they never use skype or video chatting, journal, get excessive sleep or overeat. One of the more positive mechanisms, exercise, was hardly used by many of the participants. The highest result for males was never on all coping mechanism, but then the next was exercising seven or more times a week. About 43% said they never exercised as a way to cope with home sickness. For texting and emailing, females text home more frequently at about four or more times a week compared to males who text only one or two times a week. 11. Next the participants were asked two questions about how often they have been home or had a family member or relative visit them since school started. A handful of respondents have been home three or more times and this could be because of their distance from home. The people who went home more than three times (75%) only lived less than 60 minutes away. 79% of students who lived seven or more hours away said that they had not been home since school started and only nine of them had been home once. Many of the students also did not have any family or relatives visit them since school had started. Between both males and females, about 32% of them never had a family member visit them. Surprisingly, males had more visits, in a few cases, Page 6 of 11 from their family members than did females. For the most parts the numbers were close. Conclusions 12. It is evident that first year college students experience home sickness and this can be related to both their gender and distance from home. As shown in the analysis, there is a connection between the distance from home and the severity of the homesickness symptoms. The overall impact of homesickness on the participant’s academic and social life was relatively low and did not impact them at all. The author thought there would be a higher use of coping mechanism for the students who experienced homesickness, but for the most part students hardly used coping mechanisms. Overall, the biggest conclusion that came from this research study is that there is a connection between the distance an individual lives away from home and their gender when it comes to having homesickness during college. The school can get involved when trying to prevent homesickness among college students and particularly freshman. The author recommends a few different strategies to help prevent homesickness among students. The first strategy is to provide orientation information about the school and its culture. Students who know more about the school they are going to attend helps make them feel less anxious. The second strategy that can be implemented through the student life offices would be to help shape attitudes about the school. Thurber and Walton (2012) state that “the more incoming students know about what to expect and where to fund supports and resources when they arrive, the less anxious they will feel” (p. 3). The strategy the author recommends is educating both new and returning students. All students should know where they can seek help when they need it. The author also recommends that more study be done on this topic. There has not been much research on homesickness and there needs to be more focus on how to help prevent homesickness among students and how to integrate treatment programs into schools to help students adjust. Page 7 of 11 Question 1: Research writing [8] 1.1 Which word/words in the title capture the type of action being done? (1) 1.2 Why did the researcher carry out the study reported on in this article? (3) 1.3 What was the data gathering instrument used in this study? (1) 1.4 Quote a sentence from the article which summarises the principal finding of the study. (3) Question 2: Characteristics of Academic Writing [6] 2.1 Underline the hedging (tentativeness) from the following statements: a) Students tend to experience some sort of home sickness while attending college. (1) b) There would be a higher use of coping mechanisms for the students who experienced homesickness. (1) 2.2 The statement below (take from para. 5) is subjective. Rewrite it to make it objective. (2) I distributed the questionnaire to 308 freshman students. 2.3 Which characteristic of academic writing was violated by the statement below; taken from paragraph one? (2) Question 3: APA referencing [16] Read the unit on APA referencing style before attempting the questions. 3.1 Select the correct description of the reference entries below. 3.1.1 Thurber, C. (2012). Homesickness in students. Journal of Health, 60(5), 415- Page 8 of 11 419.419. (2) a) A reference entry of a journal article b) A reference entry of a book c) A reference entry of a journal book d) A reference entry of a chapter in a book 3.1.2 Beck, R. & Robbins, M. (2003). Missing home: Sociotropy and autonomy (pp. 34- 35). In K. Musso, (ed.), Anxiety and coping. London: Oxford Publishing. (2) a) A reference entry of a book with an editor b) A reference entry of an online article c) A reference list of a chapter in a book d) A reference list of a journal article 3.2 Circle the correct usage of in-text citation. 3.2.1 “Internship programmes can be beneficial in that they help boost motivational levels of interns”__________ (2) a) (Bukaliya, 2012, page 143). b) (Bukaliya, 2012). c) (Bukaliya, 2012, p. 143). d) (Bukaliya, 2012, p. 143). 3.2.2 According to __________, the term ‘internships’ is commonly used in experiential education. (2) a) Bukaliya, Smith (2014) b) Bukaliya & Smith (2014) Page 9 of 11 c) Bukaliya and Smith (2014) d) Bukaliya and Smith, 2014 3.2.3 _________ found low correlation between parental involvement or encouragement and academic achievement. (2) a) Koskei, (2010) b) (Koskei, 2010) c) Koskei (2010) d) Koskei, (2010) 3.4 Compile a reference list entry using the information provided below. (6) Title of the book: Academic reading Subtitle: Reading and writing across the disciplines Place of publication: New York Year of publication: 2018 Publisher: Pearson Education Limited Authors: Lynne Gaetz and Suneeti Phadke Answer Question 1: Research writing [8] 1.1 Which word/words in the title capture the type of action being done? (1) - Investigation 1.2 Why did the researcher carry out the study reported on in this article? (3) - To understand the prevalence and impact of homesickness on first year college students - To examine the coping mechanisms used by students to deal with homesickness - To contribute to the existing research on homesickness in college students 1.3 What was the data gathering instrument used in this study? (1) - A questionnaire 1.4 Quote a sentence from the article which summarises the principal finding of the study. (3) - "The biggest conclusion that came from this research study is that there is a connection between the distance an individual lives away from home and their gender when it comes to having homesickness during college." Question 2: Characteristics of Academic Writing [6] 2.1 Underline the hedging (tentativeness) from the following statements: a) Students tend to experience some sort of home sickness while attending college. (1) - tend to experience some sort of b) There would be a higher use of coping mechanisms for the students who experienced homesickness. (1) - would be a higher use 2.2 The statement below (taken from para. 5) is subjective. Rewrite it to make it objective. (2) - Original: "I distributed the questionnaire to 308 freshman students." - Objective: The questionnaire was distributed to 308 freshman students. 2.3 Which characteristic of academic writing was violated by the statement below, taken from paragraph one? (2) - The use of personal pronouns (I, my) - Academic writing should be written in the third person. Question 3: APA referencing [16] 3.1 Select the correct description of the reference entries below. 3.1.1 Thurber, C. (2012). Homesickness in students. Journal of Health, 60(5), 415-419. (2) - A reference entry of a journal article 3.1.2 Beck, R. & Robbins, M. (2003). Missing home: Sociotropy and autonomy (pp. 34-35). In K. Musso, (ed.), Anxiety and coping. London: Oxford Publishing. (2) - A reference entry of a book with an editor 3.2 Circle the correct usage of in-text citation. 3.2.1 “Internship programmes can be beneficial in that they help boost motivational levels of interns”__________ (2) - (Bukaliya, 2012, p. 143). 3.2.2 According to __________, the term ‘internships’ is commonly used in experiential education. (2) - Bukaliya and Smith (2014) 3.2.3 _________ found low correlation between parental involvement or encouragement and academic achievement. (2) - Koskei (2010) 3.4 Compile a reference list entry using the information provided below. (6) Title of the book: Academic reading Subtitle: Reading and writing across the disciplines Place of publication: New York Year of publication: 2018 Publisher: Pearson Education Limited Authors: Lynne Gaetz and Suneeti Phadke Gaetz, L., & Phadke, S. (2018). Academic reading: Reading and writing across the disciplines. New York: Pearson Education Limited.