I worked about 4 hours yesterday on an assignment in RSH9103QNB and am still not finished. Right now, I am taking a blogging break, then will fill up my trusty coffee cup and get started once more. I use my Saturdays to get some work done - especially in the mornings when it is very quiet. Husband and our two dogs are still in bed and I don’t have to use the ear plugs to keep myself focused on my school work. This week I teach a COM/285 class at the University of Phoenix, Richmond. My plans today are to work on the assignment mentioned above and post the syllabus for COM/285.

I have been writing this morning and just published an article on Associated Content:

Send Local Severe Weather Reports to the National Weather Service via Twitter

Be sure to read the article and tweet about your severe weather, too!

http://lp.ncu.edu/newbrand/

The school is rebranding itself! The new logo colors are blue for learning and knowledge, and burnt orange reminds us of Arizona (where the school is located). The two overlapping strips represent the student and faculty relationship. The promo mentions a flame, but I did not see one. The flame would stand for the “fire of enlightenment that education produces.”

The new branding will be introduced in February.

Click the link (http://lp.ncu.edu/newbrand/) and tell me what you think about our new brand….!

Today I have been working on RSH9103QNB-5, Applying Univariate Statistics. I had to review statistics a bit to answer some of the questions, and admit that it took me longer to work up this paper than I had thought it would. I’m all finished now, and plan to work on assignment 2 tomorrow. That is - either before or after husband and I go see AVATAR!

So, I am continuing to work on assignments in RSH9103QNB without turning them in. NCU does not allow turning in assignments out of sequence so I have to turn in assignment 2 next. I am working on assignment 5 now, “Applying and Interpreting Univariate Statistics.”

Here are all the assignments, so that you can get an idea of the statistics reviewed in this course:

1: Considering Questionnaire Design
2: Hypothetical Questionnaire Design
3: Application of Editing and Coding Techniques
4: Application of Descriptive Statistics
5: Applying and Interpreting Univariate Statistics
6: Applying and Interpreting Bivariate Statistics
7: Applying and Interpreting Bivariate Measures of Association
8: Multivariate Data Analysis
9: Secure a Chair for Your Dissertation Committee
10: Probability and Non-probability Samples
11: Sampling Procedures
12: Power Analysis
13: Envisioned Research Plan

Clearly, assignments 4, 5, 6, 7, 8, and 10 are statistics reviews (you could consider 11 as well). So for all those who are thinking about this course but t-r-e-m-b-l-e at the thought of STATISTICS, make sure you hand onto your statistics books for review!

All of that seems so far away right now, but in reality, I will be at that point within the year!

The second assignment is “Hypothetical Questionnaire Design” in which I am to create a questionnaire based on my chosen dissertation topic. So I skipped this one (temporarily) and moved on to assignment 3, “Application of Editing and Coding Techniques.” This one is also a book-question-and-answer set, this time from Zikmund’s Chapter 19.

I won’t be able to turn in assignment 3 before doing and receiving back graded 1 and 2, but I am on a roll with those book questions. I want to re-research my topic some before I work on a survey for it.

I receive blog reader questions from time to time asking me how I set up for these book-question-and-answer sets. First, I type out every question in my paper so that when I refer back to the papers I know what the assignment was about. This has been very helpful as the assignments build on one another. It is simply of way of assisting with categorizing my responses. I use page break in MS Word between questions. By typing out the questions first, when I read I know what to focus on. Then, I read the entire chapter and any other links provided in the syllabus.

Most of the time, the questions are little essays, about a page, maybe two pages in length. I always use a lot of references, and follow APA rules, including voice. Of the 13 assignments in this class, 9 are book-question-and-answer type.

I am a member of a writers’ group and found out about a Homeland Security Essay Contest offered by the Navy Postgraduate School Center for Homeland Security Defense and Security. If you are enrolled in NCU’s HS coursework, this may be an opportunity to share some of your work. However, the competition is open to everyone - you do not have to work in the field. There is no entry fee, the award is $1500, and the winning essay will be considered for online journal publication. Submission deadline is January 31.

Here is the link: Homeland Security Essay Contest.

You can also read previous winning entries at that link. Good luck!

Here is the direct link to that article:

http://www.elearnmag.org/subpage.cfm?section=best_practices&article=62-1

In this article, I review some of the basic principles for online learners. The idea for the essay was an adaptation of a slide that I use for every class including campus-based. The slide has the 10 items, which I reveal one at at time, from the last to the first (#10, #9, #8, etc.), in the same way that David Letterman does his Top Ten Lists. By bringing humor into the classroom, students seem to remember the slide and these points much easier. If you would like a copy of the slide, please contact me at thinkphd at yahoo dot com and I will send you one.

Just like David Letterman, a little drum roll please before reading #1: Read the syllabus and use it as a roadmap!

During our conversation, he was able to show me a few things that I believe will really help me focus in on the subject. He recommended that I add a qualitative component to my proposed quantitative methodology. I really had not considered that, thinking it would be time consuming. Dr. S assured me that it would add an important dimension to the topic, making the results/conclusion even stronger. He also suggested that I step back and with a critical eye, look at whether I am too narrowly or too widely thinking about my subject. He reminded me that my job was to get the doctorate; not create a long and involved study, as there would be plenty of time for that later.

Dr. S complimented me on my critical thinking and writing skills. I told him that I appreciated his thoughtful comments, rather than simply commenting on a missed period or an APA violation! Those things are easily correctible, but depth and content were far more important and mentors should comment on those much more frequently.

I am very glad that Dr. S took the time for a conference call. I am looking at my paper differently now, and thinking about how to zero in and share something new. He made me very happy when, during the conversation, he actually restated my concept in his own words….HOW EXCITING TO KNOW THAT SOMEONE ELSE “GETS” MY IDEAS!

Read the full review here.