In your responses, review at least one of the articles provided by your peer and expand on their description. Each participation post should be a minimum of 75 words.
Explain at least five differences between popular and scholarly sources used in research.
Popular sources that are used in research can be helpful but sometimes not a good idea to use or rely on heavily Popular sources are usually found in non-academic journals, newspapers, and blogs. They do not usually have any resources cited in or after the work and there typically are written in basic language that is meant to entertain more than inform like scholarly sources. There are also advertisements included in the journal or paper, whereas scholarly sources do not include advertisements and will have references listed and citations used within the article/paper. Scholarly sources main function is to inform and present research. Most authors are of scholarly sources will be accredited or professionals in the field of which they are conduction research and the style or language used will be more technical than the popular sources. The scholarly sources are typically reviewed not more entertainment purposes but for reliability by the authors peers to ensure that the material is accurate and worth publishing. Scholarly sources will also include an abstract as well as the data presented, testing procedures and the results found through the testing to support the findings.
Locate and summarize one peer-reviewed, scholarly source from the Ashford University Library and one popular source that pertain to your Final Argumentative Essay topic. In your summary of each article, comment on the following: biases, reliability, strengths, and limitations.
Empowering Girlz to Pursue STEM is an article of a popular source. This is a short article that was published on Business Wire website originally. This article is about a non-profit outreach conference that is hosted by Tech Sassy Girlz that is pressing for the need to promote females in STEM fields. This conference is working to show girls across all races the wonder of technology and that they can enter these fields. This is a biased article but with a valid point behind the bias. This is geared toward females and enticing them to the STEM programs. The information is reliable as the organization that is posting it is the same organization that is hosting the event. They are not many strengths to this article as it is short, and that is also a limitation factor, but they do have information about the conference and key speakers listed.
The second article Why So Few? Women in Science, Technology, Engineering, and Mathematics is a scholarly article with references and an abstract. This article links to a study that was conducted that considers why women are underrepresented in the STEM fields. There are nine topics contained in the report and recommendations that are made for each topic. The strengths and reliability in this article is the linking to the full report to the article which includes graphs, statistics, pie charts, etc.… the limitations that are in the article is that it is so short and doesn’t show an overview of the results on the study. I don’t feel that this article is biased, but it may seem that way to anyone that doesn’t look at the data provided. This is geared toward why there are so few women in the fields, this is not a bias, but a fact.
From the sources you summarized, list and explain at least five visual cues from the peer-reviewed, scholarly source that were not evident in the popular source.
There were references cited and used as well as an abstract at the beginning of the article. There were no advertisements and this an article that was linked to long report and thorough report. This article was posted on a scholarly journal and was peer reviewed.
Dawson, P. A. (2014,). Why So Few? Women in Science, Technology,Engineering, and Mathematics . Journal of Youth Development, 9(4), 110-112. Retrieved from https://www.aauw.org/research/why-so-few/
Tech Sassy Girlz. (2017). Empowering Girlz to Pursue STEM. Retrieved from http://eds.a.ebscohost.com.proxy-library.ashford.e…
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