The Peer Mentoring Process

The peer mentoring process worked well for me in this course, in many ways. Here are some of the ways that my experience was enhanced by my peer mentors, Emily and Robin:

• Knowing that my group members were expecting my contribution and feedback helped keep me on task so that I managed my time wisely.

• It was advantageous to have group members with similar backgrounds and interests in technology. I felt like my colleagues really understood my ideas and the intentions of my writing.

• In addition to the critiquing of writing, we were able to network by sharing ideas and resources, including articles and websites. We were also able to bounce questions off of each other and clarify course expectations amongst ourselves. It was both helpful and satisfying to take part in this aspect of the course.

• My group allotted me a sense of community connectedness to the course. I looked forward to conversing back and forth with these two people and sharing my course experience with them.

My Participation

Elluminate Live

I participated in each of the three Elluminate Live sessions:

1) January 12th, 2012

2) February 13th, 2012

3) March 13th, 2012

Postings

My Responses to Emily Atkinson

Re: Proposal Draft Response to AmyAmy Barrieau Jan 27, 2012 8:51 PM Emily,

Thank you very much for your feedback. I certainly will accept any resources that you found useful when writing your paper about educational gaming. I am uber-excited to explore this subject as it also interests me greatly, especially with regard to Math education (although I’ll not specify my topic that narrowly).

Participation in ED 6590Student: Amy BarrieauStudent No. 200975332

Audience: You are right, teachers are my intended audience, but I will try to identify it more explicitly in my updated proposal. I really like the idea of targeting parents as audience as well.

Originality and Scope: From your suggestions, I may change my question to “Challenging traditional teaching methods: How does computer-based educational gaming affect student engagement in K-12 learning?”

Outline: Admittedly, I need to spend more time reading, weeding and assessing the literature available. My themes and outline will evolve, change or be eliminated as I progress (and likely my 13 topics will couple and merge, in some ways). Time to get crackin’! Thanks for your insight! Amy

Response to EmilyAmy Barrieau Jan 24, 2012 6:57 PM

Hi Emily,

I find your research topic very timely, relevant and it certainly speaks to me as a New Brunswick teacher interested in the power of technology for learning. I too have a fascination for 1:1 computing and I will be reading your drafts with deep-seeded interest.

Under Purpose

Housekeeping: You may like to have your question more identifiable by either using italics, bold or creating a section entitled ‘Research Question’. I’m not entirely sure what the protocol is for this proposal document, but it seemed to me through our Elluminate session and the notes that the research question needs to ‘project’. I have also found, using a document from University of Waterloo (http://ccng.uwaterloo.ca/~pasward/proposal.shtml) that stating the Problem (Question), Context (Rationale) and potential Contribution of the paper in the most simple and clear terms, is best practice. Overall, I think you have succeeded in this regard.

Under Rationale

This rationale section is very well done and it paints a clear, pointed and contextualized picture of where this paper will be coming from and where it intends to go.

Perhaps your research paper will clarify this, but I would like to know: When we refer to 1:1 ubiquitous computing program, is it assumed that the course is centralized through a web-based platform? Or does the computer act as a tool for concepts and outcomes prescribed by the classroom teacher? Perhaps combinations of both? Either way, you may have to clarify this or distinguish different headings/themes when you report your findings.

I think another one of your barriers may be comparing the demographics put forth in the studies you consider and the unique make-up (or mash-up) of schools in the province of New Brunswick. You have already mentioned something to this effect when you talk about NB’s Dedicated Notebook Research Project and how results were not necessarily generalizable to the entire province. I think you may run into this issue again when you seek research outside NB, which I believe is completely acceptable, but should probably be mentioned in a drawbacks or challenges section.

Also, resources ($) may prove to be another barrier for 1:1 computer initiatives in NB, with the continuing enrollment decline, shaky budget/‘Renewal’ initiatives and of course the costs associated with preparing documents and resources for both the Anglophone and Francophone sectors.

Under Audience

I really like this section and will consider applying it to my proposal. You clearly name your target audience and, coupled with the rationale, I was able to (personally) validate this research initiative and feel that there was a justified a need for pursuing this topic.

Under Outline

Introduction: I think you’ve done a good job of beginning your paper’s introduction in this very proposal document, via your purpose and rationale. Expanding on your existing purpose and rationale should offer great context to your paper, through the introduction section.

Positives/Issues/Barriers of 1:1 computing: I am anxious to see the other themes you stumble upon for your research. I am especially interested in the ‘student engagement’ aspect of your paper since it involves my paper’s topic. I’m hoping to stumble across a theme in computer-based gaming that involves 1:1 access in my research. Please advise if the topic of gaming ever comes up in your research.

Under References

I was very happy to see Jonassen’s article on Computers as Mindtools in your reference list. I think it will add strength to your paper to back up your claims with theory. You may want to consider seeking out more theoretical research to justify your review. I plan to do this in my introduction portion as well.

Have you taken Dr Murphy’s ED 6610? I just finished it last semester and I cannot seem to shake the habit of choosing articles that have both my theme and medium in the title. I realize this is not always possible, but I think it’s good as a guideline for searching and choosing the right research. I just wanted to relay that to you, even though I noticed most of your articles do mention 1:1 computing in the title.

Again, very well done Emily. Your topic is intriguing, very relevant and may just score you a job someday at NB DOE. :)

Cheers,

Amy

Re: Proposal Draft Response to AmyAmy Barrieau Jan 29, 2012 3:27 PM

Thank you so much Emily. There are some titles here that I have not yet come across. This is very helpful!

Amy

Re: Response to EmilyAmy Barrieau Jan 31, 2012 10:10 PM

Emily, Your research question is now more specific and I’m thrilled you decided to explore the impact of 1:1 in Math and Science, since those are the subjects that I teach. Defining the terms 1:1 and ubiquitous early on will be helpful and I think targeting a traditional learning environment where computers are learning tools is perhaps more relevant for the classroom teachers and other stakeholders who constitute the audience of your paper. Happy draft writing!Amy

Amy's Response to Emily's Draft 1Amy Barrieau Mar 5, 2012 5:42 PM Hi Emily,

I very much enjoyed reading and reacting to your paper and I think you have a good structure here for answering your research question:

What impact do one-to-one, ubiquitous computing programs have on student achievement in math and science?

Please take my suggestions (attached) as you like.

Cheers,Amy

Feedback for Emily from Amy- Draft 1Page 2; Abstract: I feel that you present your topic of one-to-one computing and student achievement well by explaining why it is an important subject of study. You then go on to introduce critical, opposing opinions (parent fears, lack of research, problems with assessment) which demonstrates

an unbiased approach. Then, you offer potential solutions and supports for one-to-one implementation (PD, changing pedagogy). Overall I thought this section was well done.Page 4; Introduction:However, access to computers and the Internet varies greatly from school to school. (computers in classrooms, on carts, labs etc)You immediately paint a great picture of the varying situations of computer access available in schools. Perhaps I’m being too picky, but is there any research that supports the variance you speak of? I know we have experience in the field as teachers and we see and understand the computing arrangement of the schools we are familiar with, but does this fly as a general statement? Suggestion: The literature describes multiple one to one (←add subject here in first line of paragraph) programs where student achievement improved in English language arts courses (Bebell & Kay, 2010; Gulek & Dermitus, 2005; Scalter, Sicoly, Abrami & Wade, 2006). Page 5; IntroductionSuggestion: The paper will attempt to answer this question by critically reviewing the literature and by also considering other factors contributing to the success of one-to-one computing on student achievement. other factors demonstrating that introducing laptops into classrooms alone does not result in improvement in student achievement in mathematics and science. The paper will explore how pedagogical practice and professional development affect the are essential elements involved with integrating integration of one-to-one technology into the classroom and creating a successful program. I think these suggested changes will show more impartiality in your opening.Page 5; One to One Computing DefinedThis section gave me a good idea of what one-to-one computing is and can be. Bravo.Page 7; Student Achievement in Implemented ProgramsSuggestion (awkward sentence): Grimes et al. They found that student achievement declined in the first year that a laptop program was implemented at three schools in California, citing that making an adjustment to using the computers may have been the cause. They also found that test scores returned to their higher values in the second year of implementation. Who says this?: In later years of program implementation other changing conditions may occur which may be either positive or negative. Teachers may become more comfortable with technology in later years, thus using it more often and in better ways. Conversely, negative impacts such as higher rates of technology failing or slowing down may also occur as technology gets older.I’m not sure if this is okay as your opinion (since you did put ‘may’)…however, it would be great to have research that says for example, ‘more time = more teacher comfort with technology’, or that ‘ one-to-one program implementation is affected by failing, slowing technology’.

I like how you talk about one particular research item and then demonstrate critically how that particular research may be challenged (ie- no random selection of groups, validity of tests, further research). I think it would also be great if you had other independent research challenge the findings found in the original piece of research you discuss.

This section is lengthy and may benefit from organization of themes with regard to Achievement: Over Time; In Subject Area (Math/Science); Based on Gender; For All Learners

Page 12; Technology UseSuggestion: Many studies have found that computer use in math class was less frequent than in other classes, which could contribute to the minimal amount of evidence of increased student achievement in math. Even though you do go one to discuss studies that supports this statement, we cannot be sure what the scope of ‘many’ studies is.Suggestion (Flow): A study of middle school and high schools in Virginia found that teachers of high level math courses used computers less frequently than teachers of other courses (Zucker & McGhee, 2005). A study by Scalter et al., (2006) found that students with laptops reported high use of computers and higher marks in English classes. They suggest that the lack of higher marks in math classes may be due to the lack of reported use of technology. Change to…A study of middle school and high schools in Virginia found that teachers of high level math courses used computers less frequently than teachers of other courses (Zucker & McGhee, 2005). A study by Scalter et al. (2006) suggested that infrequent use of technology may be causing a lack of higher marks in math, especially when compared to English classes that consisted of more computer use and improved [← or higher] test scores.quantity of computer use- amount of computer time (?)Page 13: Perceived AchievementI like this section. It gives insight and allows you understand how the claims regarding achievement in the previous section may have been realized. Page 14; DrawbacksAfter reading Professor Kelly’s input for this section, I’ll try to offer advice. However, I do think drawbacks to the implementation of one-to-one computing, including potential ‘negative impacts of implementation’ (like distraction, off-task behaviors, loss of traditional skills) does help critically answer your research question. (?) hmmmPerhaps you can spin this section/title to focus more on your research question. For example, since you are researching the impact on one-to-one computing on student achievement, you may want to label this section “Discussing Negative Impacts of One-to-One on Achievement”. Some sentences may end like this: ‘…thus potentially jeopardizing the positive impact on student achievement.” (?)Page 16; Pedagogical Practice & Professional DevelopmentAgain, drawing from Prof Kelly’s suggestions, I think you can angle this section to answer your research question by simply introducing pedagogical practice and professional development as important impacting themes when it comes to one-to-one and achievement in Math and Science. Perhaps you can ask him to clarify why this doesn’t work, since you do mention research like eMints PD that refers to one-to-one and Math achievement. Your question: What impact do one-to-one, ubiquitous computing programs have on student achievement in math and science? Your angle with these sections: One-to-one computing programs implemented with appropriate PD/student centered pedagogy can/may positively impact student achievement in Math/Science. Page 19; Professional DevelopmentGreat segue from pedagogical practice to professional development. Page 20; Measuring Achievement I like this section and how you question the way achievement is measured in the first place, bringing us back to the conundrum of using paper-pencil tests for constructivist learning.

Page 21; ConclusionSober yet hopeful! I hope that there is more supporting research in the future. (Consider me one of the enthusiastic tech teachers you mentioned in your paper…bring on the digital learning tools!)

Re: Dissemination PlansAmy Barrieau Mar 25, 2012 1:40 AM

Emily,

I am also creating a website. I have used Webs in the past with success. I may also check out Weebly, as Robin mentioned. I'm concerned about ads etc pervading the site and I have already paid a $20 fee to Webs to avoid advertising. I plan on emailing the link to my colleagues at school. Emily, I can certainly add your link to my email as an added means of dissemination (?). I can add yours as well Robin! My colleagues enjoy good literature!

Cheers,

Amy

Re: Emily Response to Amy's DraftAmy Barrieau Mar 25, 2012 1:50 AM

Emily,

Thank you for the very specific and helpful feedback. You were very thorough in your review of my paper and I thank you kindly for your observations and insight. I have in some way adjusted the items you have mentioned, including those involving the date, abstract, headings, capitalization, referencing, awkward phrasing, spelling, spacing and alphabetizing. I have adjusted the sections on ‘Scaffolding’ and ‘21st Century Learning’ to more clearly reflect evidence and analysis. I did not paraphrase on page 8 to reduce the number of quotes since I only have a total of 8 short quotes in my paper. I very much appreciate your precise editing!

Cheers, Amy

My Responses to Robin Parrott

Re: Topic and Research QuestionAmy Barrieau Jan 14, 2012 5:33 PM

Hi Robin,

I'm looking at student engagement or student achievement in educational gaming or in classroom technology (ie SBoards, responders, conferencing, doc cameras etc). I have already done a paper on student engagement in online learning and I would like to branch out from there and investigate another medium, since engagement is a theme that interests me.

Good luck!

Amy

Response to RobinAmy Barrieau Jan 24, 2012 6:55 PM Hi Robin,

You have chosen to investigate a very appealing topic in educational technology and I’m thrilled to have the opportunity to see your paper come to life. Here are some ideas and suggestions that I have put together with regard to your proposal. Use this information as you see fit.

Under Research Question

I have recently written a paper on engagement in e-learning, so e-learning is a medium that is dear to me as well. Your question brings forth some interesting problems. Perhaps you are trying to cover a certain basis here, but I think you should probably choose between the term student performance or achievement as your theme. I think you may get into too many issues with semantics and differing definitions within your articles (which you will then have to explain and categorize). I actually attempted to use the words ‘motivation’ and ‘engagement’ as interchangeable themes in my paper for Dr Murphy (ED 6610) and she explained to me that if I took that route, there would be serious issues with meaning and consistency in the paper.

Also, if I were you, I would make the difficult choice between researching achievement or motivation. I think you will find an abundance of research on either subject alone. Otherwise, do you plan to do a two pillared paper? Do you plan to link the two themes somehow? If you do, you may want to explain this in more detail in your rationale and back it up with research (and reference it in the rationale). You should also perhaps mention a section about comparing/contrasting these two issues in your outline and reword your question.

Under Purpose

Again, you mention both performance and motivation. I think that exploring both of these themes may be beyond the scope of this 15-20 page paper. If these two themes are the most important elements to elearning success, who says? During our Elluminate session, we were asked to extensively research our topic and become familiar with the main researchers in that area. I think you will be doing double here if you continue with both. I know it’s tempting, since you want your paper to be as comprehensive as possible, but again, I think it’s too much to consider both as a main focus.

Under Rationale

I really like the critical stance that this paper has the potential to take on (ie- Is it wise for education to move towards elearning?). I have read four examples of proposals from friends of mine who were in the MEd, IT program and who took ED 6590. They all used references to back up the statements made within the rationale portion of the proposal. I think you need to do this here. It would also give strength to your arguments and convince us that it is a worthy topic (which I believe it is!).

Also, there are a couple of awkward phrasings that you may consider revising:

“This topic is important because teachers have to be competing all of the time for student’s attention.”

This could be changed to…

“This topic is important because teachers today are finding it difficult to grasp [or maintain] student attention in school.”

(However, you should only use the above phrase if someone said that this is an issue, within the research.)

Also, I don’t think you need the word “its” in the following phrase:

“Most post-secondary institutions have some form of online courses, or at least components of such and K to 12 school systems are encouraging its teachers to move in this direction as well.”

Under References

I’ll offer you the same tidbit of advice I offered Emily: I just finished ED 6610 last semester and I cannot seem to shake the habit of choosing articles that have both my theme and medium in the title. I realize this is not always possible, but I think it’s good as a guideline for searching and choosing the right research.

I noticed you have an article about “Computer Use and the Gender Gap” and one from Wepner et al. about teacher education. From your proposal, I can’t see where you may tackle gender or PD. Perhaps we’ll find out later how these fit. I think you should try and tighten up your topic and search, since you may end up with too much information to work with.

I’m very impressed with the fascinating topics our group has put forth and I think reading and critiquing each other’s work will be both enjoyable and educational for the three of us. Great work Robin!

Cheers,

Amy :)

Re: Response to AmyAmy Barrieau Jan 27, 2012 9:02 PM

Robin,

Thanks for your feedback. I will certainly look at narrowing my research/question to certain age group. I will also look at revamping my outline since you both mentioned that it seems lengthy. The outline contains some of the preliminary themes I’ve come across in the research thus far and I foresee these topics merging, changing or dropping from my paper as I progress.

The handbooks were suggested by Dr Murphy in my last class and are accessible through the MUN libraries IGI global reserve. I believe them to be a viable resource. I used the APA handbook, 6th edition to write the reference for the Entertainment Software Association reference…do you have something that says I should reference this in a different way? I had a hard time referencing it since it is a government association with no author mentioned.

Thanks again for your help!

Amy

Re: Revised ProposalAmy Barrieau Jan 31, 2012 10:24 PM

Robin,

Your proposal looks good and I like your improved research question. I was wondering if you were going to take Prof. Kelly’s advice and focus the term ‘e-learning’. If no, you may want to make sure you define it in every specific circumstance that it’s mentioned in your paper. Perhaps you will change the word after sufficient reading to something more specific like ‘interactive software’ or ‘SMART tools’ or other.

Happy draft writing!

Amy

Amy's Response to Robin's Draft 1Amy Barrieau Mar 5, 2012 10:03 PM Hi Robin,

I am very interested in your topic and I found some of the research you presented very interesting.

Please take my suggestions (attached) as you like.

Cheers,Amy

Feedback for Robin from Amy- Draft 1Page 2- Abstract • I’m glad to see you decided to focus more narrowly on ‘student achievement’. • Verb Tenses: I notice you use ‘is’ in this phrase: The trend in public education is to move in this direction as well. but ‘identified’ in past tense here: The literature clearly identified the advantages and disadvantages of web-based learning, and in this regard, there was a general consensus amongst researchers. I realize you are referring to research in the past tense, but it’s not specific research. I think because you are talking generally about a body of research in this abstract, you could use present tense ‘identifies’ here. I just found it awkward jumping tenses when there was no specific research referred to. If you wanted to stick with past tense, you could also write: The literature reviewed in this paper clearly identified the advantages and disadvantages of web-based learning, and in this regard, there was a general consensus amongst researchers. Food for thought!• You talk about elearning trend, importance of technology and impact on student achievement. I see increased critical thinking skills and writing skills as achievement, but I’m hoping you will talk about student satisfaction and its effect on achievement later. Page 4- Introduction• Repetitive: This topic is important because teachers today are finding it difficult to maintain student attention in school. In today’s technological world, it has become very challenging to maintain students’ attention and motivate them to learn in traditional ways.Change to…This topic is important because teachers today are finding it difficult to maintain student attention in school. In today’s technological world, it has become very challenging to motivate students to learn in traditional ways.• This claim may be better supported with research (about how K-12 schools are being encouraged to host courses or components online): Most post-secondary institutions have some form of online courses, or at least components of such, and K - 12 school systems are encouraging teachers to move in this direction as well.• Wepner, Bowes & Serotkin (2007) determined that faculty members involved in web-based instruction for pre-service teachers did not use the technology themselves and that they needed more time than was allocated for preparation (Anderson, 2011;Wepner et al, 2007). However the cooperating teachers assisting the pre-service teachers experienced growth because of the new and reliable technology they received for being a part of the study and the support they received from them. Who found this, Anderson, Wepner et al., both? If both, you may start the sentence with “However in both studies…” Also, this one paragraph jumps from lack of professor prep time to teacher growth to collaboration to gov’t finances etc…I can’t decide what you are trying to get at here. Page 5- Introduction• Suggestion: Barnett (2008) found that web-based instruction creates favourable conditions for collaboration, but according to Anderson (2011), the social (Anderson, 2011) and technical infrastructure must come first.• Suggestion: replace the word ‘things’ (paragraph 1)

• Suggestion: ‘their money’ change to “…when deciding where to allocate public funds”; also when remove ‘their’ from last sentence in this paragraph as well. (paragraph 2)• Paragraph 3: However most educators would be interested in the impact on grade level schools, so more research should be conducted to assess the impact of e-learning on these organizations. Sweeping statement. Who says that most educators are interested in this? Reference. Since this has not been the case in this investigative research (What has not been the case?…Also, are you referring to your investigative research/your paper, here? Or the research within?), one can only speculate that the effects of e-learning on achievement could be transferred to that of the K - 12 school systems in the higher grades, leaving the primary and elementary grades with technology integration in a blended approach. Need some clarification…is there research the supports or puts forth this speculation? Page 6- Introduction• In the introduction you talk about trend towards technology, justify your research by comparing elearning in higher education, highlighting the need for research to allocate government funds and the potential achievement gains for students in a constructivist learning environment. These are all very worthy sub-topics, but I think you need to spend more time fleshing out and justifying these ideas coherently in your paragraphs.• Good segue into DefinitionsPage 7- Definitions• It is no wonder with so many different researchers using a plethora of words to explore the same basic idea that the results are inconclusive at best. Who said results are inconclusive? I know it’s hard (especially since we work in the field and have real experience) but it is my understanding that personal opinion or sweeping generalizations without back-up are not welcome in this paper.

• Good mention of medium (computer), definition of elearning and achievement. I would like to see more references, particularly in the elearning and achievement definitions of this section. Page 7-Types of E-learning Environments; Page 9-Theory Behind E-Learning; Types of E-learning Environments: I feel like this section may be an unnecessary extension of your definitions section.

In these sections, you may be straying from your research question: What is the impact of e-learning on student achievement? Your writing and research should more pointedly address this question. You should look for common themes regarding achievement in e-learning in the research you read and divvy your sub-topics by these themes.

Page 10-Advantages and LimitationsYou offer some great points on student achievement in e-learning here that you can develop further (specific environments, collaborative atmosphere= higher achievement, student centered). In each of these instances you have to refer back to the question- what is the impact of this facet of e-learning on achievement?

Page 12- Affect of E-learning on Achievement Good reference to drawbacks- shows critical stance.

At times here you talk extensively about one particular research item (like McGrail et al.) and

then later demonstrate critically how that particular research may be challenged (through, for example, Cisco Network et al.). I think it would also be great if explicitly linked the two opposing views with a “Despite this…” or “In contrast…” lead. You could also provide other independent research that supports and challenges the findings found in the initial piece of research you discuss and link them together via themes.

Re: DraftsAmy Barrieau Mar 25, 2012 1:45 AM

After looking at page 41, I agree- it looks like the running headers should be all caps. I'll change mine accordingly. Thanks Robin!

Also- I plan to post my draft by tomorrow night. I will also be able to proof your drafts early next week, if you can wait that long!

Cheers,

Amy Re: Robin's Response to AmyAmy Barrieau Mar 25, 2012 1:49 AM

Robin,

Thank you for your excellent feedback. I used many of the suggestions you gave. Interestingly enough (and to my advantage), suggestions from you, Professor Kelly and Emily were mostly very different, so I was able to improve upon many varying aspects of my paper. I have addressed issues that you brought for the regarding the title, punctuation, wording, referencing and headings. Thank you again for meticulous editing my paper.

Cheers,Amy

My Responses to Professor Kelly and All Group Members

Re: Barrieau- Research ProposalAmy Barrieau Jan 29, 2012 3:38 PM

Thank you Professor Kelly for your feedback.

From your suggestions and those of my group members, I have rephrased my question to the following:

Challenging traditional teaching methods: What are the impacts of computer-based educational

gaming on student engagement in k-12 learning?

I do believe that there is a sufficient amount of research on this topic. I have approximately 19 articles and counting.

Outline: Yes, this outline reflects some of the themes in the literature that I have discovered thus far, so I intend to present research findings in these sections. I will try to present varying and differing findings in research within these headings and I will also try to stay away from the descriptive.

Thanks for your help,

Amy

Barrieau- Revised ProposalAmy Barrieau Jan 29, 2012 4:11 PM

Hi all,

Here is my revised proposal (below and attached).

• I have changed my question to more specifically target k-12 education and to seek answers about the 'impact' of gaming on student engagement, as per your suggestions.

• I have added an audience section and cleaned up some presentation issues (italics, capitalizations, year- 2012, etc.)

• I have skimmed down my outline and made personal notes as to how the previous themes may fit into other categories or perhaps be eliminated because they are too descriptive.

Thanks again for your insight,

Amy

Re: Rob's Response to Amy's Draft PaperAmy Barrieau Mar 25, 2012 1:47 AM

Professor Kelly,

Thank you for the excellent feedback. I believe that I was able to adequately improve in the areas you mentioned in your response to my first draft. I have worked hard to create more flow and connectedness in my paper, and I did attempt to add more analysis as well (I believe I got carried away with the 'proving' aspect of the paper). I have also addressed the lacking abstract and the frequent awkward use of researcher names.

I appreciate your help,Amy