Look at this example from a Moment in History project and focus on the in-text citation. After orbiting the moon 12 times, Armstrong and Aldrin crawled through a tunnel to the “Eagle” module (lunar module), which then separated from its other half, the “Colombia” (command nodule), piloted by Collins. At this point, the moon was about 50,000 feet away (Apollo 11). Now look over the Works Cited Page. Which website did the information come from?

www.britannica.com/topic/Apollo-11

tothemoon.ser.asu.edu/about/apollo_history

airandspace.si.edu/explore/stories/apollo-11-moon-landing

www.nasa.gov/history/apollo-11-mission-overview/

When paraphrasing information from a source, a student must:

put the information into his/her own words and cite the source

copy the information word for word

change two words and keep the rest of the information exactly the same

put the information into his/her own words

While researching information on the symptoms of Covid-19, a student found the following sources. Which source would be the best one to use?

https://uploads.quizalize.com/4104801a-410a-4757-a179-d08707bde77b/question/512f09fd41621ce438ce299fd796d6e8106fc7e0.png

https://uploads.quizalize.com/4104801a-410a-4757-a179-d08707bde77b/question/e3d8cbe7653e8e4542f9c929c64e1ea43216308b.png

https://uploads.quizalize.com/4104801a-410a-4757-a179-d08707bde77b/question/cf139e7e8c980c8b31c3113169cd932800fbcf71.png

https://uploads.quizalize.com/4104801a-410a-4757-a179-d08707bde77b/question/22daeb4160b8132160a0ac6dcb625f99b97ff9d4.png

When conducting research, the CRAAP test is used to...

determine if you need to use the restroom

determine if you're staying focused on your topic

determine if your work is plagiarized

Compare the student text with the source. Is the student text plagiarized?

Yes, because it fails to cite the source

Consider the following research topic: Whether or not college athletes should be paid. Which magazine article would likely include the most relevant information about the topic?

"The Complicated Debate over Paying University Athletes"

"Paying for Mistakes: Injuries and the College Athlete"

Text Feature Question: Why are captions necessary for pictures?

To provide context and clarify the meaning or significance of the image

To increase the word count of the document

To fill empty space in the layout

To add decorative elements to the picture

What is the purpose for including a multi-media link in a slideshow presentation?

To provide additional information, such as videos or audio, that enhances understanding of the topic

To distract the audience from the main content

To showcase their technological skills

To fulfill a requirement, regardless of its relevance to the presentation

What is the purpose of transitioning from the hook to the thesis in the introduction of an essay?

To smoothly guide the reader from an attention-grabbing opening to the main argument of the essay

To repeat the hook for emphasis

To confuse the reader with unrelated information

What is the main purpose of text features in a slideshow presentation?

to enhance the visual appeal and help readers comprehend the information

To create a diversion so the reader doesn't have to pay attention

To create a distraction for the audience

To increase the number of slides in the presentation

The introduction of an essay should include what three elements?

hook, transition (background information), thesis

works cited, hook, transition (background information)

What should a thesis statement contain?

A clear statement that presents the main argument and points of the essay

A personal opinion on the topic without evidence

A brief summary of the main points of the essay

A list of sources used in the research

Research and Moment in History Project Skills

Reading Passage: The Anatomy of a Kill Chain In the lexicon of modern warfare, the term "kill chain" describes the end-to-end process of a military attack, from the initial identification of a target to its eventual destruction and the subsequent evaluation of the strike's effectiveness. Conceptually, the kill chain is a structural model used to understand and optimize the speed and precision of military operations. The fundamental principle of this model is that an attack functions as a sequence of interdependent stages; if any single link in the chain is broken, the entire operation fails. For strategic planners, this creates a dual objective: to accelerate one's own kill chain while simultaneously finding ways to disrupt the adversary's. Strategic Concept: The Kinetic Model (F2T2EA) The traditional military kill chain is often summarized by the acronym F2T2EA, representing a continuous cycle of find, fix, track, target, engage, and assess. The kinetic kill chain begins with Find, the reconnaissance phase where intelligence assets identify a potential target within a theater of operations. Once found, the process moves to Fix, which involves pinning down the target's specific location and ensuring it can be distinguished from friendly forces or non-combatants. Track follows, maintaining a persistent watch on the target's movements to prevent its escape. In the Target phase, commanders select the appropriate weapon system and verify the legality and strategic value of the strike. Engage is the kinetic moment—the actual deployment of ordnance against the objective. Finally, Assess involves battle damage assessment (BDA) to determine if the desired effects were achieved or if further engagement is required. This model emphasizes "compressing the sensor-to-shooter timeline," meaning the faster a military can move through these steps, the more lethal it becomes. The Evolution: The Cyber Kill Chain® As warfare expanded into the digital domain, Lockheed Martin adapted the kinetic model into the Cyber Kill Chain. This framework assists defenders in identifying and stopping Advanced Persistent Threats (APTs). Unlike a physical missile, a cyberattack often unfolds over weeks or months, but the sequential logic remains the same. The model consists of seven distinct stages: Stage Description of Attacker Activity 1. Reconnaissance The harvesting of information. Attackers research targets via social media, public records, and technical scanning to find vulnerabilities. 2. Weaponization Coupling a remote access trojan with an exploit into a deliverable payload (e.g., a malicious PDF or Microsoft Office document). 3. Delivery Transmission of the weapon to the target environment. Common vectors include email attachments, malicious websites, or USB drives. 4. Exploitation The weapon triggers. The code executes on the victim's system, typically by taking advantage of a software or operating system vulnerability. 5. Installation The attacker installs a persistent backdoor or malware on the victim's system, allowing them to maintain access even after a reboot. 6. Command & Control (C2) The compromised system opens a communication channel back to the attacker's server, allowing the intruder to give manual instructions. 7. Actions on Objective The final stage where the attacker achieves their goal, such as data exfiltration, encryption for ransom, or destruction of critical infrastructure. Strategic Implications for Defense The strategic value of the Cyber Kill Chain lies in its ability to provide a roadmap for "proactive defense." By understanding the sequence, security professionals can implement controls at every stage. For instance, robust email filtering can break the chain at the Delivery stage, while endpoint detection can stop the Installation phase. Crucially, the earlier a defender breaks the chain, the lower the cost of mitigation and the lower the risk of damage. If an attacker is stopped during Reconnaissance, they have gained nothing. If they are stopped during Actions on Objective, the damage may already be catastrophic. In both kinetic and cyber environments, the goal is the same: to create a "defensive depth" that makes the cost of a successful attack prohibitively high for the adversary.

The Pedestrian (adapted) by Ray Bradbury Mr. Leonard Mead loved to walk outside at night. The city was quiet at eight o’clock on a misty November evening. He liked to put his hands in his pockets and stroll along the cracked sidewalks, stepping over grass that grew between the concrete. He would stop at the corners, look down the empty streets, and choose which way to go. It didn’t really matter which way he picked, because he was always alone in the year 2053. Sometimes, Mr. Mead would walk for hours and miles, coming home only at midnight. As he walked, he saw houses with their windows dark, like he was walking through a graveyard. Sometimes, he saw tiny flashes of light from behind curtains or heard soft voices from open windows. Mr. Mead wore sneakers so his footsteps wouldn’t make noise. If he wore shoes with hard heels, the dogs would bark and people might look out their windows. He liked being quiet and unnoticed as he walked in the cool November air. On this night, Mr. Mead walked west, toward the sea. The air was cold and frosty, making his nose sting and his lungs feel fresh. He listened to the sound of his shoes in the fallen leaves and sometimes picked up a leaf to look at it under the streetlights. As he walked, he whispered to the houses, “Hello in there. What’s on TV tonight? Where are the cowboys? Is the cavalry coming?” But the street was silent and empty, with only his shadow moving. He checked his watch. “Eight-thirty. Is it time for a quiz show? Or a funny show?” He thought he heard laughter from a house, but nothing else happened. He kept walking, sometimes stumbling over the broken sidewalk. In all his years of walking, he had never seen another person out at night. He reached a big intersection where two highways crossed. During the day, it was full of cars, but now it was empty and quiet, like a dry riverbed. Mr. Mead turned onto a side street, heading home. Suddenly, a police car turned the corner and shined a bright light on him. He stood still, surprised by the light. A metallic voice from the car said, “Stand still. Don’t move! Put up your hands!” Mr. Mead obeyed. The police car asked, “What’s your name?” “Leonard Mead,” he answered. “What’s your job?” “I guess I’m a writer,” Mr. Mead said. The police car replied, “No profession.” Mr. Mead hadn’t written anything in years, since people didn’t buy books or magazines anymore. People just stayed inside their houses, watching TV. The car asked, “What are you doing out?” “I’m walking,” Mr. Mead said. “Walking? Just walking?” the car repeated. “Yes,” he said. “Where are you walking? Why?” “For air. To see things,” Mr. Mead answered. “Your address?” “Eleven South Saint James Street.” “Do you have air in your house? An air conditioner?” “Yes.” “Do you have a TV?” “No.” “No?” The car was quiet for a moment. “Are you married?” “No,” Mr. Mead said. “Not married,” the car said. The night was cold and quiet. “Just walking, Mr. Mead?” “Yes.” “But why?” “I told you. For air, to see, and just to walk.” “Do you do this often?” “Every night for years.” The police car was silent for a moment. Then it said, “Get in.” The back door opened. “Wait, I haven’t done anything!” Mr. Mead protested. “Get in,” the car repeated. Mr. Mead looked into the car. There was no one inside, just an empty front seat. The back seat was like a small jail cell, cold and hard. “Where are you taking me?” he asked. The car answered, “To the Psychiatric Center for Research on Regressive Tendencies.” Mr. Mead got in. The door closed, and the car drove away through the empty streets. As they passed his house, he saw that all the lights were on. “That’s my house,” he said, but no one answered. The car drove off into the night, leaving the streets empty and silent for the rest of the cold November night.

Research and Presenting of Data and Information Formats

Research and Writing Review

Research and Inquiry Skills - Starter Quiz (Spanish)

Research and It's Importance

Research and Inquiry Skills - Starter Quiz

Research and Practice

Related quizzes

Related quizzes