Homework answers / question archive / DISCUSSION For this activity, we are going to practice doing an annotation on an article together

DISCUSSION For this activity, we are going to practice doing an annotation on an article together

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DISCUSSION

For this activity, we are going to practice doing an annotation on an article together. Below are links to peer-reviewed studies provided by each program as exemplars in your field. You may need to log in through the library to access the full text.

Choose an article and produce an annotation (including proper Turabian Author-Date Style citation!) as your response this week. You should start by identifying the research question and then creating the annotation based on that question.

Once you respond, you will be able to see responses from your peers. In your replies, comment on the content of the annotation and the accuracy of the citation.

 

¢ "Combining Nonprofit Service and Advocacy: Organizational Structures and

Hybridity" (https://canvas.du.edu/courses/158198/files/11253387 ?wrap=1)_ +

(https://canvas.du.edu/courses/158198/files/11253387/download?download_frd=1)

 

e “The Role of Servant Leadership in Developing an Ethical Climate in Sport

Organizations” (https://canvas.du.edu/courses/158198/files/11253389?wrap=1) 1

(https://canvas.du.edu/courses/158198/files/11253389/download?download_frd=1)

 

e "A Cross-national Perspective on the Associations of Grit with Career Success”

(https://canvas.du.edu/courses/158198/files/11253407 ?wrap=1)_ a

(https://canvas.du.edu/courses/158198/files/11 253407/download?download_frd=1 ) PY W)\CE_

 

ji * “Major Donors and Higher Education: Are STEM Donors Different from Other

' Donors?" (https://canvas.du.edu/courses/158198/files/11253410?wrap=1)_

(https://canvas.du.edu/courses/158198/files/1125341 0/download?download_frd=1)

 

e "Ethical Leadership, Work Engagement, Employees’ Well-being, and Performance:

 

A Cross-cultural Comparison" (https://canvas.du.edu/courses/158198/files/112533987?
ENGAGEMENT EXPECTATIONS

 

o Your first response is due by Wednesday at 11:59 pm MT.

 

o Your responses to at least two other posts are due by Sunday at 11:59 pm MT.

 

Unless otherwise specifically noted, your responses to your colleagues should do one of the

following:

 

o Supply additional evidence in support of your colleague's claim.

 

o Challenge your colleagues to consider another perspective by sharing other evidence,

asking specific follow-up questions, or identifying potential oversights and opportunities

to improve their position.

 

o Provide constructive feedback including providing specific examples of what they did

well and why it was effective or providing specific examples of what needs

improvement and why.

 

o Compare responses provided by all of your classmates and remark on trends,

patterns, and insights that emerged.

 

o Quality posts and responses contribute to a rich learning community by citing course or

outside materials, sharing from lived experience, and/or building on the ideas of others

in a collegial manner.

 

= : - B ee &

Search entries or author Unread ft] fs
Thanks for being the first to post to our Annotation discussion.

what is missing is the annotation itself. Please take time to edit

the post to include “a brief description of the study including

the variables examined, their findings, and the relevance to

your proposal (about 3-4 sentences)" so you can earn the

highest grade possible.

 

7 Take care,
Education: Are STEM Donors amicle rec ——

rticle reuse guidelines:

; ? sagepub.com/journals-permissions

Different from Other Donors? —2zcebcomiicumals permissions

journals.sagepub.com/home/nvs

@SAGE

Emily |. Nwakpuda! £2:

Abstract

Philanthropic support of higher education is a growing area of interest among academic

fundraisers and philanthropy scholars. The academic fields of science, technology,

engineering, and math (STEM), in particular, are in need of a better understanding

of their major donors. This article analyzes a unique database of announced gifts to

higher education institutions from 1995 to 2017 to investigate relationships between

major donors’ characteristics and the magnitude of their gifts to STEM and all other |

academic disciplines. Sooo ee ne wspeoportionately entreprene

who, on average, give larger gifts to STEM than other major donors. Quantile

regressions reveal a positive and statistically significant relationship between major

donors’ entrepreneurial status and gift amounts at the 99th quantile (worth US$100

million or more). As major funding sources for academic STEM are increasingly

threatened, these findings are pertinent to academic institutions seeking to leverage

major donors as an alternative source of funding.

Keywords

major donors, philanthropy, science and technology, higher education

Introduction

Private donors have consistently been the primary financial supporters of philanthropic

causes in the United States. High-net-worth donors are driving philanthropic giving

(List, 2011), although less wealthy donors give higher proportions of their wealth to

charitable causes. The literature on giving motivations (e.g., religion, identity, social

'The University of North Carolina at Chapel Hill, USA