Legal, Ethical and Operational Issues

P5 Explain the lawful and moral issues according to the utilization of business data Definition: Ethics concern a person's ethical decisions about good and bad. Clarification: Business data has a place with the entrepreneur and any sort of utilization of the business related data ought to be utilized according to the organization strategy. There are legitimate outcomes in disrupting the norms (set of accepted rules ; code of training). Staff part needs to utilize his/her moral judgment to choose what is correct or wrong.Scenario †Update of Staff Handbook on moral and legitimate issues corresponding to the utilization of business data. Illicit, wrong or inadmissible utilization of school hardware or correspondence frameworks may bring about disciplinary activity and in genuine cases could prompt a representative's excusal. This rundown isn't thorough and incorporates; ? making, sending or sending any message that would sensibly be viewed as unseemly or unsuitable. (E. g. anything non identified with school) ? Submitting or inferring duty to any legally binding courses of action ?Accessing, distribution or dissemination of unlawful, hostile, unsuitable, improper or non-business related material ? Any criminal operations ? posting secret data about the school as well as different workers, kids or guardians ? betting or gaming ? unapproved utilization of school offices (or worker's very own IT hardware), for individual use during representative's working time Employees accepting improper correspondence or material or who are uncertain about in the case of something he/she proposes to do might penetrate this approach should look for exhortation from their Head teacher.The school has the option to screen messages, calls, web movement or record creation, basically so as to maintain a strategic distance from hostile or aggravation material and to shield frameworks from infections, yet additionally to guarantee legitimate and compelling utilization of frameworks. C orrespondence frameworks might be gotten to when the school speculates that the worker has been abusing frameworks or offices, or for the examination of suspected misrepresentation or other abnormality. Set of principles FOR SCHOOL EMPLOYEES 12. Long range informal communication sites. School representatives must not get to long range informal communication sites for individual use (e. . Facebook) during work time. Access to certain diaries, web journals and long range informal communication destinations is allowed during work time for the reasons for undertaking work related obligations as it were. School workers must act to the greatest advantage of the school and not uncover individual information or data about any individual including staff, youngsters or kids. This incorporates pictures. Access might be pulled back and disciplinary activity taken if there is a break of secrecy or disparaging comments are made about the school, staff, youngsters or kids. The school regards a rep resentative's private life.However, it should likewise guarantee that classification and its notoriety are secured. Representatives utilizing long range informal communication sites in their private life; 1. Must cease from recognizing themselves as working for the school, in a way which has, or may have, the impact of bringing the school into notoriety. 2. Must not recognize other school workers, kids or youngsters without their assent. 3. Must not offer any abusive comments about the school, it's workers, youngsters or youngsters, or behave in a way that is unfavorable to the school. . Reveal individual information or data about the school, workers, youngsters or youngsters, that could penetrate the Data Protection Act 1998, for instance, posting photos or pictures of kids or youngsters. 5. Must not permit understudies to get to their own long range informal communication accounts and where they are reached by a student they ought to carry it to the Head teacher’s considera tion. Set of accepted rules FOR SCHOOL EMPLOYEES 13. Individual Websites and BlogsEmployees who wish to set up close to home web gatherings, weblogs or ‘blogs' must do as such outside of work, not school gear and stick to the focuses definite in the passage above. 14. Secrecy All representatives at the school and the Governing Body come into contact with a noteworthy volume of information and data according to understudies, staff, school exercises and numerous different issues. There is a commitment to peruse and to watch the prerequisites of the Data Protection Act 1998. 14. 1 Required perusing:  · Data Protection Guide †accessible on intranet. 14. 2 Managing dataUnder the Data Protection Act, staff are required to gather, keep up and discard touchy or individual information in a mindful way. 14. 3 Disclosing information Staff ought not reveal delicate data about the school, its representatives or the nearby power to different gatherings, for instance, guardians or par tners. There are specific exemptions to this; for instance revelation of associated or claimed maltreatment with an understudy to Child Protection officials; conversation with an individual going with or speaking to a representative in a conventional gathering or divulgence under the Whistleblowing Procedure.All correspondence with the media must be coordinated through the Head instructor or their chosen one. There are conditions in which staff are obliged to discharge student information, for instance, guardians looking for data about understudy progress or different associates in the school. Set of principles FOR SCHOOL EMPLOYEES 14. 4 Access to information Everyone has the privilege to demand access to information that is held about them and such demands ought to be made to the Head educator who will address the solicitation related to the Local Authority’s Data Protection Officer. 15.Copyright Copyright enactment ought to be shown close to scanner machines and representat ives are required to stick to the direction gave about utilization of instructive assets. P6 Operational Issues comparable to the utilization of Business data. Operational issues are the way to keep your business data protected and secure. It includes lawful help to ensure the privileges of the business to keep its data safe and forestall abuse. The following are the various kinds of laws that ensure the utilization of Business data. Information Protection Act â€Computer Misuse Act Freedom of Information Act Copyright Act The requirement for the Data Protection Act This was acquainted with manage individual information. Databases are handily gotten to, looked and altered. It’s additionally far simpler to cross reference data put away in at least two databases than if the records were paper-based. The PCs on which databases lived were frequently organized. This considered association wide access to databases and offered a simple method to impart data to different associatio ns. PC Misuse ActData put away electronically is simpler to abuse; that product ought not be duplicated without consent; the results of programming robbery; that hacking can prompt debasement of information, either coincidentally or deliberately. Kinds of PC abuse Misuse of PCs and correspondences frameworks comes in a few structures: Hacking is the place an unapproved individual uses a system, Internet or modem association with obtain entrance past security passwords or other security to see information put away on another PC. Programmers some of the time use programming hacking apparatuses and regularly focus, for instance, specific destinations on the Internet.Data abuse and unapproved move or duplicating Copying and unlawful exchange of information is exceptionally speedy and simple utilizing on the web PCs and huge stockpiling gadgets, for example, hard plates, memory sticks and DVDs. Individual information, organization research and composed work, for example, books and course books, can't be replicated without the copyright holder's consent. Duplicating and disseminating copyrighted programming, music and film This incorporates replicating music and motion pictures with PC gear and dispersing it on the Internet without the copyright holder's permission.This is a far reaching abuse of the two PCs and the Internet that breaks copyright guidelines. Character and money related maltreatment This point incorporates abuse of taken or anecdotal charge card numbers to get merchandise or administrations on the Internet, and utilization of PCs in monetary cheats. These can run from complex all around considered double dealings to straightforward uses, for example, printing fake cash with shading printers. Infections Viruses are moderately straightforward projects composed by individuals and intended to make aggravation or harm PCs or their documents. The Computer Misuse Act (1990)This was passed by Parliament and made three new offenses: Accessing PC material with out authorization, eg seeing another person's records Accessing PC material without consent with expectation to perpetrate further criminal offenses, eg hacking into the bank's PC and needing to expand the sum in your record Altering PC information without consent, eg composing an infection to annihilate another person's information, or really changing the cash in a record Copyright law This gives security to the proprietors of the copyright and covers the replicating of composed, melodic, or film works utilizing computers.FAST is the business body which is against programming burglary. There have been situations where laws, for example, Copyright have been utilized to take action against document sharing sites or people who store and illicitly disperse copyrighted material, e. g. music. There is a monstrous issue with numerous individuals around the globe getting copyrighted material wrongfully. M2 Analyze the legitimate, moral and operational issues according to the utilization of business data, utilizing fitting models. Moral, Legal and Operational issues corresponding to the utilization of business data Advantages of Ethical, Legal and Operational issuesEthical, Legal and Operational issues comparable to the utilization of business data in the commercial center and work environment are getting progressively significant as associations move into a time of extraordinary rivalry for open and purchaser support. In this manner, there is a necessity to secure the business data which goes under operational issues. The b

The Industry Averages and Financial Ratios Essay Example for Free

The Industry Averages and Financial Ratios Essay In today’s showcase business truly take a gander at what the others in their serious market are doing to look at how they are getting along as a business or organization. They do this by assessing the business midpoints and the budgetary proportions. At the point when partnerships and budgetary counselors take a gander at the business normal and the proportions it causes them recognize the business qualities, shortcomings and the general soundness of the money related standings of the association. The car and transportation industry with an emphasis on General Motors (SIC:37110000) is the thing that our gathering as picked to look at for our examination. General Motors was turned over in 1908 by William Durant by the mix of more than 17 autonomous organizations in to one general organization, consequently killing his rivals of the business. This expanded the general normal of the business and expanded the company’s money related wellbeing. That was at that point, presently General Motors in number 3 in the market as it appears in Bloomberg Business week diagram. The reason for looking at the pace of General Motors and the Industry is to rate their presentation in dissolvability, gainfulness and proficiency. General Motors proportion improved in gainfulness from 2011 to 2012 and 2012 to 2013 the advantages and liabilities proportion was 1.31 that implies in benefit earned moderately to deals and all out resources. In the Industry that implies GM did really well in resources and deals contrasted with the Industry. In dissolvability the proportion was 13.19, it has in excess of 202,000 workers supporting the companies’ creation and appropriation. In effectiveness it all out a proportion of 9.00 in 2012 to 9.70 in 2013 which they improved in quality, receivables and productivity of benefits control contrasted with the business. General Motors has a sensible equalization on by and large execution. It has a higher payablesâ compared to the business yet lower receivables 16.9 to 6.9 , that demonstrates that theres a higher money coming in and less money going out. In 2011 GM Company accomplished amazing turnover of 150.3 billion US. Dollar and overall gain of 7.6 billion contrasted with the business. Underneath our gathering as contrasted the proportions and the business all in all and the organization General Motors to see where and how the organization is getting along inside the business. References Bloomberg Businessweek. General Motors Co (GM:New York) (Dec.22, 2014). Recovered from http://investing.businessweek.com/inquire about/stocks/financials/ratios.asp?ticker=GM Dan Bradstreet Key Business Ratios. (2014). 3711 Motor Vehicle and Car Bodies. Recovered from Dan Bradstreet Key Business Ratios, FIN370 site. General Motors Co. (2014). Market Watch. Recovered from http://www.marketwatch.com/contributing/stock/gm/financials/monetary record Magloff, David. General Motors Co. Development, Profitability, and Financial Ratios for (GM) from Morningstar.com. N.p., n.d. Web. 22 Dec. 2014

Teaching Social Issues to Children

Teaching Social Issues to ChildrenTeaching kids about social issues is one of the most effective ways to teach them right from wrong. Teaching social issues to children is the basis for proper social education because it offers them the foundation they need to make right choices in life. The good news is that even if the topic is controversial, it is always possible to teach it through the lens of fact.Teaching about social issues begins with a discussion on the topic with the child's teacher. While most teachers are aware of what social issues are and how difficult it can be to discuss it, it is still a good idea to have the discussion with the teacher. It helps the teacher to understand the topic and hopefully give some valuable insight as well. The teacher can then help develop the topic into a lesson to be discussed with the child.The topics that will be discussed are the main ideas that will emerge from the discussion. The main ideas that are to be discussed are the concepts of right and wrong. When the topic is about race or gender, the students may explore how to make those decisions for themselves and what role society plays in making these decisions. How should the person who thinks differently than the majority do it?Social issues will also be discussed on the different political views of the topic. Will a politician have the right to make these decisions? Why should you be able to make your own choices about what is right and wrong?This issue is also tackled in today's economy. Why is it so important to be liberal, conservative, or is it necessary to be in between? These are all important questions that students must ask themselves when they are being taught about social issues.The right way to begin discussing any topic is to talk to students about what they know and what they don't know. Askingstudents about their thoughts and feelings about the topic will help to form the basis for discussing that topic. These views should be validated through fee dback and discussion, but they should not be made official opinions because of how such a comment could be perceived by the student in the future.Speechless children should be praised for their views rather than criticized. If the topic has to do with race or gender, this is another story. In this case, there is no need to be polite or respectful about the topic; you must be a voice for the child and let them know what their thoughts and feelings are.Children learn through their own experiences and through the stories they tell about the subjects that are important to them. They can learn about social issues through reading and discussing their own views. They can also be given a chance to express their own views through a topic and earn praise for their efforts.

William Shakespeare s Macbeth Essay - 1207 Words

Irene Pantazis Mr. Dudley Pr Ap English III 4 December, 2015 Macbeth Research Paper When studying literature or reading a play, our attention is drawn to the protagonist or antagonist. Shakespeare directs our attention onto heroism, which can be seen across all of his plays like Macbeth or Julius Caesar. The protagonists Macbeth and Banquo conquer the evils that face them throughout the plot. However, the nature of violence that takes place throughout Shakespeare’s plays is in relation toâ€Å"the source of the killing of the soul†(Macbeth and the Nature of Evil). In Macbeth, Macbeth is known as a superhuman warrior, the characteristics of being brave and having ambition. The main reason evil stirs up violence can be seen as examples in Macbeth and Julius Caesar, which is caused by â€Å"evil being incompatible with humanity† (Shakespeare’s Play Themes). The murders in Macbeth and Julius Caesar are both examples of the rotation of the natural order. The killing of King Duncan in Macbeth is a prime example how evil a nd violence is shown into a comparison into Julius Caesar. Shakespeare uses a â€Å"common theme in all plays that all relates back to reality †(The Killing of King Duncan). Shakespeare also uses the â€Å"literary device of repetition to create a theme† (The Killing of King Duncan). In Macbeth the word â€Å"blood† is repeated due to creating the theme and the word â€Å"blood† allows the readers to remember that evil is a result to violence and anger. â€Å"Blood† is alsoShow MoreRelatedWilliam Shakespeare s Macbeth Essay1406 Words   |  6 PagesMacbeth Essay Since the beginning of time people looked up to the stars asking Gods their fate. Fate is a belief, that there is a set path for an event that is both unavoidable and inevitable, that there is a fixed natural order to the cosmos. In the play Macbeth by William Shakespeare, viewers can observe fate or (prophecy) playing a major role. 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Although there are many differences between the play and history, Shakespeare remains truthful in some aspectsRead MoreMachiavelli ´s Principle in Macbeth by William Shakespeare Essay1648 Words   |  7 PagesTHESIS STATEMENT Macbeth, by William Shakespeare, applies the Machiavellian principles of how princes should properly conduct themselves which is directly applied through Duncan, Macbeth, Lady Macbeth, and Malcolm. PURPOSE STATMENT Through analytic research, this paper will examine, as well as, compare and contrast the Machiavellian principles to the characters in Macbeth. The focus will include the influence of his principles, how they affect the characters, behaviors, and if they fit the descriptionRead MoreLust of Power Depicted in William Shakespeare ´s Macbeth Essay700 Words   |  3 PagesMurder, ghosts, and floating daggers are the usual attractions for most that read William Shakespeare’s Macbeth, and yet there is an important theme that some might overlook. 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In a larger sense, the theme of bad versus good kingship, embodied by Macbeth and DuncanRead MoreMacbeth Essay856 Words   |  4 Pages2012 MacBeth 5 Paragraph Essay A Tragic Tale of Ambition A Play By: William Shakespeare ENG-3UR As Shakespeare s tale of tragic ambition Macbeth progresses, Lady Macbeth undergoes a metamorphosis moving from a stable, loving wife, into a power hungry woman driven to madness by her own obsession for complete control. Although when the question who is ultimately responsible for Duncan s death is asked, many will point the finger at Lady Macbeth. While she played a role in manipulatingRead MoreMacbeth : Lightness And Darkness988 Words   |  4 PagesMuratovic Mr. Tice Honors English 2 6 March 2017 Macbeth Essay: Lightness and Darkness Is the lightness and darkness combination, implemented by Shakespeare in the play The Tragedy of Macbeth, foreshadowing Macbeth’s downfall? 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Education Is An Essential Basis Of A Good Life - 923 Words

A college graduated person has a longer and a better life than a person who has not gone to school because education is an essential basis of a good life. According to www.wikihow.com , young men who graduate college statistically live an average 13 years longer than male high school dropouts, Young woman who graduate college statistically live an average of 12 years longer than female high school dropouts, and college graduates with a bachelor’s degree earn an average of $1.64 million dollars than high school dropouts over the course of a lifetime. Especially at this time, getting an education is compulsory in the developed world because education is necessary for many reasons and adds so much value to our lives. Most students believe that, education is only to earn good income, but education is the solution of any problem, it is the only education which promotes good habits, values and awareness toward anything like terrorism, corruption and much more. Even though education cost more money, we should pursue our education harder because it can help people to gain knowledge, and to be respected by people. Those who choose not to pursue an education argue that college is too expensive. It is true that the cost of an education in colleges is so expensive. For example, if one student has gone to the University of Minnesota, and if he/she is a full time student, he/ she have to pay $18,000 a year. It is true that to pay this amount of money for one student in oneShow MoreRelatedEssay on The Aim and Importance of Literacy and Numeracy1037 Words   |  5 Pagesnumeracy are an extremely important part of everyday life and the 2 key subjects taught in school; Literacy is the basis of communication, Speaking Listen, along with Reading and Writing. We speak to and listen to people all the time and we contact people we can’t speak to by letter or email. 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The purpose of his existence is to reach his full potential, that being to live a life that is more human, more Christian a life that is similar to that of Christs. Thus, our existence revolves upon loving and inculcating our knowledge in the minds of others. These Christian concepts is essential in Fr. De Torres discussion of the perfectibility of man through education. In the opening of his selection, he talks about the notion of individuality against collectivism.Read MoreMy Job As A Wellness Educator961 Words   |  4 Pagesactivity and healthy behaviors. I knew from a very young age that I wanted to teach or do something in the health-related field. I have always played sports and been active my entire life. I am driven to eat well (although not perfect), stay healthy and stay in shape. This belief and practice was instilled early in my life by my parents. Recently, I have been more drawn to actively become more proficient in the nutrition-specific content (thus enrolling in this program) and it is my hope to share thisRead MoreEssay about How Capability Approach View Justice1666 Words   |  7 Pagesand improvement on the social primary goods approach provided by John Rawls. And also to the preferences satisfaction and real income ideas as measures for well being for the purposes of justice. in his lecture at Stanford University entitled â⠂¬Å"Equality of What†. Sen argued if People were basically very similar, then an index of primary goods might be quit a good way of judging advantage. But, in fact people seem to have different needs varying with education ,health, longevity and climatic conditionsRead MoreThe Importance Of Using Authentic Letters, Diaries, And Journals Of The Social Studies Classroom Essay1444 Words   |  6 PagesExplain the benefits of using authentic letters, diaries, and journals in the social studies classroom. 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Ethics are important not only in business but in academics and society as well because it is an essential part of the foundation on which a civilized society is built. Ethical behaviour is what all career people should aim to have. Not just the ethical attribute but exceptional behaviour with this regard.this is because in order to build a career, one must be governed by the rules of ethics to safeguard oneself and others. Ethics are essential in the workplace

Rhetorical Analysis Essay - 1480 Words

â€Å"Shitty First Drafts† by Anne Lamott, is a hilarious must read for junior high school students and any other aspiring writers. Her essay inspires comfort and confidence in writing a first draft. It concretes that all writers experience the â€Å"shitty† first draft. Anne Lamott wrote this instructional information in 1995, but it is timeless information. She blows the idea of writing an immaculate first draft out of the water. Anne supports the idea that bad first drafts will almost always lead to better second, third and final drafts. She symbolizes the first draft to be like a child. Where you put all your thoughts and emotions out there in words on paper, you go all over the place, you say all kinds of ridiculous things, and all with the†¦show more content†¦She writes, First theres the vinegar-lipped Reader lady†¦And then the emaciated German male†¦and there are your parents†¦and theres William Burroughs who all criticize her work (Lamot t 72). By using these satirized characters, it connects the reader as they feel that Lamott is thinking of them while writing. Lamott also uses pathos to capture the readers feelings and emotions. She allows the reader to feel as if they are not alone, and that she can relate. Also she uses cursing, to make it more informal and allows the reader relate more. She finds it difficult to write a first draft, and knows many others feel the same way, too. Pronoun usage is important in analyzing the rhetorical persuasiveness of Shitty First Drafts. A notable moment is when Lamott writes, They do not type a few stiff warm-up sentences and then find themselves bounding along like huskies across the snow (70). Automatically, Lamott uses they instead of I to get the direct connection with her audience. If she would have written they, perhaps Lamott wouldnt have come across as warm and affable as she does. The word they gives us, her readers, the sense that she is with us (not just writing about her own isolated case)—with all normal writers who do not sit down and write like Shakespeare on a first try. She is truly just trying to explain how it is not bad, in fact its good, to make a shitty first draft. Too often people get caught up by thinking thatShow MoreRelatedRhetorical Analysis Essay1401 Words   |  6 PagesDevi Thapa LLD 100A October 22, 2017 Rhetorical Analysis of Social and Personality Development in Childhood article http://nobaproject.com/modules/social-and-personality-development-in-childhood Introduction Rhetorical analysis is important because it breaks down the writing into parts and then explains how different each parts work together effectively in relation to the topic, audience and purpose. 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Is it a fact base analysis of a topic, providing you with statistical evidence to back its claims, or is it an emotional based claim that tugs at your heartstrings and connects with your past? Both forms of argument are fighting for your acceptance of its arguments, but do so in conflicting ways. On one end of the spectrum, a Dodge commercial exploits your emotional connectionRead MoreEssay on The Crucible Rhetorical Analysis902 Words   |  4 Pages The Crucible Rhetorical Analysis In a society where the thoughts and opinions of people are meant to blend in, a division actually occurs where they are usually separated because of their opinions. The play and the event, The Crucible and the â€Å"Red Scare† respectively, supply greatly to the difference of opinion because it shows that people are willing to do anything to not only oust the people that they dislike, but try and obtain the attention that they are seeking. During the â€Å"Red Scare,†Read MoreRhetorical Analysis Essay1097 Words   |  5 Pagesfought for women’s rights. She reaches out to a group of women so that they might call to mind their right to petition. In doing so, Kelley is persuading the audience to fight for their right to vote to change child labor laws. Kelley uses several rhetorical devices such as imagery, diction, and pathos to pull her audience into the issue and invites them to join her efforts. Florence Kelley shows sympathy through images she depicts to the audience when she explains how girls at the mere ages of six

Labor Force Participation Rate free essay sample

Question 1a Figure 1. 1 Unemployment Rate in Japan. Figure 1. 2 Labor participation rate for total, male and female. Figure 1. 1 Shows unemployment rate is on the upward rising trend since year 1980 to year 2008. An increase in unemployment is seen from year 1980 to year 1986, then follow by a slight decrease in year 1987 to 1991 and continue to increase steadily from year 1992 to 2002 reaching a record of 5. 4% high unemployment rate in year 2002. However, from year 2003 to 2008, a decrease in unemployment rate is observed. Figure 1. 2 shows the labor participation rate, total (% of total population ages 15+) had been decreasing since year 1980 to 2008. In year 1980 – 1983 there is an uprising trend, showing an increase in labor participation rate. Year 1984 to 1988, the labor participation rate, total decreases. Then it increases to an all time high at year 1991. After that, year 1992 onwards a drastic falls in the labor participation rate, total happens to year 2004. Year 2005 – 2008, has a relatively constant labor participation rate, total. We will write a custom essay sample on Labor Force Participation Rate or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The relationship of unemployment and total, female and male labor force participation rate are examined. The discourage worker effect is the major reason that causes the total labor forces to decline during the weak economy (Saito, 2000). The Japanese are at the stage of aging population and young persons pursuing higher level of educational attainment directly had cause the Japanese not to join the labor force after being retrenched. During year 1997 to 2000s, elderly person has mostly reached the retirement age, while this period most of the younger generation choose to go to college. Both old and young age feels discourage join the high unemployment rate, and therefore not to participate. Figure 1. 2 shows the labor participation rate, male (% of male population ages 15+) had been decreasing since year 1980 to 2008. In year 1980 to 1989 there is a sharp decrease in the labor participation rate, male. A small increase is seen on year 1990 to 1993. Next, an extreme decrease in labor participation rate, male happens from year 1994 to 2008. In Japan, the male labors force participation rate decrease because the discourage worker effect dominates. The reason that male labors force choose to quit from the labor force during recession is that they feel themselves are not under the current economic situation, not favorable working hours or salary and also not suitable for own knowledge or skill (Kawata Naganuma, 2010). Male labors felt them self very discourage from continuing to search for new jobs during the bad times. They have a negative perception about their jobs and choose to be homemakers. Thus, they choose to quit at this time, causing the male labor forces to decrease. Discourage worker effect dominates from year 1990s to 2002 during the economic downturn. Figure 1. 2 shows a big fluctuation is observed in the labor participation rate, female (% of female population ages 15+) from year 1980 – 2008. An uprising trend is seen from year 1980 to year 1992; a declining trend is exercised from year 1993- 2004. Year 2004 – 2008, the labor participation rate, female had shown a small increase yearly. When unemployment is high, female labor participation rate is high. Due to job security and income for male is declining, causes females to work even after their marriage. Female feels that their husband’s income could no longer full fill the breadwinner’s role in the Japan society. Due to the economic downturn, most jobs concentrated in non-regular jobs, mostly part – time jobs. These part time jobs had attracted women to join the labor force because work is relatively more flexible; it allows women to balance work and home responsibilities (Osawa, 2004). Female now find that they need to work in order to ensure they are having adequate family income. This shows that, the added effect had dominated in the female labor force.

Law School Personal Statement Examples

Law School Personal Statement Examples The personal statement is a written description of one’s interests, achievements, and other important info included as a part of an application for a place at a college or university. When sending applications to different schools and colleges the chances are high you’ll also have to submit a personal statement. Law school isn’t an exception. Before you get all nervous and frustrated, you should bear in mind that writing personal statements isn’t the most difficult task in the world. Throughout this post, I’m going to show you some law school personal statement examples and provide a few tips that will help you compose your statement easily. Or you can work as proofreader Stuck on Your Personal Statement? Check out these example personal statement. Dos and don’ts Before you start working on your law grad school personal statement, you have to know what is okay to do and things to avoid. Knowing dos and don’ts helps you shape the personal statement and avoid common mistakes that students usually make when submitting their applications. DO: Always be yourself. Instead of adding to your personal statement things you think they want to hear, tell the admission board the truth about yourself. Be you! Ask someone to edit and proofread the personal statement for you, to make sure you don’t overlook some common mistakes Edit and proofread the statement as soon as you finish writing your law school personal statement Feel free to talk about personal statement topics with the pre-school advisor or some other individual who’s familiar with the process Focus on the first paragraph of the personal statement. Just like with â€Å"regular† essays, the first paragraph has to be intriguing and interesting enough to catch reader’s attention and make him/her want to keep reading the paper Instead of choosing a broad topic and writing generalities, opt for a narrow topic where you can add specific details. The best thing to do is to focus on a specific experience and the influence it had on you Instead of dragging the personal statement to make it appear larger, you should keep it brief and simple. Remember, quality always beats quantity. Generally, personal statements should take 2-3 double-spaced pages Make sure the personal statement is interesting and energetic. You don’t want the admission board to yawn while reading it. Tell the story, keep the audience engaged Strive to consider the audience. For instance, personal statement law school is usually evaluated by admission board consisting of professors, admission professionals, third-year law students. All these people have been where you are now, you have to write the statement in a manner that will showcase your individuality but impress them at the same time. Your goal is to come across as an interesting classmate, attentive student, and an accomplished individual (or as a person who’s motivated to achieve great things) Try enriching personal statement with info from your background, any detail that sets you apart from other students e.g. family, ethnicity, religion, socioeconomic factor Write in active voice DON’T Play a role of a judge or lawyer when you’re writing a personal statement Use jargon or other legal concepts. Remember, you want to enroll into the law school and your admission will be reviewed by individuals who specialize in law. When you use jargon or legal concepts there is always the risk of misusing them Write your entire life story and restate information you’ve already written in the resume. After all, your personal statement should tell the story why you want to study law Use clichà © phrases, expressions, and stories about the mission to save the world etc. Be honest about your experiences and how you perceive them to emphasize your individuality Turn the personal statement as a sort of explanation for weak grades and some other discrepancies in the application. All potential issues should be addressed in an addendum. On the other hand, your personal statement should focus on the positives, rather than negatives Advocate a controversial opinion or idea before thinking it through. Yes, lawyers are used to all sorts of ideas and topics, but it doesn’t mean you should promote some radical ideas in content whose purpose is to explain why you want to be a law student. Plus, there’s always the risk of appearing close-minded How to write a personal statement? Every educational institution usually releases criteria and requirements along with personal statement prompts to help students understand what they’re looking for. Before you get to see the examples of law school personal statements, I’m going to give you some useful tips that will make it easier for you to start working on your admission. At this point, you’re probably wondering how to start a personal statement and these tips will help you write a killer opening paragraph: Avoid starting the personal statement with long, complicated sentences Be enthusiastic and make sure it shows in the very opening paragraph of the personal statement Consider it as the chance to introduce yourself Depict your interest in the course, the admission board wants to know just how badly you want to study there Don’t beat around the bush, get to the point quickly Don’t just say you’re interested in law, explain WHY Engage the admission board with something relevant, interesting, and specific Start the personal statement with a short sentence which perfectly captures the main reason you’re interested in studying law Write what comes naturally When it comes to the personal statement format, students are usually asked to follow the format that the educational institution provides. Some students divide the personal statement into smaller subheadings while others simply organize the text into paragraphs. In this case, every paragraph develops and discusses one idea or, in this case, one reason why you want to study there. As you can see, writing a personal statement isn’t such a difficult task, but there are numerous things to consider when composing the content. To make things even easier for you, here is the rundown of info to include into your personal statement: Can you demonstrate transferable skills like leadership, problem-solving, teamwork, time management, organizational and listening skills? If so, include them in your personal statement Demonstrate critical thinking Describe what you’ve done outside of school and classroom Describe your long-term career plan Explain reasons you want to study the course Explain what makes you the ideal student for the course Reflect on experiences and explain what you’ve learned from them and how they’re relevant to your course Examples Now that you know more about these statements and how to write them on your own, these personal statement examples can help you stay on the right track. Below, you can see the collection of personal statement paragraphs that will inspire you: Law is the cornerstone of the society, the engine that makes the world we live in work. Sometimes the engine functions perfectly, but in other instances, it experiences different problems. When law suffers, the entire society suffers too. In my humble opinion, the law is almost like a living organism primarily because it always changes and adapts to different circumstances in the society. The desire to learn more about the way this world functions and to build a career in helping this living organism grow and stay alive inspired me to study law. I was determined to learn the role of a solicitor after visiting the magistrate’s court and sitting in the public gallery. My visit to the public gallery and the court had the purpose to improve my knowledge about the process. Monitoring the solicitors and the way they approached the case and their clients made me realize it is essential to pay attention to detail and treat the client with respect. For solicitors, it is a must to stay non-judgmental and mature regardless of the case. Solicitors have the tremendous opportunity to help change their clients’ lives, they are making an impact, a career I want to have as well. The primary reason why I have chosen to study law is that it will enable me to study Criminal and Human Rights Law in a greater depth. The course comes with a theoretical and practical basis which can help expand my knowledge and understand how the law affects the society. My decision to study Law stems from an appreciation I had for the subject originating in my fathers previous and current businesses. My role there revolved around doing secretarial work. Thanks to this role, I gained a much-needed insight into how the law is imposed in a business setting. At the same time, I started wondering about other influences that law has. How does law impact our world? That is the question I constantly ask myself but it will be possible to answer it only when I study and learn more about law and all its impacts on other aspects of life both private and social. I engage in a wide array of extracurricular activities to complement my academic interests. For instance, I am involved in debating society of my school. Being a member of this team was a great learning experience because it helped me develop my skills, improve writing, and develop critical thinking. Furthermore, I am also involved in a reward experience like the production of the school newspaper. Hobbies are important for every individual, regardless of the job, race, ethnicity, they help us evolve as human beings. Bottom line Writing a law school personal statement can be quite frustrating when you don’t know what to do, especially if you’ve never had to write a personal statement before. It all comes down to making the content happy, optimistic, and non-judgmental. Remember, your personal statement should be a perfect reflection of you as you, not someone else.So? if you need personal statement examples, you can use our site!

An Interpretation of “On the Pulse of Morning” Essays

An Interpretation of â€Å"On the Pulse of Morning† Essays An Interpretation of â€Å"On the Pulse of Morning† Paper An Interpretation of â€Å"On the Pulse of Morning† Paper Essay on â€Å"On The Pulse Of Morning† Analysis The poem that Maya Angelou chose the read at President Clinton’s inaugural in 1993, delivers a message of hope. It uses the metaphor of morning or dawn to show that people can create their dreams and bring them to life. Maya Angelou has been a national celebrity since the reading of this poem. Her writings have a way of embracing people and successfully state her thoughts and emotions. â€Å"Pulse† is a call for hope and opportunity in part of our history. When analyzing this poem a great deal of the stanzas relate to diversity, change over time, and equality. This poem successfully portrays a sense of diversity throughout it. Many lines in different stanzas are related to diversity. Stanza four and five states, â€Å"The singing River, and the wise Rock. So say the Asian, the Hispanic, the Jew, the African, the Native American, the Sioux, the Catholic, the Muslim, the French, the Greek, the Irish, the Rabbi, the Sheik, the Gay, the Straight, the Preacher, the Privileged, the Homeless, the Teacher. They hear. They all hear the speaking of the tree. † They are united by nature, but different due to their culture. In stanza six a lot about diversity has been acknowledged. The people who once helped Maya, do not anymore. In addition it states that we arrived from the Indians. In the course of history, elements of society have changed. Examples through this poem are â€Å"the dinosaur, who left dried tokens of their sojourn here†¦Is lost in the gloom of dust and ages. But today, the Rock cries out to us, clearly, forcefully, Come you may stand upon my Back and face your distant destiny. The dinosaur, as we all know is now extinct. They have left their â€Å"dried tokens† or their fossils here when they were once here. They left them here for us to find. For the different groups to find. The dinosaurs were â€Å"lost in the dust†¦Ã¢â‚¬  and it was hard for people to find, but now over the years, the dinosaurs fossils have been found. In addition the slave black Africa n Americans have come from the ancient homeland of Africa. The slaves were once here and now the United States passed a law that slavery was to be abolished. Over time people, places, and all things have changed for good and bad. Equality is an important concern in the world today. â€Å"Women, children, men, Take it into the palms of your hands†¦Ã¢â‚¬  This is saying that our society can be a loving one with equality for men, women, blacks, and whites. Whether we are rich or poor, we all have the same opportunities in our country. No matter when in history we appeared. No matter how strange we appear to be to others. People think that people that are not like them and come from other planets, however we are all members of this planet. History, despite its wrenching pain Cannot be unlived, but if faced with courage, need not to be lived again. † This is saying that we have learned from our past. The discrimination and the inequality should not be repeated in our future. In addition, this poem describes characterization. Personification is a part of literature in which an object or a living thing is given human individuality. Angelou uses personification to give pitch to, â€Å"the river and the tree†, and the aptitude to converse to the reader. Angelou writes â€Å"But today, the Rock cries out to us, clearly, forcefully, Come, you†¦Ã¢â‚¬  The rock signifies strength. The strength for us as people everywhere in the world to stand together as one. Not to hide behind shame, humility or cowardness, but be able to stand strong in our right for what we believe in and what we know is right. We as people can unify and become one and be solid as a rock. This written document is using an argument to assert. Angelou does a great job of asserting her position so that the audience would understand how she feels. Although this writing may influence others in the future, her primary purpose was simply to let others know how she feels about this topic. The word choice is phenomenal as she makes you look deeper into the meaning of what she is trying to say. By doing this, it is left up to the interpretation of each individual as to the meaning of it and what is taken away from it. Because her audience was the entire country, she does a great job of excluding no one and reaching out the every individual. She is successful in leaving no one untouched by her rhythmic word choice. Because Angelou is able to understand the rhetorical situation, this may contribute to the strong, audience-focused, and organized writing that she was able to produce. To write any argument effectively, you must first become aware of the rhetorical situation. Prior to starting this writing, she had to analyze and imagine the audience and identify how she would connect with them. In addition to this, the cultural context in this writing was a large part of what is was about. Culture will always be a part of any rhetorical situation and shape any argument. For this writing to be as persuasive as it is, it was important that Angelou understand the culture. In doing this she takes gender, age, and sexual orientation into consideration when addressing the audience. Maya Angelou was successful in relating her poem to diversity, change over time, and equality. This poem is amazing and touches the depths of so many issues. Angelou is brilliant in her construction of the topics and how she leaves you pondering them after you have finished reading this writing. She is a very talented writer, and this poem clearly is a contribution to today’s Civil Rights Movement.

Sustainable relationship Marketing Assignment Example | Topics and Well Written Essays - 6000 words

Sustainable relationship Marketing - Assignment Example It transcends the boundaries between specialist functions and disciplines.† Gummesson (1999:73). Relationship marketing is closely intersected with sustainability – â€Å"a form of development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (Benn & Martin, 2014:742). Nowadays, the role of RM is recognized by many different organisations, operating in various industries. Increasing number of organisations strive to focus on customer retention, to emphasize customer service, to maintain high contact with customers, and to pursue long-term relationships (Christopher, Payne, and Ballantyne, 1991). Relationship marketing is viewed as a multidimensional discipline, which has many different models applicable to various situations. Five major models discussed in this report are: (1) Relationship Marketing’s Six-Markets Model; (2) Sustainable Marketing Model; (3) Ethical Relationship Marketing Model ; (4) The Morgan-Hunt Model of Relationship Marketing; and (5) Return on Relationship Model. Combined use of these five models enables to understand various aspects of relationship marketing, interrelationship and connection of different elements. A company implementing RM strategy gains increased opportunities for retaining existing customers and build profitable long-term and sustainable relationship. In order to test this hypothesis, there was chosen McDonalds Corporation for further analysis. The research shows that initially McDonalds has made a focus on customer-centric approach early before the concept of relationship marketing has gained wider popularity. However, by 1990s the company has failed to ensure excellent customer service and value-added approach because of quick geographical expansion of its restaurants. However, soon the company has recovered its position on the market by developing comprehensive relationship marketing strategy, focusing on three major markets: customers,

Rethinking Performance Management Essay Example | Topics and Well Written Essays - 3000 words

Rethinking Performance Management - Essay Example Behavioral pattern of the suppliers and the clients and concentration in the supply makes entrepreneurs more competitive in the global market. In the market where the customers are diverse, a different approach to the market may be of great benefit to entrepreneur in a new market (Keillor 2011). The trends of innovating products and services in a particular environment have been used by multinational companies in their new products. Taking for instance the travel business in the United States, the business involves serving both the natives and the international visitors. Globalization and liberalization of economies have allowed companies to invent new ideas suitable for the developing markets. Globalization has pressurized companies to continue innovating new ideas of conducting businesses. Though much innovation has been witnessed in the global market, entrepreneurs have found it harder to penetrate the market to ever changing business environment and competition (Griffin 2005). There is more opportunity for growth due to innovation and completion in the global market. Entrepreneurs in the global markets seem to prefer working centrally and doing business from a central position. However Companies benefit international market therefore centralization of business no longer applies in the global markets (Keillor 2011). ... This continuous process entails measurement, appraisal, monitoring, controlling, rewarding and feedback processes (Gary, 2011). Organisational goals are achieved through strategic plans, which are further executed and controlled through effective performance management systems that are applicable for managing performance of the employees, organisational systems and processes. in an ideal state, performance management system is highly beneficial for the company in terms of improving employee motivation and self-esteem; in gaining better understanding of the employees’ abilities and attitudes; achieving better job role and goal clarity; creating appropriate administrative actions; improving employees’ competencies on a continuous basis; better adherence to regulations; introducing better timely interventions to performance improvement; better execution of organisational changes; and in achieving better and predictable growth for the company (Aguinis, 2009). However, Crawf ord’s (2006) article critiques performance management system as a whole by highlighting that performance management related studies indicate otherwise and regard it as a flawed system because the findings from these studies show that despite managing performance, 96% organisations still experience poor performance; very few performance management systems have been proved to be effective; organisations continue to experience huge losses due to poor performance. Crawford (2006) highlighted three main reasons for the failure of performance management: firstly, the notion that performance can be managed is a myth; secondly, performance management has become more of a mechanically driven process without accounting for human factor involvement; thirdly, managers

General psychology Essay Example for Free

General psychology Essay Introduction ALMOST CERTAINLY YOU WILL PROBABLY HAVE COME ACROSS THE IDEA OF PLAGIARISM ALREADY. PLAGIARISM IS ABOUT THE PRESENTATION OF OTHER PEOPLES’ WORK AS IF IT IS YOUR OWN, FOR YOUR GAIN. THE IDEAS AROUND PLAGIARISM ARE PRESENTED TO STUDENTS IN MANY DIFFERENT WAYS SOMETIMES PLAGIARISM IS SEEN AS A DREADFUL CRIME. WE WANT TO PRESENT IT HERE IN THE CONTEXT OF AN UNDERSTANDING OF ACADEMIC HONESTY AND WHAT IS TERMED ‘ACADEMIC MISCONDUCT’. YOU NEED TO KNOW ABOUT THESE THINGS BECAUSE THEY SHOULD GUIDE YOUR MANNER OF WORKING IN HIGHER EDUCATION. PLAGIARISM AND CHEATING ARE SERIOUS ISSUES IN HIGHER EDUCATION, AND PLAGIARISM, IN  PARTICULAR, IS INCREASING A GREAT DEAL AT PRESENT. WE WANT YOU TO HAVE THE KNOWLEDGE AND SKILLS AND THE GOOD WORKING HABITS THAT ENABLE YOU TO MAKE EFFECTIVE AND APPROPRIATE JUDGEMENTS IN YOUR WORK. THIS UNIT IS DESIGNED FOR STUDENTS NEAR THE STARTING POINT OF HIGHER EDUCATION STUDIES. IT PROVIDES THE INFORMATION AND SKILLS THAT YOU NEED AT PRESENT – AND YOU WILL HAVE MORE MATERIAL ON THIS TOPIC AT A LATER STAGE, WHEN YOU NEED TO KNOW MORE ABOUT IT. The aim of this unit is to: -HELP YOU TO GET A CLEAR IDEA OF ACADEMIC HONESTY AND ACADEMIC MISCONDUCT -CLARIFY THE MEANINGS OF ACADEMIC MISCONDUCT CHEATING AND  PLAGIARISM AND COLLUSION -PROVIDE YOU WITH INFORMATION THAT YOU NEED IN ORDER TO BE ACADEMICALLY HONEST; -IDENTIFY AND HELP YOU TO ATTAIN THE SKILLS THAT YOU NEED FOR ACADEMIC HONESTY AND GOOD PRACTICE 1 AS WELL AS PROVIDING SOME EXERCISES TO HELP YOU TO LEARN FROM THIS MATERIAL, THIS UNIT IS INTENDED TO BE A RESOURCE TO WHICH YOU MAY WISH TO RETURN FOR GUIDANCE. THE ANSWERS TO THE EXERCISES ARE AT THE END OF THE UNIT. Some points to think about AS A STUDENT YOU SHOULD LEARN ABOUT ACADEMIC HONESTY BECAUSE IT IS AN IMPORTANT ELEMENT OF HIGHER EDUCATION BEHAVIOUR. THERE ARE SEVERAL ASPECTS TO IT. IT INVOLVES: -ENSURING FAIRNESS TO THOSE WHO HAVE PRODUCED NEW KNOWLEDGE AND IDEAS; -ENSURING THAT THE WORK THAT A PERSON SAYS IS HER OWN IS INDEED HER OWN; -THE DISCOURAGEMENT FROM CHEATING TO GAIN UNFAIR PERSONAL ADVANTAGE. THE INTENTION TO DECEIVE STAFF OR THE INSTITUTION IS CENTRAL TO THE ACTIVITY OF THE PLAGIARIST OR CHEAT. HOWEVER, IT IS NOT FAIR ON YOU, AS A STUDENT, IF YOUR FELLOW COLLEAGUES CHEAT AND PLAGIARISE AND THEREBY GET BETTER MARKS. SAM, SUZANNE, IZZY, AND KATRINE ARE IN A LEVEL 1 CLASS AT SOMOUTH UNIVERSITY. THEY ARE ALL STUDYING PSYCHOLOGY AND ARE IN A CLASS OF OVER A HUNDRED AND EIGHTY STUDENTS. THEIR SEMINAR SESSIONS ARE THIRTY IN NUMBER AND SO FAR THEY DO NOT FEEL KNOWN AS INDIVIDUALS BY STAFF. SUZANNE HAS BEEN STRUGGLING BECAUSE SHE, UNLIKE THE OTHERS, DID NOT STUDY PSYCHOLOGY AT SCHOOL. SHE HAS BEEN QUITE DEPRESSED ABOUT IT AND HAS ASKED THE OTHERS FOR HELP. THEY DID WHAT THEY COULD, BUT SHE DID NOT SEEM TO BE ABLE TO TAKE IT IN. AT TIMES SHE TALKS ABOUT LEAVING UNIVERSITY. THEY COME TO THE COURSEWORK ASSESSMENT AT THE END OF LEVEL 1 AND TO EVERYONE’S SURPRISE, SUZANNE COMES OUT WITH ONE OF THE HIGHEST MARKS IN THE CLASS. THE TUTOR PRAISES HER WORK AT THE NEXT SEMINAR AS BEING WELL CONSTRUCTED, AND PARTICULARLY WELL WRITTEN. SUZANNE IS CLEARLY HAPPY AND THEY ALL GO OUT FOR A DRINK IN THE EVENING. UNDER THE INFLUENCE OF A FEW PINTS SHE LETS SLIP THAT SHE PAID ANOTHER STUDENT IN HER HOUSE (FROM LEVEL 2) TO WRITE IT. AFTER THE TIME AND EFFORT THE OTHERS HAVE PUT INTO HELPING SUZANNE, AND DOING THEIR OWN WORK, THE OTHERS FEEL CHEATED BY HER ACTION. THE ATTITUDE TO PLAGIARISM CAN DIFFER IN DIFFERENT CULTURES, FOR EXAMPLE SOMETIMES IT CAN BE CONSIDERED TO BE AN HONOURABLE ACT TO REPRODUCE THE EXACT WORDS OF THE EXPERT TEACHER. IN THE UK THE NORM IS TO EXPECT STUDENTS TO PRODUCE THEIR OWN WORK. THEY WILL, OF COURSE, USE THE WORK OF OTHERS WITHIN THEIR WORK AND WHERE  THIS OCCURS THE OTHERS’ WORK NEEDS TO BE CITED AND WHEN QUOTED, MARKED AS A QUOTATION. SOME INTERNATIONAL STUDENTS MAY NEED TO ADJUST TO UK NORMS WHEN STUDYING HERE. 2 LAU COMES FROM SOUTH EAST ASIA. HE WAS ENCOURAGED TO GIVE GREAT RESPECT TO HIS TEACHERS, THERE AND TO REGARD THEM AS EXPERTS WHOSE WORK WAS TO BE EMULATED. HE IS VERY TAKEN ABACK WHEN HE IS TOLD THAT HIS EXAMINATION PAPER SHOULD EXPRESS MORE OF HIS OWN IDEAS AND SHOULD NOT CONTAIN MATERIAL THAT HE MUST HAVE LEARNT BY HEART FROM HIS LECTURE NOTES. HE FINDS IT HARD TO UNDERSTAND HOW HE, HIMSELF COULD HAVE ANYTHING WORTHWHILE TO SAY AT THIS STAGE. IF YOU ARE AN INTERNATIONAL STUDENT AND FEEL THAT YOU DO NOT UNDERSTAND THE MATERIAL IN THIS UNIT, ASK A TUTOR OR STUDY ADVISOR FOR MORE HELP. Some definitions and explanations WE HAVE SAID THAT THE AVOIDANCE OF CHEATING AND PLAGIARISM IS A MATTER OF HAVING INFORMATION AND A SET OF SKILLS THAT BECOME GOOD HABITS OF WORKING. WE START BY LOOKING AT A SET OF EXPLANATIONS AS PART OF THE INFORMATION, AND THEN YOU WILL BE GIVEN SEVERAL DEFINITIONS. YOU DO NOT NEED TO MEMORISE THESE DEFINITIONS, BUT YOU ARE EXPECTED TO HAVE A WORKING KNOWLEDGE OF THEM. TO START WITH, WE INTRODUCE THE TERM ‘ACADEMIC MISCONDUCT’ TO MEAN THE USE OF  DISHONEST ACADEMIC BEHAVIOUR TO ONE’S OWN BENEFIT. THE TERM INCLUDES CHEATING, PLAGIARISM AND COLLUSION. CLEARLY, SUZANNE ILLUSTRATES ACADEMIC MISCONDUCT IN HER BEHAVIOUR – AND THAT WAS PLAGIARISM. CHEATING IS OFTEN SEEN AS A BEHAVIOUR THAT OCCURS IN EXAMINATIONS, BUT IT IS BROADER THAN THAT. HERE ARE SOME EXAMPLES OF CHEATING BEHAVIOUR. SIMON KNEW THAT OTHERS NEEDED A BOOK IN ORDER TO COMPLETE THE ESSAYS THAT THEY HAD BEEN SET. HE USED THE LIBRARY BOOK HIMSELF, THEN HANDED IT BACK IN (IT WAS A SHORT-TERM LOAN) AND THEN WHEN HE WAS IN THE LIBRARY THE NEXT DAY, TOOK THE BOOK FROM ITS PROPER LOCATION AND PUT IT IN ANOTHER AREA OF THE  LIBRARY. JAMIE WENT INTO THE EXAMINATION WITH TEN KEY NAMES WRITTEN ON HIS ARM IN BALLPOINT PEN JULIETTE WAS DOING A CHEMISTRY DEGREE. HER EXPERIMENT IN CLASS DID NOT GO TOO WELL AND THE DATA SHE ACHIEVED WAS INCOMPLETE. SHE HAD A LOOK AT HER FRIEND’S BOOK AND GOT AN IDEA OF THE APPROPRIATE KIND OF DATA AND MADE SOME UP. CHRISTINA HAD NOT DONE ENOUGH REVISION FOR THE CLASS TEST. SHE TOOK THE DAY OFF, SAYING THAT SHE HAD ‘FLU AND KNOWING THAT SHE WOULD THEN HAVE A BIT MORE TIME TO LEARN FOR THE TEST WHICH SHE WOULD DO LATER. 3 ED HAD A PROJECT IN ENGLISH TO WRITE UP, TO BE HANDED IN AT A PARTICULAR TIME. THERE WAS OTHER ACADEMIC WORK TO BE HANDED IN AT THE SAME TIME AND HE KNEW HE COULD NOT DO ALL OF IT. HE LEFT THE ENGLISH PROJECT UNTIL LAST. AFTER A SESSION IN THE GYM HE COMPLAINED OF A VERY SORE WRIST, PUT A BANDAGE ON IT AND WENT TO SEE HIS TUTOR TO ASK FOR MORE TIME TO COMPLETE THE PROJECT ON THE BASIS THAT HE COULD NOT WRITE VERY QUICKLY AT PRESENT. HIS TUTOR TOLD HIM TO GO TO THE MEDICAL CENTRE AND GET A NOTE. HE CAME BACK TWO DAYS LATER WITH THE PROJECT NOW COMPLETED AND THE WRIST UNBANDAGED AND ‘HEALED’. THE TWO DAYS HAD BEEN VERY USEFUL. ABI WAS ONE OF A GROUP OF STUDENTS WHO WERE WORKING TOGETHER ON A PROJECT  THAT WAS TO BE SUBMITTED JOINTLY. SHE HAD GONE INTO HIGHER EDUCATION PARTLY BECAUSE SHE WANTED TO ENJOY A GOOD SOCIAL-LIFE, AND THE PROJECT WAS NOT GOING TO GET IN HER WAY. WHEN THE OTHER STUDENTS IN THE GROUP MET TO WORK ON THE PROJECT, SHE WOULD CONSTANTLY SAY THAT SHE COULD NOT MAKE IT. THEY GOT ON WITH THE PROJECT, COMPLETED IT AND HANDED IT IN WITH ABI’S NAME ON IT AS WELL. THEY RESENTED HER BEHAVIOUR, BUT BEING IN THE EARLY STAGES OF THEIR PROGRAMME, DID NOT KNOW EACH OTHER VERY WELL AND DID NOT KNOW HOW TO INDICATE ABI’S LACK OF CONTRIBUTION. PLAGIARISM, AS WE HAVE SAID, IS ANOTHER FORM OF ACADEMIC MISCONDUCT AND IT  REQUIRES A RATHER SPECIAL EXPLANATION WHICH IS AS FOLLOWS: THOSE WHO WORK IN HIGHER EDUCATION AND RESEARCH CAN BE SEEN AS WORKING IN A COMMUNITY – THE ACADEMIC COMMUNITY. THIS COMMUNITY HAS A SET OF RULES TO WHICH IT WORKS. ACADEMIC CONVENTIONS ARE THESE RULES AND ACADEMIC MISCONDUCT IS THE BEHAVIOUR THAT CONTRAVENES THESE AGREED RULES. THESE RULES, OBVIOUSLY IDENTIFY CHEATING AS A CONTRAVENTION HOWEVER, THERE ARE ASPECTS OF THESE RULES THAT REFER TO THE ‘OWNERSHIP’ OF IDEAS. ACCORDING TO THESE RULES OR CONVENTIONS, NEW IDEAS ARE TREATED LIKE PROPERTY THAT SOMEONE OWNS. ONE REASON FOR THIS IS THAT THERE ARE REWARDS AND AWARDS (GRANTS, PRIZES, QUALIFICATIONS, DEGREES ETC) GIVEN TO PEOPLE FOR THE QUALITY OF THEIR IDEAS. FOLLOWING FROM THE NOTION OF NEW IDEAS AS PROPERTY, WE CAN CONSIDER THE USE OF UNATTRIBUTED IDEAS FOR THE GAIN OF ANOTHER PERSON, AS A FORM OF THEFT. BY ‘UNATTRIBUTED’, WE MEAN THE LACK OF ATTACHMENT OF A NAME AND SOURCE TO THE IDEA SO IT IS AS IF THE IDEA IS THAT OF THE WRITER. OTHER WORDS FOR ‘ATTRIBUTE’ ARE REFERENCE, ACKNOWLEDGE AND CITE. YOU USUALLY REFERENCE THE IDEA OF ANOTHER IN THE TEXT (WHERE YOU HAVE REFERRED TO THE IDEA, OR QUOTED FROM IT) AND IN A REFERENCE LIST AT THE END OF YOUR WORK. PLAGIARISM IS THE TERM FOR PASSING OFF ANOTHER’S WORK AS ONE’S OWN FOR ONE’S OWN BENEFIT. IT USUALLY THAT OTHERS’ IDEAS HAVE BEEN ‘BORROWED’ WITHOUT BEING REFERENCED TO THE ORIGINAL CREATOR OF THE IDEA. PLAGIARISM OCCURS WHETHER THE ‘PASSING OFF OF THE WORK AS ONE’S OWN’ IS INTENTIONAL OR UNINTENTIONAL. WE HAVE TO SAY THAT PLAGIARISM MAY BE UNINTENTIONAL BECAUSE ANYONE CAN ALWAYS CLAIM THAT ‘S/HE HE DID NOT KNOW ABOUT PLAGIARISM’. 4 CORRESPONDINGLY THEREFORE, TEACHERS AND INSTITUTIONS HAVE TO BE CLEAR THEMSELVES THAT THEY HAVE ENSURED THAT STUDENTS HAVE RECEIVED APPROPRIATE OPPORTUNITIES TO  UNDERSTAND ACADEMIC MISCONDUCT AND TO HAVE LEARNT THE NECESSARY SKILLS TO BEHAVE WITH ACADEMIC HONESTY. BELOW ARE SOME EXAMPLES OF PLAGIARISM: EMMA WAS DOING A LAW DEGREE AND FOUND THAT HER FLAT-MATE HAD DONE THE SAME MODULE THE YEAR BEFORE AND WAS WILLING TO LET EMMA LOOK AT HER ESSAYS – BUT INSISTED THAT SHE SHOULD NOT COPY ANY OF IT. EMMA COPIED A LARGE CHUNK OF ONE OF THEM BECAUSE SHE DID NOT UNDERSTAND THE SUBJECT AND ALTERED A FEW WORDS HERE AND THERE. UNFORTUNATELY FOR HER, SHE DID NOT NOTICE THE FONT WAS DIFFERENT ON THE COPIED CHUNK AND HER PLAGIARISM WAS DETECTED. ANNA HAD WORK TO DO IN CHEMISTRY THAT SHE DID NOT UNDERSTAND. IT WAS ABOUT THE NATURE OF A PARTICULAR REACTION. SHE LOOKED ON THE INTERNET AND FOUND A PIECE OF WRITING THAT WAS EXACTLY WHAT SHE NEEDED – AND CUT AND PASTED IT, ADDING A FEW WORDS OF INTRODUCTION AND CONCLUSION. ANTONIO PHONED HOME TO HIS FRIEND FOR HELP WITH AN ASSIGNMENT IN CIVIL ENGINEERING. HIS FRIEND FOUND A PIECE OF WRITING IN SPANISH. ANTONIO HAD IT TRANSLATED FROM THE ORIGINAL AND SUBMITTED THAT. BILLIE FOUND THAT AN OLD TEXTBOOK ON MODERN HISTORY AT HIS HOME THAT SAID EXACTLY WHAT HE NEEDED TO SAY IN AN ESSAY. HE COPIED IT. THE CHANGE IN STYLE WAS NOTICED BY HIS TUTOR, WHO CHALLENGED HIM. COLLUSION IS A FORM OF PLAGIARISM TOO. SOME EXAMPLES OF COLLUSION ARE: JOANNE WAS STRUGGLING IN HER EDUCATION DEGREE. HER FRIEND WAS DOING A SIMILAR DEGREE AT ANOTHER UNIVERSITY. THEY DECIDED TO CHOOSE THE SAME TOPIC FOR THEIR DISSERTATION AND TO WORK TOGETHER ON IT ASSUMING THAT THEY WOULD NOT BE FOUND OUT BECAUSE THEIR RESPECTIVE DISSERTATIONS WOULD NEVER BE SEEN TOGETHER. STUDENTS IN BUSINESS STUDIES WERE ASKED TO DEVELOP MARKETING STRATEGIES FOR A GIVEN PRODUCT. THEY WERE TOLD THAT THEY SHOULD WORK TOGETHER TO DO THE NECESSARY RESEARCH AND TO DEVELOP A PRESENTATION, BUT THAT THEY SHOULD THEN WORK ALONE IN THE PREPARATION OF THE WRITTEN WORK THAT THEY WOULD HAND IN. KAY WAS IN ONE OF THE GROUPS. SHE HAD NOT DONE HER FAIR SHARE OF THE INITIAL RESEARCH, AND WHEN IT CAME TO THE WRITTEN WORK SHE ASKED ONE OF HER GROUP TO HELP HER. THE COLLEAGUE LEANT KAY HIS COMPLETED WRITTEN WORK, AND SHE COPIED IT, THEN WROTE HER ACCOUNT, VERY HEAVILY BASED ON HIS. SHE SHOWED HIM HER VERY SIMILAR ACCOUNT BEFORE SHE HANDED IT IN – AND THANKED HIM BEFORE HE COULD OBJECT. BOTH OF THEM WERE DEEMED TO HAVE COLLUDED. 5 THE DEFINITION OF COLLUSION STARTS THE SAME AS FOR PLAGIARISM. COLLUSION IS THE  PASSING OFF OF ANOTHER’S WORK AS ONE’S OWN FOR ONE’S OWN BENEFIT AND IN ORDER TO DECEIVE ANOTHER. HOWEVER, IT GOES ON TO SAY THAT WHILE IN THE USUAL DEFINITION OF PLAGIARISM, THE OWNER OF THE WORK DOES NOT KNOWINGLY ALLOW THE USE OF HER WORK, IN A CASE OF COLLUSION, THE OWNER OF THE WORK KNOWS OF ITS USE AND WORKS WITH THE OTHER TOWARDS DECEPTION OF A THIRD PARTY. ON OCCASIONS, TWO PEOPLE MIGHT COLLUDE IN PLAGIARISING ANOTHER PIECE OF WORK. WHEN WE DEFINE COLLUSION, WE NEED TO BE CLEAR WHERE THE BOUNDARIES OF UNACCEPTABLE AND ACCEPTABLE CO-OPERATIVE OR COLLABORATIVE WORK ARE. CO-OPERATION IS SEEN AS OPENLY WORKING WITH ANOTHER OR OTHERS FOR MUTUAL BENEFIT WITH NO DECEPTION OF THE OTHER(S) INVOLVED. CO-OPERATIVE BEHAVIOUR IS A COMMON AND IS USUALLY WELCOMED PRACTICE IN HIGHER EDUCATION. RESEARCH TEAMS RELY ON IT. OFTEN YOU WILL BE TOLD THAT YOU SHOULD WORK TOGETHER TO THE POINT OF WRITING UP AN ASSIGNMENT, AND THEN WRITE IT UP SEPARATELY. HOWEVER, THERE MAY BE LOCAL ‘RULES’ OR DESIGNATIONS OF ACCEPTABLE PRACTICE AND OCCASIONALLY VOCABULARY USE WITH REGARD TO COLLUSION, COOPERATION AND COLLABORATION MAY VARY. IT IS IMPORTANT TO FIND OUT FROM YOUR TUTORS JUST WHAT IS  EXPECTED IN YOUR LOCAL CONTEXT. WHAT IS ACCEPTABLE MAY DIFFER FROM ASSIGNMENT TO ASSIGNMENT. IT IS POSSIBLE THAT ON OCCASIONS YOU WILL BE ASKED TO WORK JOINTLY ON A PIECE OF WRITING – AND CLEARLY, THAT IS ALL RIGHT. RATHER THAN TALKING IN THE NEGATIVE ABOUT THE AVOIDANCE OF COLLUSION OR PLAGIARISM, IT IS USEFUL TO USE THE IDEA OF WORKING WITH ACADEMIC HONESTY. ACADEMIC HONESTY IS WHERE YOU UNDERSTAND ACADEMIC CONVENTIONS AND WORK WITHIN THEM. IN THIS INDEPENDENT STUDY UNIT, WE PUT THE STRESS ON PLAGIARISM. THIS IS BECAUSE PLAGIARISM TAKES MORE EFFORT IN UNDERSTANDING THAN OTHER FORMS OF ACADEMIC MISCONDUCT. THIS IS NOT BECAUSE PLAGIARISM IS NECESSARILY MORE SERIOUS. THE FABRICATION OF DATA – OR MAKING UP OF EXPERIMENTAL RESULTS CAN BE FAR MORE SERIOUS AND HAVE FAR GREATER CONSEQUENCES THAN PLAGIARISM. SO THAT YOU CAN RETURN TO THIS MATERIAL EASILY ON FUTURE OCCASIONS, WE GATHER UP THESE IDEAS AS A SERIES OF DEFINITIONS AND PUT THEM INTO A GLOSSARY IN APPENDIX 1 OF THIS UNIT. Exercise 1: Thinking that you know about plagiarism does not mean that you can always decide what is right YOU HAVE NOW LOOKED AT THE EXPLANATIONS OF ACADEMIC HONESTY AND MISCONDUCT AND HAVE READ ABOUT THE JUSTIFICATION FOR CITATION. IT IS TIME TO TEST YOUR UNDERSTANDING. YOU WILL FIND, IN THE NEXT EXERCISE, THAT THINKING THAT YOU KNOW WHAT PLAGIARISM IS MAY NOT MEAN THAT YOU ACTUALLY KNOW WHAT IT IS WHEN IT COMES TO THE DISTINCTIONS OF RIGHT AND WRONG IN YOUR WORK OR THE WORK OF ANOTHER. SOME 6 OF THE EXAMPLES ARE PLAGIARISM, SOME ARE COLLUSION, SOME ARE CHEATING AND SOME ARE ALL RIGHT. REMEMBER THAT PLAGIARISM OCCURS WHEN THE WORK OF SOMEONE ELSE IS PRESENTED AS ONE’S OWN AND IS NOT ATTRIBUTED TO THE OTHER. ONE OF THE THREE ANSWERS GIVEN (A, B AND C) IS CLOSEST TO THE ANSWER. THE ANSWERS ARE AT THE END OF THE UNIT. 1. JOE HAS AN ESSAY TO PREPARE. HE METICULOUSLY READS BOOKS IN THE LIBRARY, BUT IS NOT SURE FROM WHICH TEXT THE IDEAS HAVE COME, AND WHICH IDEAS WERE HIS OWN. HE LISTS THE RANGE OF BOOKS HE THINKS HE USED IN HIS REFERENCE LIST. a) Not plagiarism but he should have cited the books in the text b) Plagiarism – he should have cited the books in the text c) Not a problem – he cited the books in the reference list 2. JAYNE DOES NOT KNOW HOW TO GET STARTED WITH AN ESSAY – SHE IS IN HER FIRST SEMESTER. SHE DELAYS STARTING IT AND THEN PANICS AND HER FRIEND SHOWS HER HOW SHE CAN BUY AN ESSAY FROM A PAPER MILL WEBSITE. SHE BUYS ONE AND SUBMITS IT (‘ONLY THIS TIME’ SHE SAYS). a) This is not all right but it is cheating, not plagiarism b) Plagiarism – and it is not all right c) Plagiarism but it is all right at this stage, but not later in the programme 3. TERRY AND FRAN LIVE IN THE SAME HOUSE. THEY ARE ON THE SAME COURSE AND HENCE HAVE TO PUT IN THE SAME ASSIGNMENTS. FRAN HAS DIFFICULTIES WITH WRITING BUT SHE REALLY WANTS TO DO WELL IN HER DEGREE. TERRY WOULD LIKE TO GET TO KNOW FRAN BETTER AND SEES THIS AS A WAY OF INCREASING THEIR FRIENDSHIP. HE SUGGESTS THAT SINCE THE CLASS IS LARGE, THEY COULD PUT IN THE SAME ESSAY AND NO-ONE  WOULD NOTICE – AND IN THIS WAY HE ‘HELPS’ OUT FRAN, WHO IS VERY GRATEFUL. a) Fran colluded. Terry did not. b) Terry colluded and Fran did not c) They colluded. 4. MIKE USES THE LIBRARY TO FIND THE RELEVANT LITERATURE TO THE ESSAY THAT HE HAS TO WRITE, THEN, USING ONE OF THE ESSAY SITES, BUYS A SIMILAR ESSAY AND INTEGRATES INTO IT THE MATERIAL THAT HE HAS READ. a) It is certain that Mike plagiarised b) Mike did not plagiarise if he cited the sources and paraphrased appropriately c) Mike has plagiarised because he bought the essay 5. MALACHY FOUND THAT HER FRIEND, WHO HAD DONE THE MODULE LAST YEAR, HAD DONE THE SAME EXPERIMENT. HER FRIEND SUGGESTED THAT MALACHY COULD READ THROUGH 7 WHAT SHE HAD WRITTEN BUT SHE WARNED HER NOT TO COPY IT AS THAT WOULD BE COLLUSION. WITHOUT HER FRIEND KNOWING, MALACHY DID COPY PART OF IT AND PRESENTED IT AS HER OWN. a) Malachy plagiarised her friend’s work b) Malachy and her friend colluded c) Malachy and her friend plagiarised 6. DAMION FINDS THAT AN ESSAY THAT HE HAS DONE IN SCHOOL IS VERY SIMILAR TO ONE HE HAS TO WRITE AT UNIVERSITY. HE USES HIS SCHOOL ESSAY – BUT UNFORTUNATELY HE DOES NOT HAVE THE REFERENCES PROPERLY RECORDED. HE HAS NAMES CITED IN THE TEXT, BUT NOT DETAILS OF THE SOURCES. HE MAKES UP ONE OR TWO AND THINKS THAT  HIS TUTOR WILL PROBABLY NOT WORRY ABOUT THE REST. a) Because it was school work – from a different place, it was all right b) It was all right because it had already been marked c) Damion plagiarised 7. SUE IS A LECTURER. SHE GIVES A LECTURE TO FIRST YEAR STUDENTS ON CELL BIOLOGY AND TALKS A LOT ABOUT CURRENT DEVELOPMENTS IN RESEARCH, BUT DOES NOT GIVE THE REFERENCES TO THE RESEARCH IN THE LECTURE OR ON HANDOUTS. a) Technically Sue plagiarised b) It is all right. If this had been written work, Sue should have cited correctly – but it was oral c) It is all right not to cite if your are a teacher / lecturer in the process of teaching. 8. TIM AND OONAGH ARE WORKING ON THE SAME ESSAY FOR THEOLOGY. OONAGH FINDS A GOOD WEBSITE THAT IS VERY HELPFUL. IT PROVIDES GOOD MATERIAL ON THE SUBJECT ON WHICH THEY ARE WRITING. SHE TELLS TIM ABOUT IT. THEY BOTH DOWNLOAD CHUNKS OF IT. OONAGH CUTS AND PASTES INTO HER ESSAY AND PUTS A REFERENCE TO THE SITE IN HER REFERENCE LIST. TIM PARAPHRASES FROM THE MATERIAL, ACKNOWLEDGES IT IN THE TEXT AND IN HIS REFERENCE LIST. THE TUTOR WOULD NOT HAVE NOTICED THE SIMILAR MATERIAL BUT FOR THE FACT THAT THE TWO ESSAYS WERE ADJACENT TO EACH OTHER IN THE PILE. a) Tim and Oonagh colluded b) Tim and Oonagh plagiarised. c) Only one of them plagiarised 9. IN STATISTICS, GEMMA HAS A PROJECT THAT INVOLVES USE OF A QUESTIONNAIRE TO FIND OUT WHAT TELEVISION PROGRAMMES HER FRIENDS WATCH AT A PARTICULAR TIME IN THE EVENING. THIS WILL GENERATE DATA FOR STATISTICAL ANALYSIS. SHE IS ILL FOR A FEW DAYS AND IS RUNNING LATE. SHE MAKES UP SOME OF THE RESPONSES AND USES THEM. a) Gemma plagiarised 8 b) Gemma cheated c) Gemma colluded 10. HARRY INTEGRATES INTO HIS ESSAY, A CHUNK OF HANDOUT MATERIAL FROM HIS LAST YEARS WORK. HE ALTERS SOME WORDS TO FIT BETTER AND SPLITS THE MATERIAL WITH TWO SECTIONS OF HIS OWN WRITING. a) Harry plagiarised. b) It is all right to quote from handout material without citation c) It would have been all right if Harry had rewritten it more in his own words 11. JAMIE HAS AN ESSAY TO WRITE IN PHILOSOPHY. HE IS NOT VERY GOOD AT WRITING AND HAS DEVELOPED A STYLE WHEREBY HE COPIES DOWN APPROPRIATE QUOTATIONS (CITING THEM APPROPRIATELY) AND THEN PARAPHRASES THE CONTENT OF THE QUOTATION IN THE NEXT PARAGRAPH AS A KIND OF SUMMARY, STEERING THE MEANING TOWARDS ANOTHER QUOTATION AND SO ON. a) So long as Jamie paraphrases appropriately, he is not doing anything wrong b) Jamie is plagiarising c) Jamie should be using appropriate methods of referencing 12. FOR SOPHIA, ENGLISH IS A SECOND LANGUAGE. SHE WANTS TO SUCCEED AND GOES TO A FRIEND WHO SPEAKS BETTER ENGLISH. HER FRIEND GOES THROUGH HER WHOLE ESSAY, CORRECTING THE LANGUAGE ALL THE WAY THROUGH. a) What Sophia is doing is understandable. It is all right b) What Sophia and her friend are doing is not all right. It is a form of collusion c) What Sophia is doing is not all right. It is cheating 13. BILLIE, ED AND JAKE LIVE ARE FOLLOWING THE SAME MODULE. THEY HAVE A PIECE OF WORK TO DO AND GET TOGETHER TO DISCUSS IT. THEY TALK ABOUT THE CONTENT AND DECIDE EACH TO FOLLOW UP TWO REFERENCES AND THEN TO MEET AGAIN TO TALK ABOUT. WHAT THEY HAVE FOUND. THIS REDUCES THE VOLUME OF READING THEY WILL HAVE TO DO. THEY MEET AGAIN, LISTEN TO EACH OTHER’S DESCRIPTIONS AND WRITE NOTES AND THEN WRITE THE ESSAY SEPARATELY. THEY REFERENCE THE MATERIAL, WHETHER IT IS WHAT THEY HAVE READ OR WHAT THEY HAVE HEARD DESCRIBED. a) Billie, Ed and Jake are colluding b) They are not doing anything wrong if co-operative study is acceptable to the tutor c) Billie, Ed and Jake are deceiving their tutor and therefore cheating 14. LUI FINDS SOME INFORMATION AT A WEBSITE THAT SAYS EXACTLY WHAT HE WANTS TO SAY. IT IS SIX LINES OF TEXT WHICH HE PUTS INTO QUOTATION MARKS. HE CUTS AND PASTES IT BUT BY MISTAKE LEAVES THE ORIGINAL FONT. HE CITES IT IN THE TEXT AND PUTS THE WEBSITE ADDRESS IN THE REFERENCE LIST WITH THE DATE OF ACCESS. HIS TUTOR CALLS HIM IN†¦ 9 a) Lui cheated b) He plagiarised c) What Lui did is all right. 15. CHARLIE KNOWS A REALLY GOOD WEBSITE THAT WILL HELP HIM A GREAT DEAL IN THE PROJECT WORK THAT HIS HAS BEEN SET. HE IS WORKING IN A TEAM, BUT THE WORK THAT THE TEAM DOES MUST BE WRITTEN UP SEPARATELY. INITIALLY HE MENTIONS THE WEBSITE, BUT GIVES NO ADDRESS – AND THEN REALISES THAT HE WOULD PREFER TO USE IT AS A REFERENCE FOR HIS INDIVIDUAL WORK. WHEN THE OTHERS ASK FOR DETAILS OF THE SITE, HE IS VAGUE AND THEN GIVES THE WRONG WEB ADDRESS TO THEM. a) Charlie is rightly not colluding with his team b) Charlie is not working co-operatively in his team c) Charlie is plagiarising – and it is just as well he did not pass on the information 16. AARON IS WRITING UP A REPORT. HE FINDS A TEXT BOOK THAT IS NOT THE ONE USED IN CLASS AND USES IT TO GET MUCH OF THE INFORMATION THAT HE REQUIRES. HE REFERS TO THE WORK OF JONDA (1998) THAT IS DESCRIBED AND REFERENCED IN THE TEXTBOOK. ARON CITES JONDA IN THE TEXT AND THEN REFERENCES IT TO THE TEXT BOOK IN HIS LIST OF REFERENCES. a) Aaron is behaving with academic honesty, his citations are fine b) Aaron is technically plariarising – he should have cited the original source, not the textbook c) Aaron is colluding with the writer of the textbook 17. TOM FINDS A HELPFUL ARTICLE IN A JOURNAL. HE PHOTOCOPIES IT AND COPIES FROM IT INTO HIS ESSAY, ALTERNATING SENTENCES OF THE ARTICLE WITH HIS OWN WORDS, AND NEVER COPYING MORE THAN A LINE WITHOUT ADDING HIS OWN WORDS OR ALTERING WORDS FROM THE TEXT. HE CITES THE ARTICLE IN HIS BIBLIOGRAPHY, BUT NOT IN THE TEXT BECAUSE HE DOES NOT FEEL THAT HE MAKES A SUFFICIENTLY SPECIFIC REFERENCE TO IT. a) Tom is cheating. b) Tom is plagiarising c) Tom is writing a good essay. He has properly cited the reference in his bibliography 18. AMY OMITS TO ACKNOWLEDGE THE MATERIAL THAT SHE HAS QUOTED. IT WAS A MISTAKE. a) Amy made a mistake and because she is a first year that is all right b) Amy plagiarised. c) Amy did not plagiarise because not referencing was unintentional 10 Exercise 2: What reasons do students give for academic misconduct? THINK OF FIVE EXCUSES THAT STUDENTS MIGHT MAKE FOR PLAGIARISING, COLLUDING OR CHEATING. SOME EXCUSES ARE UNDERSTANDABLE BUT THEY ARE AGAINST THE ACADEMIC CONVENTIONS THAT WE MAINTAIN WITHIN AN ACADEMIC COMMUNITY. THERE IS A LIST OF POSSIBLE RESPONSES AT THE END OF THE UNIT – THOUGH YOU MAY HAVE THOUGH OF OTHERS. The further information and skills that you need for academic honesty WE HAVE SAID THAT YOU NEED SOME INFORMATION, A SET OF SKILLS AND ASSOCIATED GOOD HABITS FOR YOUR ACADEMIC WORK. WE HAVE DESCRIBED ABOVE THE BASICS OF WHAT YOU NEED TO KNOW ABOUT ACADEMIC MISCONDUCT, PLAGIARISM AND COLLUSION BUT BEFORE WE LOOK AT THE SKILLS AND GOOD HABITS, THERE IS MORE TO SAY ABOUT WHY WE REFERENCE MATERIAL (REMEMBER REFERENCING, ACKNOWLEDGEMENT AND CITATION MEAN THE SAME THING). Further reasons for referencing. WE SAID ABOVE THAT WHEN WE USE THE IDEA OF ANOTHER, WE REFERENCE IT AND INDICATE THE SOURCE OF IT. IN TERMS OF PLAGIARISM, THIS IS IN ORDER TO DEMONSTRATE THAT IT IS AN IDEA THAT WAS GENERATED BY ANOTHER PERSON – AND TO ACKNOWLEDGE THAT PERSON FOR THE IDEA. HOWEVER IT IS ALSO IMPORTANT TO REFERENCE AN IDEA IN ORDER TO SHOW ANOTHER PERSON HOW TO FIND THAT IDEA SHOULD S/HE WANT TO SEEK READ MORE OF IT. IN ACADEMIC WRITING, IN ORDER TO FURTHER YOUR OWN THINKING, IT IS USUAL TO FOLLOW UP REFERENCES THAT SOMEONE ELSE HAS GIVEN IN THEIR REFERENCE LIST. SEEKING AND FINDING INFORMATION BECOMES A KIND OF TRAIL. SO A SECOND REASON FOR REFERENCING IS TO ENABLE OTHERS TO FIND THE IDEAS FOR THEMSELVES IN ORDER TO SEEK MORE INFORMATION. THE THIRD REASON FOR REFERENCING IS SO THAT ANYONE READING YOUR WORK (SUCH AS A TUTOR) CAN SEE HOW YOUR THINKING HAS BEEN DEVELOPED. WHEN YOU DO ACADEMIC WRITING YOU WORK WITH YOUR OWN IDEAS AND THOSE OF OTHERS IN ORDER TO RESPOND TO THE TASK SET. IT IS NOT USUALLY JUST A MATTER OF ‘WRITE AS MUCH AS YOU CAN ABOUT†¦(SOMETHING)’ IN HIGHER EDUCATION, BUT THE QUESTION OR TASK WILL REQUIRE YOU TO ‘MANIPULATE’ WHAT YOU KNOW – TO EXPLAIN, TO COMPARE OR COMPARE AND CONTRAST AND SO ON. WHEN YOU USE THE IDEAS OF OTHERS, IT IS IMPORTANT FOR YOUR TUTOR TO BE ABLE TO SEE HOW MUCH YOU HAVE READ, WHAT YOU HAVE READ AND HOW YOU HAVE USED AND MANIPULATED THE IDEAS IN ORDER TO MEET THE TASK SET IN THE ASSIGNMENT. LOOKING AT A REFERENCE LIST FOR THIS PURPOSE IS A FORM OF EVALUATION 11 YOU MAY THINK THAT SUCH EVALUATION ONLY HAPPENS WHEN YOU ARE A STUDENT. THIS IS NOT THE CASE. ACADEMIC AND RESEARCH WRITING IN JOURNALS AND BOOKS IS ALSO SUBJECTED TO EVALUATION – THIS TIME BY PEERS. SUCH RESEARCH WRITING USUALLY DEVELOPS NEW KNOWLEDGE. ONE OF THE WAYS IN WHICH THIS NEW KNOWLEDGE CAN BE. JUDGED BY THOSE WHO MIGHT USE IT, IS BY LOOKING AT THE LIST OF REFERENCES TO SEE WHAT KIND OF IDEAS HAVE FORMED THE BASIS TO THE NEW KNOWLEDGE. SOMETIMES THIS ‘BASIS’ IS IN THE FORM OF WHAT WE WOULD CALL ‘EVIDENCE’. MANY ACADEMICS WILL TURN TO THE REFERENCE LIST AS SOON AS THEY ARE GIVEN SOMETHING TO READ – IN ORDER TO SEE WHAT WORK THIS IS BASED ON. What do you not have to reference? NOT ALL IDEAS ARE CONSIDERED TO BELONG TO OTHERS. MOST OF WHAT WE KNOW IS ‘COMMON KNOWLEDGE’. THIS IS KNOWLEDGE THAT IS IN ‘EVERYDAY’ USE, OR IS IN THE COMMON DOMAIN OR IT IS KNOWLEDGE ABOUT WHICH WE COULD SAY THAT MOST PEOPLE. AGREE. IT IS THE SORT OF KNOWLEDGE THAT IS FOUND IN REFERENCE BOOKS IN ENCYCLOPEDIAS OR DICTIONARIES. WE DO NOT NEED TO REFERENCE COMMON KNOWLEDGE, THOUGH USUALLY, IF YOU DO TAKE A DEFINITION FROM A DICTIONARY, YOU WILL CITE ITS SOURCE SO THAT OTHERS CAN FIND IT. WE DO NOT NEED TO REFERENCE IDEAS THAT ARE GENUINELY OUR OWN EITHER. IF THE IDEA IS ONE GENERATED BY YOU, BUT THAT YOU HAVE DESCRIBED IN YOUR OWN WORK ELSEWHERE, THEN IT IS GOOD PRACTICE TO REFERENCE IT TO THE FIRST OCCASION ON WHICH IT HAS BEEN USED (IE TO YOUR OWN NAME). THIS MAY BE MAINLY SO THAT OTHERS CAN FIND IT FOR INFORMATION PURPOSES. THE RULES ABOUT CITATION OF LECTURE AND HANDOUT MATERIAL ARE MORE FUZZY – TECHNICALLY YOU SHOULD SAY WHERE YOU HEARD ABOUT AN IDEA AS MUCH AS WHERE YOU READ ABOUT IT. HOWEVER, SOMETIMES THAT WOULD GET RIDICULOUS. IMAGINE HOW YOU WOULD MANAGE A QUESTION IN AN EXAM THAT ASKS YOU TO DESCRIBE SOMETHING THAT HAS BEEN DESCRIBED IN THE LECTURE. IT COULD BECOME VERY DIFFICULT. YOU NEED TO ASK YOUR LECTURERS AND TUTORS WHAT PRACTICE TO FOLLOW HERE. THEY MAY FEEL THAT YOU DO NOT NEED TO CITE LECTURES, BUT THAT YOU SHOULD CITE HANDOUT MATERIAL – AND THEY MAY NOT ALL AGREE ON THE SAME RESPONSE. IN ALL OF THIS YOU MAY NOT ALWAYS BE SURE WHETHER OR NOT TO CITE. A RULE BY WHICH TO WORK IS – IF IN DOUBT, CITE! SO – TO SUMMARISE: THERE ARE AT LEAST THREE REASONS WHY WE REFERENCE MATERIAL – -TO DEMONSTRATE THAT WE HAVE USED ANOTHER’S IDEA; -TO SHOW ANOTHER WHERE TO FIND THE SOURCE OF THE IDEAS USED; -TO ALLOW ANOTHER TO EVALUATE THE QUALITY OF OUR REASONING. The skills that you need 12 IN TERMS OF SKILLS, YOU NEED TO BE ABLE TO: -DIFFERENTIATE MATERIAL THAT NEEDS CITATION FROM THAT THAT DOES NOT NEED CITATION; -USE IN-TEXT REFERENCING; -WRITE AN APPROPRIATE REFERENCE LIST AND UNDERSTAND THE DIFFERENCE. BETWEEN THIS AND A BIBLIOGRAPHY; -DEVELOP GOOD HABITS OF RECORD-KEEPING; -WORK APPROPRIATELY WITH QUOTATIONS; -MANAGE THE PRESENTATION OF OTHERS’ IDEAS IN WRITTEN WORK. (THE LIST IS MODIFIED FROM CARROLL, 2002) The ability to differentiate material that needs attribution from that that does not need attribution; YOU NEED TO KNOW AND TO BE ABLE TO DISTINGUISH BETWEEN WHAT DOES AND DOES NOT REQUIRE CITATION – THE FOLLOWING DO NOT NEED TO BE CITED: -COMMON KNOWLEDGE – WHICH WE HAVE DEFINED AS THAT IN EVERYDAY USE, IN THE COMMON DOMAIN; -FACTS THAT ARE GENERALLY AGREED, OR THAT ARE COMMON TO A VARIETY OF SOURCES; -PERSONAL IDEAS, SUGGESTIONS ETC. THE FOLLOWING NEED TO BE CITED: -DIRECT QUOTATIONS; -REFERENCES TO OTHERS’ IDEAS EXPRESSED ORALLY OR ON PAPER OR WEB-BASED MATERIALS ETC; -REFERENCES TO A REFERENCE ALREADY CITED BY ANOTHER IN A TEXT; -PARAPHRASES, PRECIS AND SUMMARIES OF OTHERS’ QUOTATIONS OR IDEAS; -OTHERS’ STATISTICS, FIGURES, CHARTS, TABLES, PICTURES GRAPHS ETC; -REFERENCES TO MATERIAL WITHIN AN EDITED TEXT. CLEARLY IT REQUIRES JUDGEMENT TO DECIDE WHAT DOES AND DOES NOT NEED TO BE CITED – AND IF IN DOUBT, CITE! Use of in-text referencing THIS IS A MATTER OF UNDERSTANDING HOW TO CITE IN TEXT AND HOW TO CONSTRUCT A  REFERENCE LIST. THERE ARE DIFFERENT CONVENTIONS, AND SOMETIMES THERE ARE VARIABLE INTERPRETATIONS OF THE CONVENTION ADOPTED. SOME USE REFERENCE LISTS AT THE END OF THE TEXT, SOME WORK WITH FOOTNOTES OR ENDNOTES THAT ARE LINKED FROM THE TEXT BY NUMBER OR LETTER. 13 E. G. (1) OR (A). IN THESE CASES, THE DETAILS OF NAME, DATE AND SOURCE ARE EITHER AT THE BOTTOM OF THE PAGE OR LISTED BY NUMBER OR LETTER SEQUENCE AT THE END OF THE ARTICLE OR BOOK. REFERENCES MAY BE MIXED WITH NOTES. HARVARD IS A VERY COMMON SYSTEM IN HIGHER EDUCATION INSTITUTIONS. E. G. †¦IN THE HARVARD SYSTEM THE NAME AND DATE IS PUT IN THE TEXT (E. G.DIPPIDY, 1999) AND IN THE REFERENCE LIST AT THE END OF THE ARTICLE OR THE BOOK, THE REFERENCES ARE LISTED ALPHABETICALLY WITH THE FURTHER DETAILS OF SOURCE. DIFFERENT DISCIPLINES TEND TO ADOPT DIFFERENT CONVENTIONS, AND ACADEMIC JOURNALS AND PUBLISHERS OFTEN DIFFER IN THE CONVENTIONS ADOPTED, SO YOU WILL COME ACROSS DIFFERENT STYLES IN YOUR READING. USUALLY IN UNDERGRADUATE STUDIES, YOU WILL BE TOLD TO WORK TO A PARTICULAR CONVENTION BUT YOU MAY NEED TO LEARN TO BE MORE FLEXIBLE. IT IS NOT WORTH REBELLING IN THIS MATTER. THERE ARE USUALLY HANDOUTS OR BOOKLETS THAT PROVIDE ILLUSTRATION OF THIS. IF YOU DO NOT KNOW WHAT SYSTEM OF REFERENCING TO  USE, ASK. MAKE SURE THAT WITHIN THE SYSTEM YOU USE, YOU KNOW HOW TO DEAL WITH THE FOLLOWING: QUOTATIONS (SEE BELOW ALSO); DIRECT REFERENCES TO WRITTEN AND SPOKEN WORD; REFERENCES CITED WITHIN ANOTHER TEXT – TO WHICH YOU WANT TO REFER; PARAPHRASES OR SUMMARIES OF OTHERS’ IDEAS; THE CITATION OF STATISTICS AND FIGURATIVE MATERIAL; REFERENCES WITHIN EDITED TEXTS, WEB-BASED MATERIALS, CD-ROMS. THERE MAY BE OTHER SOURCES THAT YOU WANT TO CITE. YOU DO NOT NEED TO KNOW ALL THIS ‘BY HEART’, BUT HAVE ACCESS TO A GOOD GUIDE TO REFERENCING AS YOU WORK AND MAKE SURE THAT IT USES THE APPROPRIATE STYLE. IF YOUR FEEL THAT YOUR GUIDE-BOOK IS  NOT HELPFUL, LOOK AT STUDY SKILLS BOOKS OR LOOK ON THE WEB FOR THE SYSTEM YOU NEED. THE AMERICAN UNIVERSITIES OFTEN HAVE USEFUL MATERIAL The layout of a reference list and its distinction from a bibliography A REFERENCE LIST IS A LIST OF THE REFERENCES TO WHICH YOU HAVE REFERRED IN YOUR TEXT. A BIBLIOGRAPHY IS A REFERENCE LIST TO WHICH IS ADDED ANY EXTRA MATERIAL THAT MIGHT PROVIDE GENERAL OR FURTHER INFORMATION ABOUT THE TOPIC. IN ACADEMIC WORK, MOSTLY IT WILL BE REFERENCE LISTS WITH WHICH YOU WORK.

The Servant Leader Essay -- Isaiah, Jesus Christ

Leadership! What is it that truly distinguishes one as a leader? Is it leadership style or possessing certain skills and abilities to lead? Is it one’s character or is it one’s ability to develop and resolve complex strategies? Are leaders born or are they made? Warren G. Bennis, an American scholar, Distinguished Professor of Business Administration, and Founding Chairman of The Leadership Institute at the University of Southern California once said: The most dangerous leadership myth is that leaders are born -- that there is a genetic factor to leadership. This myth asserts that people simply either have certain charismatic qualities or not. That's nonsense; in fact, the opposite is true. Leaders are made rather than born. (ThinkExist.com, â€Å"Quotes by Warren G. Bennis on Leadership.† http://thinkexist.com/quotes/warren_g._bennis/. Here in America our entire Armed Forces is built on the premise that leaders are made. As well, many of America’s Fortune 500 corporations believe that leaders are made as evidenced by their annual expenditures on countless resources developing leadership training materials and holding training and development seminars, all in hope of creating the â€Å"à ¼ber† leader. Notwithstanding the quest, what the past two years have confirmed for us, as history has repeatedly revealed to us, man’s understanding of leadership and God’s design of leadership vastly differ. At the heart of man’s leadership and at the head of man’s leadership is himself and as a result man’s leadership ultimately leads to failure. This failure in human leadership is not without consequences and humankind, in her despair and hopelessness, rebels against God. In direct contrast, God’s design for leadership begins and ends wit... ...ity,† http://www.merriam-webster.com/dictionary/person-personality. The Greek Bible Study Online: Read, Word Study, Translate, â€Å"Paraklete,† http://www.greekbiblestudy.org/gnt/main.do. NOTES Burrell, Dan, Dr. DSMN 605 Class Notes, Lesson 4. Lynchburg, VA: Liberty University. (APA Style - Merriam-Webster's collegiate dictionary (11th ed.). (2005). Springfield, MA: Merriam-Webster. Song of Roland. Ann Arbor: University of Michigan Press, [1959]. 9. Tim Lynch, DS9 Trials and Tribble-ations Review, 1996, [online], available from http://www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html, 8 October 1997. B Lynch, Tim. DS9 Trials and Tribble-ations Review. 1996. [Online]. Available from http://www.bradley.edu/campusorg/psiphi/DS9/EP/503r.html. 8 October 1997.