Free Essays - A Difference in Values in The Good Earth :: Earth

A Difference in ValuesThe House of Wang Lung rose in unity generation from a family of poor farmers to a wealthy respected house in the novel The Good Earth by Pearl Buck. The dramatic qualify in social status causes the sons of Wang Lung to have different views and values from their father. His different treatment of each son also shapes each character. Although part of the same family the charachters wrangle a difference in values. The father values the body politic, the youngest son values regognition, the middle son values wealth, and the eldest son values respect.As a result of his impoverished upbringing, Wang Lung values the land more than anything else. His obsession with the land causes him to neglect his family. The youngest son receives no attention and Wang Lungs plan to have him work the land disturbs him and makes him feel like a peasant. He feels that he has to prove that he is as great as his br separates and leaves the family to join the army. The middle son watc hes as his inheritance passes from his fathers hand into the hand of his eldest son, and complains that his share is always too small. He wants to save the families money. The eldest son receives more attention and is given more than the other(a) two sons and wants to be respected as a great family. The eldest son receives more attention and is given more than the other two sons and wants to be respected as a great family. Wang Lung is proud of his first born son, Nung En, and gives him more than his other two sons. One example is when Wang Lung becomes distressed because he cannot construe the contracts he is signing and does not want to sign a bad deal. He hopes that sending the elder son to school to learn how to read lead solve this problem. The elder son is no longer needed in the fields, because Wang Lung can now afford men to work the land. However, he ignores sending his other children to school until later. The eldest sons greatest desire is to have his family viewed a s a great house. His wife, the daughter of the grain merchant Lui,Boggs 2grew up in a rich house, she is accustomed to wealth and respect from others, and contributes to her husbands desire. He takes Wang Lungs silver bit by bit to mend up the old House of Hwang.

The Role of Jews in American Politics Essay -- Jews in Politics, 2015

Since our country was established, immigrants from all over the world have come to America seeking a better life. As they progressively become more acquainted with the American life style they tend to become more involved in the passing(a) interest of their new country. Specifically, Jews have been in the United States for centuries, but for a long time anti-Semitism and discrimination have made it very embarrassing for them to participate in politics. Jews have become a more active part of American politics due to Senator Liebermans candidacy for Vice President. However, Jews role in American politics has progressed over the years.In the early years of our nations history Jews were not as actively involved in semipolitical positions. Senator Lieberman suggested that one reason, why Jews did not enter active politics during the start of the twentieth century was because of anti-Semitism. Over the course of the second half of the past century, particularly following World War II, Jews were among the strongest voices in the civil rights movement. Jews became financial power houses and supported the candidates of their choice with money. The events of the last century the Vietnam War, womens movement, and environmental programs inspired many an(prenominal) American Jews to enter politics, for the very purpose of improving the world. As Senator Lieberman says in his introduction to Jews in American Politics, it is the practice of Jews to want to make the world a better place to repair the world in Hebrew, Tikkun Olam (Maisel and Forman XXII)In the history of the United States before the invigorated Deal was created by Franklin Delano Roosevelt, the the Jewish community was politically weak and its role in American society precarious. During t... ... strength ( polity Dispatches No. 52). Joe Lieberman helped to pave a road for all ethnicities, as Mario Cuomo the creator governor of New York commented, if the Jews can make it, then Italian Americans can make it, Hispanic Americans can make it and African Americans can make it (Policy Dispatchers No. 52). Throughout time Jews have faced anti-Semitism and criticism. However, they have excelled and Joe Lieberman after the 2002 election has become the icon of a historic tint forward in the complete integration of Jews in American society (Policy Dispatchers No. 52). Works CitedMaisel, L. Sandy, and Ira N. Forman. Jews in American Politics. New York Rowman and Littlefield Publishers, Inc, 2001.Policy Dispatches No. 52. World Jewish Congress 5 Dec. 2002 .

Budgeting Issues :: essays papers

Budgeting IssuesMusic programs have a history of getting pushed aside in favor of subjects considered to be more academically valuable. From the 1970s onward, medicinal drug and humanistic discipline have been routinely cut from school budgets. Until recently, New York City lacked almost any arts educational activity program, and the Los Angeles school district had one specialty arts teacher per 4,700 students (Coeyman, 1998). According to the California Department of Education, the percentage of children who have access to music education has declined by half over the past five days (American). In addition, California schools ar considering removing any music requirement for graduation (American). There are two main reasons for these cuts money and test scores (Moran, 2004). In the wake of the No Child Left shadow Act, music education has been yet again squeezed from school budgets and schedules. With pressure mounting to raise reading and mathematics scores, school a dministrators have added more reading and math classes that leave little opportunity for elective courses like music (Moran, 2004). Music teacher employment has been decrease to the point that in Seattle, eleven teachers teach all of the elementary music classes in the districts seventy schools (de Barros, 2004).No Child Left BehindThough No Child Left Behind is intended to improve the education system of the United States, interpretations of the act have lead to cuts in music education programs across the nation. While No Child Left Behind is a good idea in theory, in practice it has yet to work. The centering of funding has turned from what is good for students to what will help raise test scores. Paul Young, former president of the National Association of Elementary School Principals, commented on the trend among his colleagues to shrink funding for music education. As stated in a press release, Music education helps a student learn how to think, and without it schools are only creating kids who are able to pass tests (Andrews, 2003). He is further quoted as saying, When you take the arts away, particularly music, youre messing with a communitys identity. Those principals out there who dont understand that and are only focusing on test scores are making a mistake (Andrews, 2003). Secretary of Education Rod Paige echoes Youngs sentiments No Child Left Behind included the arts as a core academic subject because of their importance to a childs education (2004).

The Joint Commission: National Patient Safety Goals for Medicare Based

The Joint steering National Patient Safety Goals for Medic ar Based Long Term CareThe Joint Commission is a nonprofit organization that focuses on improving the Healthcare system. They do this by regulating and evaluating health care organizations, helping them improve and give a more effective and safe care (The Joint Commission, 2012). The National Patient safety goals are counsellings in which the joint commission strives to improve the way health care is provided (The Joint Commission, 2012). Effective on January 1, 2012, the Joint commission came up with new ways to improve the Care of Medicare Based Long termination Care facilities and provided Safety regulations to be followed. In order to better understand the impact that this regulations lease in the healthcare, it is necessary to identify and describe the purpose of for each one regulation, and emphasize on the impact that falls in particular, can have among the geriatric affected roles.Safety Goals and PurposeIdenti fying patients correctly when providing Care Nurses are supposed to have two resident Identifiers when trying to care for a patient for the first time and after that, one identifier is acceptable. Identifiers such as Room number or location are not acceptable. To ensure this is carried out correctly nurses must ask for two identifiers in situations such as specimen collection, when providing treatments or when solicitation blood for clinical testing (containers must be labeled in front of the patient). The Purpose of this guideline is to ensure that the patients are been properly identified and that they are receiving the right treatments and medications (The Joint Commission, 2012).Using Medications SafelyReduce Harms associated with Anticoagulant Therapy This goal e... ...m, and taking these basic precautions will take health care to the next level. ReferencesJones, D., & Whitaker, T. (2011). Preventing falls in older people assessment and interventions. Nursing Standard, 25(52), 50-55. Jr, K. R., & Barber, C. E. (2011, August 29). Preventing falls in the elderly. Retrieved from http//www.ext.colostate.edu/pubs/consumer/10242.htmlPeel, N. M., Travers, C., Bell, R. R., & Smith, K. (2010). Evaluation of a health service delivery intervention to farm falls prevention in older people across the care continuum. Journal Of Evaluation In Clinical Practice, 16(6), 1254-1261. doi10.1111/j.1365-2753.2009.01307.xThe Joint Commission. (2012, January 01). National patient safety goals Medicare based long term care. Retrieved from http//www.jointcommission.org/assets/1/6/NPSG_Chapter_Jan2012_LT2.pdf

Why is Juliet Under Pressure in a Scene :: essays research papers

There are two families that hate each other Romeos family the Montagues and Juliets family the Capulets. The families have hated each other for many generations. Romeo and Juliet met at a party even though Lord Capulet has found Juliet a husband but she doesnt like him and falls in love with Romeo who was previously in love with Rosaline. Romeo and Juliet get married in secret hoping in the long run that this deed will end the family feud but Juliets family dont know scarce most the wedding. Mercutio Romeos best friend and Tybalt Juliets cousin get into a fight and Mercutio dies but Romeo turns up and kills Tybalt. Romeo is banished to Mantua for killing Tybalt so Juliet isnt happy because she has lost two of the people she cares about most.At the start of this scene Romeo has sneaked into Juliet?s bedroom and has stopped the night in her bed. In the morning Juliet does non want Romeo to repudiate as she exclaims ?it was the nightingale, and not the lark.? Which means that the n ightingale sounds in the night and the lark sounds in the morning meaning that if it is the lark Romeo must go but Juliet believes it was the nightingale so that Romeo arsehole stay? Romeo knows he must go and pronounces ?it was the lark, the herald of the morn.? Meaning that the lark is the sign of the morning and the nightingale sing?s at night so if it was the lark it would be time for Romeo to go but Juliet can?t stand it when Romeo is gone so she is convinced it was the nightingale. When the nurse comes in and tells Juliet that Romeo must leave because her mother is coming Juliet finally realises that Romeo has got to go and she starts weep for Romeo.When her mother comes in she assumes that Juliet is in mourning for Tybalt, ?Evermore weeping for your cousin?s death.? So Juliet just goes along with it ?feeling so loss, I cannot choose but ever weep the friend.? Lady Capulet tells Juliet her daughter that she will have happy days, ?sudden day of joy,? meaning that amongst all o f this madness she will have a happy day. Juliet asks what will happen on this day and when this day is. Lady Capulet. ?Marry, my child, early undermentioned Thursday morn.? Juliet is very shocked by this, ?

Why is Juliet Under Pressure in a Scene :: essays research papers

There are 2 families that hate each other Romeos family the Montagues and Juliets family the Capulets. The families have hated each other for many generations. Romeo and Juliet met at a party even though Lord Capulet has found Juliet a husband however she doesnt like him and falls in adore with Romeo who was previously in love with Rosaline. Romeo and Juliet get married in secret hoping in the long run that this deed will end the family feud but Juliets family dont know about the wedding. Mercutio Romeos best friend and Tybalt Juliets cousin get into a fight and Mercutio dies but Romeo turns up and kills Tybalt. Romeo is banished to Mantua for killing Tybalt so Juliet isnt well-chosen because she has lost two of the people she cares about most.At the start of this scene Romeo has sneaked into Juliet?s bedroom and has stopped the night in her bed. In the morning Juliet does not want Romeo to intrust as she exclaims ?it was the nightingale, and not the lark.? Which means that the nightingale sounds in the night and the lark sounds in the morning meaning that if it is the lark Romeo must go but Juliet believes it was the nightingale so that Romeo can stay? Romeo knows he must go and pronounces ?it was the lark, the herald of the morn.? Meaning that the lark is the sign of the morning and the nightingale sing?s at night so if it was the lark it would be time for Romeo to go but Juliet can?t stand it when Romeo is gone so she is convinced it was the nightingale. When the nurse comes in and tells Juliet that Romeo must leave because her mother is coming Juliet finally realises that Romeo has got to go and she starts weep for Romeo.When her mother comes in she assumes that Juliet is in mourning for Tybalt, ?Evermore weeping for your cousin?s death.? So Juliet just goes along with it ?feeling so loss, I cannot choose but ever weep the friend.? madam Capulet tells Juliet her daughter that she will have happy days, ?sudden day of joy,? meaning that amongst all of this madness she will have a happy day. Juliet asks what will happen on this day and when this day is. Lady Capulet. ?Marry, my child, early next Thursday morn.? Juliet is very shocked by this, ?

Teaching Vocabulary to Young English Learners

A crucial comp hotshotnt of discipline a foreign lecture is the acquisition of expression. For nakedborn apprentices, the very first actors line that they drive could lay the profound basis for a better later learning of the children. This study is in cardinalded to investigate the specific application of techniques in direction slope language to young learners. I strived to investigate the current techniques in coning vocabulary to young learners and studied the difficulties that teachers encounter during this process. Oral interviews, questionnaire and observation schemes were use as useful instruments for data collection.The questionnaire-based survey charters to scrutinize teachers commons techniques in teaching vocabulary to young learners, general difficulties that they meet in teaching. Oral interviews and observations serve to elucidate on the information gathered from questionnaires and discover teachers opinions on how to solve arisen problem in language c arve uproom, especially during vocabulary section. The result of this survey indicates that using flash cards in presenting, sorting tasks in practicing and sentence finale in revising vocabulary are three most preferably common techniques in teaching young learners the portray vocabulary.The exploitation of combining different techniques is considered rather limited in conclusion,, this study provides some suggestions for teachers to realize the benefits of having available activities and games in young learners classroom. 1. Introduction I chose this topic for my research study because I consider that for young learners, vocabulary and grammar are two essential units that require them to master at early interpret. It was once claimed that experienced teachers of position as a Second Language know very well how important vocabulary is.They know their students must learn thousands of lyric that speakers and writers of English use. (Allen, 1983). The well-known linguist Wilki ns, one of the leaders in language learning and teaching, indicated that with break through grammar, very little could be conveyed, without vocabulary nothing merchantman be conveyed Teaching vocabulary is considered to be an add- on to teaching grammar or simply a by-product of language teaching and communicative sportswomanctions.The reasons are firstly, too many a(prenominal) realizes in one sentence are believed to break its grammar structure and spoil children in learning systematic grammar secondly, it is thought that vocabulary erect be learned through experience only and therefore, there is little need for the teachers to focus lots on teaching their students vocabulary and thirdly, they put the emphasis of teaching grammar on priority to vocabulary are already taken too much of any lesson in the classroom.The basic concept of how important teaching vocabulary in class is, was not recognized until late 1970s and 1980s when people realized the necessity of vocabulary in reading comprehension (Allen p. 5) study a parvenu language with inbred speakers lavatory provoke learners motivation and boost their confidence in quickly obtaining language step by step, native teachers, in many circumstances have to face the obstacle of slow or misbehaved students, oddly in vocabulary section. This study therefore was conducted, aiming at reviewing common techniques in teaching vocabulary to young learners. . An overview of lexicon 2. 1. 1. Definition In rig to find the best and most easy-to-understand definition of the vocabulary, is such an unfeasible task. separately linguist or scholar, in his specialized field, with his own set of criteria has found out for his own a mien to define vocabulary. However, in the most normal way, Cambridge Advanced Learners Dictionary has applied a meaning for vocabulary as all the voice communication which exist in a particular language or subject. In the context of learning English as a Foreign Language, the vit al role of vocabulary is inevitable.This has been claimed by many linguists and experts in the field. Wilkins (cited in Thornbury, 2002) understandably stated that without grammar, very little gutter be conveyed without vocabulary, nothing can be conveyed (page 13). Coincidentally, H. Dellar and D. Hocking indicated that progress made from learning grammar most of the sequence would be much less than that from learning vocabulary. To be short and concise, when comparing the importance of grammar and vocabulary, both mentioned statement above show that most of learners improvement was created when the learner himself learned more countersignatures and expressions.It was also show when it came to communicate that you can say very little with grammar, moreover you can say virtually anything with lyric poem (Thornbury , p. 13). 2. 2. Young learners 2. 2. 1. Definition The term young learners, according to the author of the book An A-Z of ELT, Thornbury , is used to describe child ren of pre-primary and primary school age, although it is some ms used to include adolescents as well (p. 250). In the same way, young learners as defined by Sarah Phillips (1993) are children of formal schooling (five or half a dozen years old) to eleven or twelve years of age. (p. 4).Teaching English to young learners, therefore, has a long history in many multilingual countries, primary school children are taught English as preparation for secondary school, where it is the medium of instruction. In recent years, there has been a phenomenal increase in the teaching of English to young learners, in EFL context as well as in ESL, and in state school as well as in private ones (Thornbury, p. 251). 2. 2. 2. Characteristics of young learners Vocabulary knowledge is a major building block in childrens early literacy development. It provides the foundation for learning to decode and comprehend text.Many children, especially English language learners, need support in acquiring the subst antial vocabulary they need to become good readers. Reading books to children is one way to introduce them to a gigantic range of vocabulary that they may not hear in their everyday conversations with adults and peers. Young learners need to be able to transfer their understanding of words to new contexts, so that when they see or hear those words in different places they understand what they mean. Talking about words from book to book is one way of showing children how words are used in other contexts.Another way to help them see how words are used in other contexts is asking them to think about how the words apply to their own knowledge and experiences. In explaining the word freight, for example, a teacher might say, Have you ever seen a train on the tracks? Did you notice the cars of the train? Inside of those train cars, there are lots of things that are being taken from one place to another. The pierce that is being brought from one place to another is called freight. What are some things that you think could be freight on a train? 2. 3. Vocabulary teaching . 3. 1. Stages in teaching Vocabulary Basically as proposed by Gower (2005) and Thornbury (2002) there are three stages in teaching vocabulary namely presenting, practicing and revising. In this research, I am going to list each stage with its typical features to have a better review for further techniques followed that. 2. 3. 1. 1. Presenting The title of this very first stage has indicated all the way its function in introducing new lexical items to learners. As suggested by Thornbury, learners need to learn both the meaning and the form of a new word. in that respectfore, as he claimed, its worth pointing out that both these aspects of a word should be presented in close conjunction in order to ensure a peeved meaning-and-form fit (p. 75). If the co-writers of Teaching Practice (p. 146) immediately referred to the posture of using visual aids in presenting new words, Thornbury specifically emphasized the importance of cutting low-spirited the gap between the presentation of a words form and its meaning so that learners could possibly be at ease to make a mental connection between the two. He also stressed some major factors, subject to which the number of words should be presented. . 3. 1. 2. Practicing Suggested by Gower, students frequently need a little time for the new lexical items to sink in (p. 148). He pointed out that learners may recognize new item but often delay putting it into active use. In this case, is of pure necessity the use of planned activities for recycling and reactivate the new vocabulary. This kind of practice, as implied by Thornbury (2002) underlines the popular belief that practice makes perfect (p. 93). He additionally emphasized the action of moving words from short-term memory into permanent memory.He emphasized that new knowledge i. e. new words needs o be integrated into existing knowledge i. e. learners existing network of word a ssociations, or what is called the mental lexicon. (p. 93). Words or lexical items need to be put to work, or into practice as it is often understood in many other contexts, in order to ensure the long-term retention and recall. Vocabulary needs to be placed in working memory and subjected to different operations which would be mentioned intricately in the later part of techniques in practicing vocabulary.2. 3. 1. 3. Consolidating and Revising Checking students comprehension and revising those words are a final important stage in teaching this specific field. In this stage, students are advised to complete high-level tasks namely production tasks. The author of many famous books for English language teachers grouped decision-making tasks into the second stage when learners needed to decide and make their plectron in facing up with already learnt items. 2. 4. Techniques in teaching vocabulary There are three main parts or namely stages in teaching vocabulary, as they are mentioned above. . 4. 1. 1. Techniques in presenting vocabulary Proposed by Doff (1988, cited in ELT Methodology II, 2009) and Thornbury (2002) and Nation (1994) a variety of techniques can be used or combined in introducing vocabulary. 2. 4. 1. 2. Techniques in practicing vocabulary Identifying tasks, involving tasks of finding words in texts. Listen then tick the words you hear can be one obvious example of this type. Identification is the first step in recognizing words and requires learners do easy task as counting, ticking or a bit difficult is to unscramble words as in anagram.Selecting tasks are cognitively more complex than identification tasks. For selecting tasks, learners will have to do recognizing words and making choices amongst them at the same time. Finding and odd one out is a common task that teachers may often use in class for checking comprehension. Learners are also requested to do matching tasks, apart from recognizing and making choice amongst words. In this kind of tas k, learners may need to pair a set of addicted words to a visual representation, for example, or to a translation, a equivalent word/antonym, a definition or a collocate. (p. 97) Learners are being asked to do sorting tasks, by grouping words into different categories. It should be noted that the categories can be given in advance or learners have to guess what the categories are. 2. 4. 1. 3. Games Games are one indispensable advice for many teachers not only in English teaching but also in the field of language teaching. Instead of listing common word games, I will discuss the function and effectiveness of using games in teaching vocabulary as a major topic.Drawn upon the characteristics of young learner, one typical characteristic of them is moving around almost all of the times and cannot be sitting quietly for more than five minutes. Yet they can be often keen on word games with a variety of options and movements. Especially in the context of teaching English to Romanian learn ers who are often labeled as inactive and afraid of risk-taking learning, games are state to be an extrinsic motivation for them to participate actively in the lesson. Games bring in relaxation and fun for students, thus help them learn and retain new words more easily.Secondly, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to achieve involved and participate actively in learning activities. Thirdly, vocabulary games bring real world context into the classroom, and enhance learners use of English in a flexible, communicative way. Advantages of using games in learning vocabulary were indicated by showing that games not only helped and encouraged learners to sustain their interest but also gave teachers a helping hand in creating contexts.This is particularly true when learners need useful and meaningful contexts to better their understanding of new words or in general, lexical items. 2. 5. Difficulti es in teaching vocabulary This study, concerning the distinguish of constraints encountered by teachers, deliberately focuses on finding external factors, that is to say factors related to teachers themselves are spared for a larger scale research. In this case, difficulties in teaching vocabulary are said to often arise from the nature of vocabulary itself. The very first difficulty recognized in teaching words is the matter of whether to teach form first hen meaning or meaning first then form later. Another matter deterred by many researchers is about the mistakes that learners often make when learning vocabulary.External factors can be seen from the different levels of learners in one class class size can grow to unexpectedly sizeable learners keep using their first language and more importantly students appear to be uncooperative. Those factors once happen in class can negatively block up the efficiency of both presenting and practicing new words additionally badly affect tea chers plan and demotivate many activities performed by him/her (Harmer p. 27). 2. 5. 1 Proposed activities and games in order to make a lesson vivid 2. 5. 1. 1 Proposed activities Bingo is useful for checking students comprehension and pronunciation of the old vocabulary. Teacher gets the class to brainstorm a list of ten or fifteen new words and puts them on the board. Students choose any five and copy them into a piece of radical. Teacher reads out the words. Each time having one word that teacher reads, students put a tick or cross that word. The one to have five ticks or crosses shouts Bingo and the game can continue.Word associations Teacher writes a topic in the middle of the board and gets students to think about words that associate with it. In case students cannot think of as many words as expected, teacher can ask question to provoke answers that may enlighten students ideas. Half a crossword this activity is to get students to use sentence for asking the meaning of a wor d. Students work in pair, each receives half a crossword. One student, in order to get the answers for the absent half has to ask the other either to act or give a definition of the word.Pictionary Teacher can utilize it as a fun activity in class. Class can be divided into two big groups. Each time, one person in the group, after receiving one word/phrase from the teacher has to turn to his/her group to draw so as to get the group guess regenerately the word. Members take turns to draw and the activity can be played twice but should be not too long. 2. 5. 1. 2 Proposed games Board sentence making the rule is quite easy to follow and it is specially created to increase team work as well as the acquisition of words.The class is divided into two teams each team is given six to seven petite white boards. Teacher writes a word on the big board, each team has to make a sentence using the given word. Each word of the sentence must lie in each small board that the team is provided. Categ ories Young learners work in pairs or small groups. On a piece of paper, they draw up a number of columns, according to a model on the board, each column labeled with the name of a lexical set e. g. fruit, animals, transport, clothes.The teacher calls out a letter, B for example, students write have as many words as they can starting line with that letter in the separate columns (banana, pile, blouses, bat, ). The group with the most correct words wins. Drawing/ miming or explaining this is a game played with the dice. Each time, representative from one of the two teams in the class has to throw the dice to know whether they have to draw (if throw 1-2), mime (3- 4) or explain (5-6) the word that teacher gives them. It can create a fun learning environment when students really dont want to explain but they throw 5 instead.Hammer the aim of the game is to get students quickly operate words that they have learnt in class. Students stand in a circle, teacher stands in the middle of t he circle, holding the paper hammer. Teacher can give a topic himself or ask students to choose one topic in which every one in the class has to take turn call out a word belonging to given topic. Anyone who cannot give one word will be hit on the head with the hammer. The last person to stay is the winner. Pronunciation race In this game, class is divided into small groups.Each group sends a representative to the board. The teacher gives the rest of the group a small grid of words which they use to pronounce to the member at the board. Once hearing the word, that member has to write down the word he/she gets. The team with most of the correct words wins. Spelling race Class is divided into two teams. For each time teacher writes a scrambled word on board and two representatives from each team have to race to the board and write the correct spelling of the word. Each correct word wins the team a point. The team with the most points wins.Stop the bus In the same way as Categories, st udents write labeled column. When teacher calls out a letter, C for example, students have to find one word which starts with letter C and belongs to provided category. The first group to find all words shouts Stop the bus. The other teams have to stop. Teacher checks accuracy and spelling. Word Bang This game can be used best to check students understanding of old vocabulary in class. The class stands in a circle and teacher stands in the middle holding a set of flashcards (make sure that students know all the cards in advance).Each time, two students compete each other to shout out loud the name of the card that teacher shows in front of them. The quicker is the winner. The game continues until there is only one student left, who is also the winner of the game. Word snap It has the aim to get as many pairs of words as possible. Divide class to work in pairs or small groups. Each pair/group receives a set of words and pictures which correspond to the words. Each time one student fa ce up two cards, if they match he will take them, if they dont, he has to put them face back down. spot goes to the next person. The one who gets the most pairs win. 3. Conclusion As the title of the paper suggests, this study has its focal point in investigating the current implementation of techniques used in teaching vocabulary to young learners, accompanied by difficulties and solutions. As a conclusion, common techniques in teaching vocabulary to young learners can be divided into three groups. For presenting new words, using flashcards and miming are preferred by most of teachers.In getting students to practice the words they have learnt, grouping words into certain categories preferably outnumbers the other techniques. For the final stage in teaching vocabulary revising, most of the teachers say that they have been familiarized with sentence and text completion rather than that of creation. Finally, this research proposes some compiled games and activities that might be help ful for teachers repertoire. 4. Summary Scopul acestui studiu este acela de a sublinia importanta invatarii vocabularului, de catre tineri, inca din faza incipienta.Am incercat sa prezint cateva idei, despre ceea ce inseamna predarea vocabularului si implementarea tehnicilor folosite in predare, alaturi de dificultatile intampinate cat si solutii pentru reusita. Definirea vocabularului poate fi inteleasa prin, totalitatea cuvintelor ce alcatuiesc o limba. Prin elev tanar ne referim la acea categorie de copii cuprinsa intre 5-12 ani. Ca si concluzie, cele mai folosite tehnici in predarea vocabularului tinerilor elevi pot fi impartite in trei grupe(prezentare, exersare si recapitulare).In prezentarea noilor termeni( cuvinte), folosirea cartonaselor ilustrate si mima este cel mai des intalnit procedeu. In a-i face pe elevi sa exerseze cuvinte invatate, gruparea cuvintelor pe anumite categorii este cea mai de succes metoda folosita.. In ceea ce priveste etapa finala in predarea vocabula rului recapitularea, majoritatea profesorilor spun ca au fost obisnuiti cu finalizarea propozitiilor si a textelor, decat cea a crearii. Spre finalul lucrarii am incercat sa descriu cateva jocuri si activitati care ar putea fi de folos in alcatuirea portofoliului unui profesor.

The Fisherman by Kurt Brown

Life is filled with pleasures and uncertainties. We have ups and downs, and enjoy the better days because we have survived the worst. The Fisherman by Kurt Brown, tells a tale of a man fishing every day in hopes of catching something beyond him. This poem represents our lives and is a direct metaphor of the duality of succeeder and failure. Our lives can relate to this poem because there comes a time in our lives, when we realize the world has so much to offer us. In order to discipline and feel the many wonders in life, risk needs to be put forth.Life does do not come to us, like the fisherman who dwells to cast his line into the deep, dark, and thunder waters, perseverance is required. Someday the catch will be rewarding and separates will leave empty handed. However, it was enjoyable to go out and risk catching something glorious. sportfishing is sport that involves any body of water. Theses body of waters are always bigger than our selfs. Maybe its the shadow of other fish, g reater than his, the shadow of other mens souls passing over him, (Brown 6,7) after analyzing this line, I concluded Brown was referencing life and how it embraces without us.There is always a Goliath in life that towers over us only. However, we should not let it pass without attempting to grasp the monstrosity that is life. Not totally catches are easy sharks, marlin and other big game fish will all struggle to pull you down with them into the depths of the deep, dark Ocean. Once you hook the fish, a fight is ensured that will test the limits of your heart. Whether it is with bigger fish or bigger men, force-out is required to overcome them. I believe this is one message brown intended to convey in his poem.In a way, Brown tells an aspiring tale of the fishermans succeeder and failures. Each day he grabs his gear and makes his way to the ocean, (Brown 8,9) determined to catch the best in the salty waters, yet satisfied knowing if he goes excitementside empty handed, the bes t of him was put forth. Brown was trying to showcase the relentlessness of the fishermans pride. Each day was different and offered a better catch than before, even if cryptograph as caught in the previous days, the fisherman continued to have faith and cast his line.In life, we feel like this. Some days we feel like all the choices made up to this point have been pointless. Then we remember, after time spent sulking about our mistakes, that we still have a chance our luck and livelihood. In a way, we all have a little fisherman in all of us. Failure in life is expected, like death, everyone has to face it head on. However, others wedge right into it, hoping for the best outcome. We like to think control is always in our hands and the outcomes in majority of situations will tip towards our favor.However, all we have to imprecate on is uncertainty. Yes we can plan the lives we wish to live out, pursue the determinations in life that will allow happiness to flow, but the only real goal we all achieve knows that uncertainty reigns supreme. Hell go back soon, thinking Maybe tonight. (Brown 17) Brown conveyed the doubt that plagues the fishermans conscious. Maybe tonight, he is unsure whether the trip back is charge it. Although he may be optimistic and determined, he cant shake the uncertainty.Like a double-edged sword, you cannot have one without the other. In this case, its doubt that attacks his unyielding perseverance. In closing, despite all of the contrasts of success and failure, Brown started his poem with a strong message A man spends his whole life fishing in himself for something grand, we all indigence to be the best versions of ourselves. But the thing is if allowed, we get better as time goes on. We become wiser, and look back on all of the great things that we allowed ourselves to experience.So, to continue becoming grand, we have to constantly pull the greatness out of our souls and temper it. Like a blacksmith creating a fine piece of meta l from raw material, it takes time, work, and fire to create a truly fine piece of work. We must constantly fuel the fire and if that fire should go out, it must be relight within to continue on. Like the fisherman in Browns poem, preparation is required to fish properly. Otherwise, if a strong fish comes your way, how do you expect to make it yours?

Reaction to Nonfiction Essay

Salvation by Langston Hughes and Who Will Light Incense When Mothers Gone? Are two stories from the text that capture the attention and conceit of the reader. These two are nonfiction short stories that easily relate to the reader as well. Both stories ca utilise a personal reaction as the writer used certain strategies to detail the idea, theme, and purpose behind each of the writings. It is also eventful to kat once the difference between a fiction and nonfiction apologue. The antecedent has to capture the readers imagination to make the story interesting.Reactions and StrategiesSalvationSalvation was written by Langston Hughes in 1940. This is a nonfictional story based on a childhood experience of the authors. Religion was evidently prominent in Hughes childhood and his family seemed to live by Gods word. Religion was so important to his family that he had to make a hard decision on either lying to his family or letting down his Lord. The writer described the day he was to find Jesus as a time to bring the young lambs to the fold (Hughes, 1940. P. 351). The story was moving, intriguing, and heartfelt. The writer made the story believable by bragging(a) a enlarge setting and theme. The writer also used personal feelings and emotions of others to make this story believable.Who Will Light Incense When Mothers Gone?This short story was written by Andrew Lam in 2003. I was also a nonfictional story based on an experience in Lams adult years. Lams family were im moves from Vietnam and the setting is at his mothers 70th birthday. Lam overheard his mother asking her sister who would continue the tradition of illumine the incense and praying to the ancestors for protection. She seemed to be very concerned as was her sister that this tradition would cease when they passed away. This story was an eye-opener to what one may feel when tradition has been left to the elders and now needs to be passed down to the younger generations. It shows that when one is move d out of their culture they may try to hold on and teach their young, but in that location is no guarantee that the young will appreciate the values. One line expressed how the writer new his mothers pain, mortality never less weighs heavy on her soul (Lam, 20003. P. 1077). The writer used personal feelings and an insight into past and future to guide the reader into a better understanding of the situation.Personal Relation and mean PurposesSalvation brings back childhood memories of personal experiences with church service and family. Memories of summer at vocation bible school camp with friends and the lessons taught by the pastors. Also, movies about African Americans and church in the early and mid 1900s were thought of during this reading. The purpose of this short story was geared toward understanding the importance of God in the writers life and family. The writer also displays the emotional reaction to his decision to lie about finding Jesus. Who Will Light Incense When M others Gone?, was a admonisher of a military background involved with exposure to many cultures and religious diversities.Every cultures has its values and norms. When several generations of a particular culture migrate to America, some of those values will be lost. Individual ambitions will take place of the family traditions and values (Lam, 2003). The mother was upset with the son many times as he grew into an American cowboy, which the Vietnamese identified as being selfish and a rebel (Lam, 2003). The writers intent was to inform the reader of a lost tradition with in his familys culture. Also, to make aware the struggle within to please his mother while upholding his personal ambitions.Nonfiction and ImaginationIt was apparent that these two stories were nonfiction because both were based on a personal experience that had and emotional impact on their life. The stories related to struggles and decisions that weighed on the consensus. It can be assumed that writing about these events may have taken pressure off the writer. Even with nonfiction the imagination needs to be provoked. The writer moldiness set the theme and give a detailed setting so that the reader can place themselves in the situation. Including emotions of other characters also impact the imagination. If the author is trying to get a certain point across to his readers then they must bring the reader into the scene.ConclusionBoth stories were easy to identify with because they were detailed with personal emotions and experiences. The author was aiming for a reaction from the reader that was personal and that was reached. The writers intention was clear and understood in both stories and was easy to plug into personal experiences with. The two stories were nonfiction and dealt with personal struggles. Being that the two stories were personal it was intriguing to the imagination and simple to relate to.ReferencesBarnet, S., Burto, W., & Cain, W. (2011). Literature for Composition (9th ed.). Pearson.

Respect for Tradition

Respect for tradition Cultural differences In order to respect the tradition of India, Union Carbide should suffer done an investigation of Indian ethnic value (Robertson and Fadil, 1998). It is possible that firms even within the same industry develop different values and traditions and the analysis of cultural differences permit to decrease the number of misconstrue (Donaldson, 1989). One of the most important traits of Indian culture is the fatalism. The Indian population is very spiritual with the notions of karma, fate or destiny.According to them, everything happen for a occasion and this way of thinking is significant in decision making in their personal life or within an organisation (Elder, 1966). Fatalism has an impact on deuce Hofstedes dimensions. Power distance is define as a degree of inequality among people of the community (Thomas, 2008). Hofstede (2009) found that India is a country with a spicy power distance which means that they accept unequal power and weal th. Indians think that people on the top were destined to be on the top so they recognized their decisions due to the fatalism philosophy.However, the power distance in United States is relatively low (Hofstede, 2009). Uncertainty avoidance represents the extent to which people are frustrated by unstructured and unpredictable situations (Thomas, 2008). India has low doubtfulness avoidance (Hofstede, 2009). In fact, they prefer few rules as possible and less structures activities. In addition, they are not stimulate of the unknown and want to take risks. Fatalism emphasises the belief that people do not have the control of every situations (Elder, 1966).United States is also low in uncertainty avoidance (Hofstede, 2009). According to Hofstede research, both India and the U. S are masculine which means that the society accepts values like assertiveness, performance, success and competition (Thomas, 2008). Individualism/ collectivism is defined as the degree to which people in a co untry prefer to act as individuals rather than members of groups (Thomas, 2008). India tends to be collectivist while United States are highly individualistic (Hofstede, 2009).After analysing Hofstede cultural dimensions between India and U. S, it is worth noting that there exist differences between the two countries. Union Carbide would have examined the Indian cultural values before doing business in the country. This could have avoided the Bhopals disastrous. According to Donaldson, it is important for communities to self-define the aspect of their business morality and in this case, Union Carbide would have been aware and accepted it in order to respect the Indian tradition.This is called the moral free space. Usually, business communities develop ethical norms which represent a collective viewpoint concerning deals and the right behaviour to adopt when making them (Donaldson, 1999). The respect of tradition could be in contrast with core human values Donaldson considers that c ompanies have to respect traditions of country where they work nevertheless, sometimes these traditions could be in contrast with the core human values. As already mentioned, India is a country with high power distance.For example, in Bhopal, the municipal authorities were against the act use of the Union Carbide India Limited (UCIL) plant at its original location (Shrivastava, 1987). The plant site was for commercial or light industrial use besides not for hazardous industries. However, as UCIL was a powerful company in India, the central and state government authorities rejected the citys objection and authorised the company to stay at its location (Bennett et al. 2005). Everybody accepted it and this decision was final.Even if the hierarchical system is accepted in India, Union Carbide could not have respected this tradition because it is in contradiction with the respect of individuals basic rights. The government did not nourish the individuals rights because the plant was about(predicate) two miles from the Bhopal railway station, local commercial activities and two slum colonies were located across the street from the Union Carbide plant (Shrivastava, 1987). So, in order to support and protect the Indians right, Union Carbide could not have respected this tradition.Uncertainty avoidance is relatively low in India and it is worth explaining its consequences on the Bhopal plant. The working purlieu of the plant tolerated negligence and a lack of safety consciousness among workers and managers (Shrivastava, 1987). This behaviour is not only in contrast with the respect of human dignity ideal but also with the individual basic rights. In fact, the employees low morale jeopardised the populations health and safety.

Evidence Based Practice Essay

Examine the ways that health professionals crumb use the five steps of turn out-based course session (EBP) as a practical framework to overcoming barriers to locating, appraising and applying best explore evidence. Use an occupational health and recourse trust as an example. Examples of occupational health and safety practices embarrass Use of professional protective equipment (e.g. gloves) Safety considerations when using equipment (e.g. sharps) (or a topic you select yourself in negotiation with your LIC)Health professionals are really good at seeking info from their clients and their families and also from the settings in which they work scarce however they have not been as aware of the information that they throw out gain from research. Although they need information from many sources, evidence based practice shows how research can also play a role in informing clinical decisions, (Hoffmann ,2010). Health professionals use the five steps of evidence-based practice ( EBP) as a structure to overcoming barriers and applying best research. Examples of this overwhelm use of professional protective equipment and safety considerations when using equipment.Liamputtong (2010) states that evidence based practice is a process that requires the practitioner to find empirical evidence about the goodness or efficacy of antithetic treatment options and then determine the relevance of the evidence to a particular clients situation (pp. 252). Sackett (1996, pp.71) states that conscientious, explicit and judicious use of current best evidence in making decisions about the assist of individuals patients. The practice of evidence based medicine factor integrating individual clinical expertise with the best available outside(a) evidence from systematic research, and the more thoughtful identification and compassionate use of individual patients predicaments, rights and preferences. The purpose of evidence-based practice is to assist in clinical decision-making . To make assured clinical decisions, we need to integrate lots of pieces of information, (Hoffmann ,2010). EBP reduces inconsistency in practice and increases efficiency and effectiveness, and therefor has been accepted by the government and funding bodies as inwrought to better health cautiousness. (Liamputtong, 2010).Evidence based practice has 5 steps. The first step is to convert your information needs into an answerable clinical question. The process of EBP begins with the fruition that as a health professional, have clinical information need, these types of clinical information needs can be answered with assistance of research evidence. After converting your information into clinical questions, you then need to find the best evidence to answer your clinical question, and then upon finding the evidence, you will need to critically appraise it. This means you need to examine the evidence closely to determine whether its worthy of being used to inform your clinical practice. There are 3 main aspects of the evidence that need to be appraised Internal validity refers to whether the evidence is trustworthy, impact health professionals need to determine the impact of the evidence and applicability this means to evaluate whether you can apply the results of the study to your client. The fourth step is to integrate the evidence with clinical expertise, the clients values and circumstances, and information from the practice context. The final step consists of evaluating the effectiveness and efficiency with which steps 1-4 were carried out and think about ways to improve your performance of them next time. (Hoffmann ,2010, pp.4)Evidence based practice is valuable because it aims to provide the most effective care that is available, with the aim of improving client outcomes. It is also important because when an individual seeks health care from a health professional, you would expect that they would provide you with most effective care and the most accurat e health care information. It is also important because it reduces inconsistency in practice and increases efficiency and effectiveness. (Liamputtong ,2010, pp.253). Evidence based practice promotes an attitude of dubiousness in health professionals and gets people thinking about things like Why am I doing this in this way? , Is there evidence that can maneuver me to do this more effective way?. The most important role-played is that in ensuring that health resources are used wisely and that relevant evidence is considered when decisions are do about funding health services. Evidence-based practice provides a critical strategy to ensure that care is up to date and that it reflects the latestresearch evidence.In summary, it is important because it results in better patient outcomes, it contributes to the science of nursing, it increases confidence in decision-making and policies and procedures are current and include the latest research. (Suzanne ,2006 pp. 8) Some safety considera tions, prevention and control measures include hand hygiene the health professionals checking that all their patients hands and fingernails are clean. Health professionals must always perform hand hygiene rules before and after to each one contact with client/patient or any contact with environmental surfaces near the client/patient. Another consideration is all personal protective equipment is to be removed/discarded before leaving the room of a patient who is suspected of having a infection. Health professionals know these health/safety measures are effective because of study and previous research. (Hoffman, 2010) They can firstly convert them into questions for example what equipment will best prevent myself from coming into contact with any infection?, from there research is done. Health professionals then apply this knowledge in the workplace and see whether its an effective method or not.The barriers that prevent nurses from using research include inadequacy of value for re search in practice, difficulty in changing practice, lack of administration support, lack of knowledgeable mentors, insufficient time to conduct research, lack of education about the research process, complexity of research reports and difficulty accessing research reports and articles. Another barrier is also the insufficient fund supply. (Suzanne , 2006 pp. 10)A facilitating factor is that the constitution should support staff to practice evidence based practice by allocating time for individuals to pursue it. Newhouse (2007). Limitations consist of low response rate, health professionals passionate each positively or negatively more likely to respond and also the self reporting to assess knowledge, skills and attitudes may resulted in inflated or underestimated scores. self-opinionated reviews may be of varying kinds, but all are based on rigorous protocols (Liamputtong, 2010)In conclusion health professionals seek information from patients/clients butthey also turn a blind ey e to the information that they can gain form research unintentionally. They do this by using the 5-step mechanism of evidence-based practice to overcome barriers and to find the most valid and reliable information. Examples of this consist of use of professional protective equipment and safety considerations such as disposing sharps after use.Reference inclineLiamputtong (2010). Research methods in health (2nd ed.) Australia Oxford UniversityHoffmann (2010). Evidence based practice. Australia Sunalie Silva Suzanne (2006) Evidence based practice in nursing. Australia Mary JoNewhouse (2007) Evidence based practice. Monash University Gulzar MalikVernel, E. (2011, December 9). maturation evidence based practice among students. Retrieved from http//www.nursingtimes.net/developing-evidence-based-practice-among-students/5038920.article

King Lear Final Paper Essay

1. The theme of this suffer is the relationship between parents and children. Show how Shakespeare hand conduct this. As how Shakespeare visualised the parent-child relationship, he diverted it in aspects of how their ruler, King Lear, was mistreated by his own children after his authority had been stripped from him. King Lear, as what took place in the play, shared out his land among his three children depending on how they would be able to please him. As was not predicted by the top executive himself, his most beloved daughter wanted to dissolving agent him fairly for the reason that she did not want to inherit a part of his kingdom unjustly. On the other hand, the twain remaining daughters of his only wanted his land, and consequently flooded the kings ears with lies. The two villainous daughters of the king represent the children who mistreat their parents when they are not of either use to them any much. So the ungrateful children censor their father to fend for his own while they yearn for more power. Furthermore, the youngest daughter of the king said the truth to her father, although it would hurt him, for the reasons that she respected her father enough to severalize him the painful truth. In modern times, people call it tough love. Her honesty did get her banished from the land, but it is evident in the play that the daughter did not love him less for his foolishness and bitter actions afterwards.2. Discuss the importance of the storm scenes.The storm in the play represented the lowest points of King Lears life. When the king was mistreated by his two daughters, Goneril and Reagan, and shun by them, he was left out in the storm without shelter along with his fool. This scene in the play also represented his vulnerability because he had no one to run to. Luckily, Kent found him and took him in. He was willing to be taken in and cared for by his servant, since he had no power to say that he still had authority over Kent. Furthermore, the storm also represented his current state of mind and his emotions. Since he had befogged all of what was his before, his mind was starting to become cloudy and his feelings were out of control.3. Do you agree that Lear was more sinned against than sinning? Yes I agree that King Lear had paid more than enough for the sin he had committed against his daughter. The king only banished his most loving daughter, while he, himself, was banished by his two other ungratefuldaughters. I had one time stumbled across a quote that said, Karma hits twice as hard as the initial blow. This is exactly what happened to the king. For the price of banishing his youngest daughter, the deed was returned twice the initial blow because it was through to him by his two elder daughters, Goneril and Reagan.4. This is not altogether fool, my lord. Discuss the function of the fool in the light of the remark. This statement was released by Kent in Act 1, chance 4, as to support what the fool was pointing out durin g his conversation with the king. The fool was the only one whos criticism the king would listen to. In this conversation, the fool is stressful to put some sense into the kings head that he had turned away from everything that should have mattered to him the most, which was his beloved daughter, Cordelia, and the land he once ruled. Those decisions led him to lose the title of being a father and a ruler, which left him with a single title of which is only owned by a fool. As a result, this only made the king a bigger fool than the fool himself because at least the fool knew better than the king.5. The language of poetry is a metaphor. Do you agree? Cite examples from King Lear. Yes, I agree that poetry is made up of metaphors as a form of expression. The use of exaggeration in a text gives emphasis, entertainment, and imagination, to the readers. Shakespeare used the metaphoric figure of speech throughout this particular work of his. One instance would be when the king described hi s two daughters as pelicans in the line, Twas this flesh begot. Those pelican daughters.(Shakespeare, 141). This line signifies that the king described his daughters as animals, which is vile and cruel. Another example in the play was when the king compared himself as to how a dragon would rage seen in the line, Come not between the dragon and his wrath. (Shakespeare, 15). This sends the message to Kent that he should not enrage the monster that he already was any further.

Religion and Politics in the Philippines Essay

I. What Struck Me?i. The papistic Catholic Church as an organized and institutionalized theology has had a significant role in and impact on Philippine political life. In recent times it served as the primary locus against the one-man rule of the Marcos regime and facilitated the 1986 People Power revolt that restored democratic structures and processes.ii. The Churchs efforts to help balance and establish boundaries of power in the Filipino polity orbit around the axis of clean, honest and fair elections.Key church leaders do not have the patience to study issues in depth and, like fair citizens, lose interest once the winning prognosiss take office.iii. .the more convincing explanation for the countrys poverty and underdevelopment lies more with how the elite factions compete for simplicity over people, production, markets and resources and the success with which the winning faction, acting as patrons to government bureaucrats and politicians, uses the apparatus of the stat e to pass or enforce laws and policies which preserve or promote their variance interests.2. Agree or Disagree?i. With the first point I consider striking, I agree with it because I guess its an obvious fact, but I would like to comment on the fact itself. Religion, most of which, if not completely, was Roman Catholic, played a big part in the Filipinos fight for democracy. Without the countless nuns and otherwise sacred personality uttering their respective prayers while holding their rosary, the result of the People Power Revolution could have been different,not to mention the fact that Pres. Corazon Aquino, herself, was a prone Christian. But now, the religious sect failed to be of great help in maintaining the democracy we all once fought for. Its just too ironic to be intimate that while Roman Catholic built back Democracy, it might just be the same reason for its downfall.ii. I agree. Its not a cabalistic to Filipinos that church leaders are one of the most influential personalities in terms of choosing a candidate for election. Worth the mention would be the Iglesia Ni Cristo sort who are known for voting the candidate desired by their leader. Once their head announces his choice, everyone would be saved from wasting time thinking about what hang they should write in their ballots. But after election, not a ruckus will be heard again about the relationship of the INC leader and the candidate he chose, no one would even know if they could still remember each others name. What the author posits in his contention is that the church, of whatever religion it may be, should not leave everything to the candidate after e has won. If church leaders really are for a good government, they shall not end their call for for it in just choosing a candidate. What lies ahead of that candidate after election is a bigger deal, something not a even an acolyte should ignore.iii. The last one may be the most interesting one. When were asked about what we think is the reason why our country has never gone farther than being a underdeveloped country, we often say its the lack of discipline on the side of the Filipinos, the unresolvable unemployment, or CORRUPTION. The last one is the most frequently-heard response, but the author hither says that theres a more convincing reason as to why we remain poorthe elite factions of the country and their ways of running the deliverance which then reflects to our current global standing. This has been evident in the Philippines, may just not be known to everyone but reality speaks, this country is ruled by oligarchs, and how weve become now economically, its their doing. This has been opened up once by the late Angelo Reyes, that cabinet member who shot himself when he has been faced by countless accusations which included using the money of the government which amounted to billions for personal purposes.3. Authors Conclusion and My OpinionThe author concludes that the church should widen the scope an d breadth of practicing what it in earnest preaches. I believe that yes, they should go beyond what they normally do and what they thought the only thing they could do. What priests preach shall reflect what church does. Philippines is undeniably a religious country, not to mention her being the Asian country with the biggest number of Christians, and with this, we could say that what the church says is a big deal for everyone. Democracy and religion may be two different planets, but what we have here is a religious Filipino who lives in a democratic Philippines, so the Church plays and may progress to play a big role in the democratization of the Filipino polity, and she can do big.Questionsi. I may have agreed to the contentions of the writer, but all those time, I was wondering if letting the Church meddle in the affairs of the state, specifically political, would not violate the provision on Article II, Section 6 of the 1987 Philippine Constitution which declares that Separati on of State and Church shall be inviolable.ii. The author often asserts that the social teachings of the Church would be the best tool in changing this country to be more democratic. Isnt he aware of the fact that these teachings are never even proven to have penetrated the corrupt hearts of an individual, how a good deal more a polity?iii. The Church is said to be one of the agents for nation-building, what steps has the Church taken to live up to her purpose as a nation-builder? 2 . See, for instance, the three papers presented in the 1989 symposium on religion and politics in the Philippines sponsored by the Association of Asian Studies, namely Gretchen Casper, The Changing Politicization of thePhilippine Roman Catholic Church, 19721988 Robert Youngblood, Aquino and the Churches A Constructive Critical Solidarity? and Lela Garner Noble, Religion and Opposition to the Marcos Regime, in Pilipinas 13 (Fall 1989) 4355, 5772 and 7387 respectively.

General psychology Essay

Introduction AL about CERTAINLY YOU go away PROBABLY brook COME across THE stem OF plagiarisation ALREADY. buccaneering IS nigh THE PRESENTATION OF a nonher(prenominal) PEOPLES lay down AS IF IT IS YOUR profess, FOR YOUR succeed. THE IDEAS AROUND plagiarisation ar PRESENTED TO assimilatorS IN MANY antithetical WAYS both(prenominal)TIMES PLAGIARISM IS SEEN AS A awing CRIME. WE WANT TO PRESENT IT here(predicate) IN THE CON groom textual matter OF AN take inING OF pedantic H unrivaledSTY AND WHAT IS TERMED schoolman move.YOU lack TO KNOW ABOUT THESE THINGS BECA mathematical function THEY SHOULD GUIDE YOUR MANNER OF batING IN HIGHER preparation. PLAGIARISM AND victimise be SERIOUS ISSUES IN HIGHER EDUCATION, AND PLAGIARISM, IN situation, IS INCREASING A nifty DEAL AT PRESENT. WE WANT YOU TO spend a penny THE KNOWLEDGE AND SKILLS AND THE skillful toyING HABITS THAT EN fitted YOU TO MAKE EFFECTIVE AND APPROPRIATE JUDGEMENTS IN YOUR cast. THIS UNIT IS DE SIGNED FOR STUDENTS NEAR THE get rollingING POINT OF HIGHER EDUCATION STUDIES.IT PROVIDES THE education AND SKILLS THAT YOU requirement AT PRESENT AND YOU WILL feed more(prenominal) substantial 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 shorten A CLEAR IDEA OF academic H angiotensin-converting enzymeSTY AND ACADEMIC mismanage -CLARIFY THE sloppedINGS OF ACADEMIC misbehave duplicity ANDPLAGIARISM AND secret approval -PROVIDE YOU WITH INFORMATION THAT YOU NEED IN ORDER TO BE ACADEMICALLY H whizST-IDENTIFY AND HELP YOU TO ATTAIN THE SKILLS THAT YOU NEED FOR ACADEMIC satinpod AND obedient PRACTICE 1 AS soundly AS PROVIDING SOME EXERCISES TO HELP YOU TO let out FROM THIS hearty, THIS UNIT IS INT endED TO BE A RESOURCE TO WHICH YOU whitethorn WISH TO RETURN FOR GUIDANCE. THE ANSWERS TO THE EXERCISES atomic number 18 AT THE END OF THE UNIT. Some points to think about AS A STUDENT YOU SHOULD LEARN ABOUT A CADEMIC truth BECA employ IT IS AN IMPORTANT ELEMENT OF HIGHER EDUCATION BEHAVIOUR. at that place be SEVERAL ASPECTS TO IT. IT INVOLVES-ENSURING FAIRNESS TO THOSE WHO fix PRODUCED sweet KNOWLEDGE AND IDEAS -ENSURING THAT THE WORK THAT A person SAYS IS HER OWN IS INDEED HER OWN -THE DISCOURAGEMENT FROM chisel TO GAIN UNFAIR someoneAL ADVANTAGE. THE INTENTION TO DECEIVE STAFF OR THE INSTITUTION IS CENTRAL TO THE activeness OF THE PLAGIARIST OR CHEAT. HOWEVER, IT IS not FAIR ON YOU, AS A STUDENT, IF YOUR FELLOW fellowS CHEAT AND reverse AND in that respectBY 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 out-of-the-way(prenominal) THEY DO not determine KNOWN AS INDIVIDUALS BY STAFF. SUZANNE HAS BEEN STRUGGLING BECAUSE SHE, UNLIKE THE OTHERS, DID non STUDY PSYCHOLOGY AT SCHOOL. SHE HAS BEEN QUITE DEPRESSED ABOUT IT AND HAS demandED THE OTHERS FOR HELP.THEY DID WHAT THEY COULD, tho SHE DID not SEEM TO BE ABLE TO withdraw IT IN. AT TIMES SHE dialog ABOUT LEAVING UNIVERSITY. THEY COME TO THE COURSEWORK ASSESSMENT AT THE END OF LEVEL 1 AND TO E very sensationS SURPRISE, SUZANNE COMES OUT WITH ONE OF THE HIGHEST MARKS IN THE CLASS. THE TUTOR PRAISES HER WORK AT THE following(a) SEMINAR AS BEING WELL CONSTRUCTED, AND PARTICULARLY WELL compose.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 some other STUDENT IN HER HOUSE (FROM LEVEL 2) TO WRITE IT. AFTER THE TIME AND EFFORT THE OTHERS commit PUT INTO circumstances SUZANNE, AND DOING THEIR OWN WORK, THE OTHERS FEEL CHEATED BY HER ACTION.THE ATTITUDE TO PLAGIARISM CAN DIFFER IN DIFFERENT CULTURES, FOR utilization sometimes IT CAN BE CONSIDERED TO BE AN HONOURABLE ACT TO REPRODUCE THE EXACT lecture OF THE apt TEACHER. IN TH E 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 WHERETHIS OCCURS THE OTHERS WORK NEEDS TO BE CITED AND WHEN QUOTED, MARKED AS A QUOTATION. SOME INTERNATIONAL STUDENTS whitethorn NEED TO queue up TO UK NORMS WHEN STUDYING HERE.2 LAU COMES FROM SOUTH EAST ASIA. HE WAS ENCOURAGED TO GIVE GREAT RESPECT TO HIS TEACHERS, thither AND TO affection THEM AS EXPERTS WHOSE WORK WAS TO BE EMULATED. HE IS VERY TAKEN ABACK WHEN HE IS TOLD THAT HIS interrogative sentence PAPER SHOULD EXPRESS MORE OF HIS OWN IDEAS AND SHOULD non CONTAIN MATERIAL THAT HE MUST collapse LEARNT BY HEART FROM HIS LECTURE notES. HE recollectS 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 avoidanc e OF CHEATING AND PLAGIARISM IS A content OF HAVING INFORMATION AND A SET OF SKILLS THAT BECOME intelligent HABITS OF WORKING. WE START BY looking at AT A SET OF EXPLANATIONS AS PART OF THE INFORMATION, AND whence YOU WILL BE inclined SEVERAL DEFINITIONS.YOU DO NOT NEED TO MEMORISE THESE DEFINITIONS, scarce YOU ARE EXPECTED TO HAVE A WORKING KNOWLEDGE OF THEM. TO START WITH, WE INTRODUCE THE TERM ACADEMIC MISCONDUCT TO MEAN THE USE OFDISHONEST ACADEMIC BEHAVIOUR TO ONES 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, merely IT IS BROADER THAN THAT.HERE ARE SOME EXAMPLES OF CHEATING BEHAVIOUR. SIMON K pertly THAT OTHERS NEEDED A BOOK IN ORDER TO COMPLETE THE ESSAYS THAT THEY HAD BEEN SET. HE utilize THE program library BOOK HIMSELF, indeed pass on 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 some other AREA OF THELIBRARY.JAMIE WENT INTO THE EXAMINATION WITH TEN KEY delineateS WRITTEN ON HIS ARM IN b completelypoint 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 FRIENDS BOOK AND GOT AN IDEA OF THE APPROPRIATE pleasant OF DATA AND MADE SOME UP.CHRISTINA HAD NOT through ENOUGH REVISION FOR THE CLASS try. SHE TOOK THE DAY OFF, maxim 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 reach 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 AS K FOR MORE TIME TO COMPLETE THE PROJECT ON THE BASIS THAT HE COULD NOT WRITE VERY promptly AT PRESENT.HIS TUTOR TOLD HIM TO GO TO THE MEDICAL CENTRE AND GET A NOTE. HE CAME BACK twain DAYS LATER WITH THE PROJECT NOW COMPLETED AND THE WRIST UNBANDAGED AND HEALED. THE TWO DAYS HAD BEEN VERY utilitarian. ABI WAS ONE OF A GROUP OF STUDENTS WHO WERE WORKING TOGETHER ON A PROJECTTHAT WAS TO BE SUBMITTED jointly. SHE HAD asleep(p) INTO HIGHER EDUCATION PARTLY BECAUSE SHE WANTED TO ENJOY A tidy SOCIAL-LIFE, AND THE PROJECT WAS NOT departure 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 ABIS 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 ABIS LACK OF CONTRIBUTION.PLAGIARISM, AS WE HAVE SAID, IS some other FORM OF AC ADEMIC MISCONDUCT AND ITREQUIRES A RATHER SPECIAL EXPLANATION WHICH IS AS FOLLOWS THOSE WHO WORK IN HIGHER EDUCATION AND look into 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 conditionD 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 footing FOR THIS ISTHAT THERE ARE REWARDS AND AWARDS (GRANTS, PRIZES, QUALIFICATIONS, DEGREES ETC) GIVEN TO PEOPLE FOR THE QUALITY OF THEIR IDEAS. pursual 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 filename extension, realise AND CITE. YOU USUALLY annexe THE IDEA OF ANOTHER IN THE TEXT (WHERE YOU HAVE REFERRED TO THE IDEA, OR QUOTED FROM IT) AND IN A REFERENCE nominate AT THE END OF YOUR WORK.PLAGIARISM IS THE TERM FOR PASSING OFF ANOTHERS WORK AS ONES OWN FOR ONES 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 ONES OWN IS INTENTIONAL OR unknowing. 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 TOUNDERSTAND ACADEMIC MISCONDUCT AND TO HAVE LEARNT THE NECESSARY SKILLS TO BEHAVE WITH ACADEMIC HONESTY. BELOW ARE SOME EXAMPLES OF PLAGIARISM EMMA W AS DOING A LAW DEGREE AND FOUND THAT HER FLAT-MATE HAD DONE THE SAME MODULE THE YEAR BEFORE AND WAS unbidden TO LET EMMA LOOK AT HER ESSAYS BUT INSISTED THAT SHE SHOULD NOT COPY ANY OF IT.EMMA COPIED A LARGE hoard OF ONE OF THEM BECAUSE SHE DID NOT UNDERSTAND THE SUBJECT AND ALTERED A FEW WORDS HERE AND THERE. unluckily FOR HER, SHE DID NOT take down 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 speckle OF paper THAT WAS EXACTLY WHAT SHE NEEDED AND CUT AND PASTED IT, ADDING A FEW WORDS OF understructure AND CONCLUSION.ANTONIO PHONED HOME TO HIS FRIEND FOR HELP WITH AN ASSIGNMENT IN CIVIL ENGINEERING. HIS FRIEND FOUND A instal 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 same DEGREE AT ANOTHER UNIVERSITY. THEY dogged 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 SHOULDTHEN 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 story, 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 THEPASSING OFF OF ANOTHERS WORK AS ONES OWN FOR ONES 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 permit 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 john OF A THIRD PARTY. ON OCCASIONS, TWO PEOPLE power COLLUDE IN PLAGIARISING ANOTHER PIECE OF WORK. WHEN WE DEFINE COLLUSION, WE NEED TO BE CLEAR WHERE THE BOUNDARIES OF UN unexceptionable 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) I NVOLVED. 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 ISEXPECTED 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 dress downING 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 inescapably 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 slowly ON FUTURE OCCASIONS, WE GATHER UP THESE IDEAS AS A SERIES OF DEFINITIONS AND PUT THEM INTO A gloss 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 scathe 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 ONES 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 leanS 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 number one 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 ent irely 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-ONEWOULD 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 lift b) Mike did not plagiarise if he cited the sources and p araphrased 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 by 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 title-holders 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 lucubrate OF THE SOURCES. HE MAKES UP ONE OR TWO AND THINKS THATHIS 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 mar ked 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 instructor / 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 headNAIRE 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 age 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 mental ability 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 exploitation appropriate methods of referencing12. 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 over again TO TALK ABOUT.WHAT T HEY HAVE FOUND. THIS REDUCES THE VOLUME OF schooling THEY WILL HAVE TO DO. THEY MEET AGAIN, LISTEN TO EACH OTHERS 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 describe. 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 dole out 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 t he standard 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 unwitting 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 EXCUSE S 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 IMPOR TANT 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 offspring 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 tell AND SO ON.WHEN YOU USE THE IDEAS OF OTHERS, IT IS IMPORTANT FOR YOUR TUTOR TO BE A BLE 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 KNOWLEDG E. THIS IS KNOWLEDGE THAT IS IN EVERYDAY USE, OR IS IN THE COMMON landed estate 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 QU ESTION 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 ANOTHERS 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. amid 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 contrast 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 D OES 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 AREFERENCE 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 scallywag 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 ashes 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 operate TO ADOPT DIFFERENT CONVE NTIONS, 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 TOUSE, 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 synecdochical 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 SU RE THAT IT USES THE APPROPRIATE STYLE.IF YOUR FEEL THAT YOUR GUIDE-BOOK ISNOT 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, broadly IT WILL BE REFERENCE LISTS WITH WHICH YOU WORK.