America's Foreign Policies Essay Example | Topics and Well Written Essays - 500 words

America's Foreign Policies - Essay Example Both the army and navy were less than 30,000 troops separately, and being situated in the midst of weak or friendly nations, no thought was given to building up an armed force for any reason (Mintz). Americans also felt badly towards expanding any holdings abroad, as the popular sentiment was that it went against the democracy that the country held dear to its heart, even more than a hundred years after winning it (Mintz). That changed, however, when European powers towards the end of the century started acquiring overseas holdings themselves, eventually becoming rulers of a fifth of the world between 1870 and 1900 (Mintz). Fearing that the United States would one day be left with nothing but the country that it had already started, sentiment changed to allow overseas diplomacy and dealings, which were brought to the forefront by the foreign policies of President Theodore Roosevelt, President William Howard Taft, and President Woodrow Wilson. Though these three had sometimes radicall y different views on how to handle different situations with respect to countries around the world, it cannot be denied that all had a hand in shaping the United States as a world power by the early 1920s. Theodore Roosevelt came into the presidency believing, in a way, that America was not enough for America. He believed that the United States should expand its presence in foreign countries and territories, and had a strongly â€Å"imperialistic philosophy† about where the nation stood, and should stand, in the world (â€Å"American Experience†). Despite being a diplomat who was more than capable of brokering any negotiation through words, Roosevelt believed that the nation should be ready to fight to protect its own interests above everyone else, and supported war in order to make his point to other countries about the greatness of America (â€Å"American Experience†). This can be seen in his main ambition while in office, which was to build a canal

Judicial Activism Essay Example for Free

Judicial Activism Essay Judicial activism is gaining prominence in the present days. In the form of Public Interest Litigation (PIL), citizens are getting access to justice. Judiciary has become the centre of controversy, in the recent past, on account of the sudden (Me in the level of judicial intervention. The area of judicial intervention has been steadily expanding through the device of public interest litigation. The judiciary has shed its pro-status-quo approach and taken upon itself the duty to enforce the basic rights of the poor and vulnerable sections of society, by pro ¬gressive interpretation and positive action. The Supreme Court has developed new methods of dispens ¬ing justice to the masses through the public interest litigation. Former Chief Justice PN. Bhagwat, under whose leadership public interest litigation attained a new dimension comments that the supreme court has developed several new commitments. It has carried forward participative justice. It has laid just standards of procedure. It has made justice more accessible to citizens. The term judicial activism is intended to refer to, and cover, the action of the court in excess of, and beyond the power of judicial review. From one angle it is said to be an act in excess of, or without, jurisdiction. The Constitution does not confer any authority or jurisdiction for activism as such on the Court. Judicial activism refers to the interference of the judiciary in the legislative and executive fields. It mainly occurs due to the non-activity of the other organs of the government. Judicial activism is a way through which relief is provided to the disadvantaged and aggrieved citizens. Judicial activism is pro ¬viding a base for policy making in competition with the legislature and executive. Judicial activism is the rendering of decisions, which are in tune with the temper and tempo of the times. In short, judicial activism means that instead of judicial restraint, the Supreme Court and other lower courts become activists and compel the authority to act and sometimes also direct the government regarding policies and also matters of administration. Judicial activism has arisen mainly due to the failure of the executive and legislatures to act. Sec-ondly, it has arisen also due to the fact that there is a doubt that the legislature and executive have failed to deliver the goods. Thirdly, it occurs because the entire system has been plagued by ineffec ¬tiveness and inactiveness. The violation of basic human rights has also led to judicial activism. Finally, due to the misuse and abuse of some of the provisions of the Constitution, judicial activism has gained significance. Besides the above mentioned factors, there are some other situations that lead to judicial activism. These are: (i) When the legislature fails to discharge its responsibilities. (ii) In case of a hung parliament where the government is very weak and instable. (iii) When the governments fail to protect the basic rights of the citizens or provide an honest, efficient and just system of law and administration, (iv) When the party in power misuses the courts of law for ulterior motives as was done during the Emergency period, and (v) Finally, the court may on its own try to expand its jurisdiction and confer on themselves more func ¬tions and powers. Areas of Judicial Activism During the past decade, many instances of judicial activism have gained prominence. The areas in which judiciary has become active are health, child labour, political corruption, environment, education, etc. Through various cases relating to Bandhua Mukti Morcha, Bihar Under trials, Punjab Police, Bombay Pavement Dwellers, Bihar Care Home cases, the judiciary has shown its firm commitment to participa ¬tory justice, just standards of procedures, immediate access to justice, and preventing arbitrary state action. Public Interest Litigation: An Innovative Step towards Judicial Activism Public interest litigation means a suit filed in a court of law for the protection of public interest such as pollution, terrorism, road safety etc. Judicial activism in India acquired importance due to public interest litigation. It is not defined in any statute or act. It has been interpreted by judges to consider the intent of public at large. The court has to be satisfied that the person who has re sorted to PIL has sufficient interest in the matter. In India, PIL initially was resorted to towards improving the lot of the disadvantaged sections of the society who due to poverty and ignorance were not in a position to seek justice from the courts. After the Constitution (Twenty Fifth Amendment Act, 1971), primacy was given to Directive Principles of State Policy by making them enforceable. The courts to improve administration by taking up PIL cases, for ensuring compliance constitutional provisions has also increased. PIL is filed for a variety of cases such as maintenance of ecological balance, making municipal authorities comply with statutory obligations of provision of civic amenities, violation of fundamental rights etc. It has provided an opportunity to citizens, social groups, consumer rights activists etc., easier access to law and introduced a public interest perspective. Justices P.N. Bhagwati and V.R. Krishna Ayer have played a key role in promoting this avenue of approaching the apex court of the country, seeking legal remedies in areas where public interests are at stake. PIL has been considered a boon, as it is an inexpensive legal remedy due to nominal costs involved in filing the litigation. But there are some problems also in the PIL cases. There has been an increase in the number of frivolous cases being filed due to low court fees. Genuine cases got receded to the background and privately motivated interests started gaining predominance in PIL cases. In view of this, the Supreme Court has framed certain guidelines governing the PIL. Presently the court entertains only writ petitions filled by an aggrieved person or public spirited individual or a social action group for enforcement of the constitutional or the legal rights of a person in custody or of a class of persons who due to reasons of poverty, disability, socially or economically disadvantaged position are finding it difficult to approach the court for redress. PIL is an extraordinary remedy available at a cheaper cost. As Justice Bhagwati observed in the case of Asiad workers case, now for the first time the portals of the court are being thrown open to the poor and the downtrodden. The courts must shed their character as upholders of the established order and the status quo. The time has come now when the courts must become the courts for the poor and the struggling masses of this country.

Is Technology Changing Culture? Essay -- Technology

Do it yourself (DIY) is a term used to describe building, modifying, or repairing of something without the aid of experts or professionals. The phrase "do it yourself" came into common usage in the 1950s in reference to home improvement projects which people might choose to complete independently. In recent years, the term DIY has taken on a broader meaning that covers a wide range of skill sets. DIY is associated with the international alternative rock, punk rock, and indie rock music scenes; indymedia networks, pirate radio stations, and the zine community. In this context, DIY is related to the Arts and Crafts movement, in that it offers an alternative to modern consumer culture's emphasis on relying on others to satisfy needs. The abbreviation DIY is also widely used in the military as a way to teach commanders (hence how from this YouTube videoclip) or other types of units to take responsibility, so that they'd be able to do things themselves just as a preparation for their own future.The dynamic association among culture and technology means that technologies furthermore change the cultures that use them regularly. Presumably, this alteration in culture is better for at least the predictable future, or there would be no motive to use the new technology, that constantly d evelops. However, humans have a tendency to concentrate on the short-term benefits without thinking about the long-term penalties. Whether the failure to foresee how technologies will ‘move’ culture is the outcome of a biological inclination to overlook the long term problems or the inability to comprehend and predict all thinkable consequences is arguable. [1] Sometimes technologies result in cultural modifications that become non-efficient in the long run.... ...e and Technology." Indira Gandhi National Centre for the Arts. Web. 11 Apr. 2012. . 3. "Â ." Acton Institute. Web. 11 Apr. 2012. . 4. "UnderstandingSociety." : Technology and Culture. Web. 11 Apr. 2012. . 5. "Technological Determinism." Technological Determinism. Web. 17 May 2012. . 6. "Talcott Parsons." Talcott Parsons. Web. 17 May 2012. . "Terra Nova." : Culture vs Technology. Web. 21 Feb. 2012. . "Home." Gapingvoid. Web. 21 Feb. 2012. .

Kurt Cobain Essay

Kurt Donald Cobain (February 20, 1967 – c. April 5, 1994) was an American musician and artist. He was best known as the lead singer, guitarist, and primary songwriter of the grunge band Nirvana. Cobain formed Nirvana with Krist Novoselic in Aberdeen, Washington, in 1985 and established it as part of the Seattle music scene, having its debut album Bleach released on the independent record label Sub Pop in 1989. After signing with major label DGC Records, the band found breakthrough success with â€Å"Smells Like Teen Spirit† from its second album Nevermind (1991). Following the success of Nevermind, Nirvana was labeled â€Å"the flagship band† of Generation X, and Cobain hailed as â€Å"the spokesman of a generation†.[1] Cobain, however, was often uncomfortable and frustrated, believing his message and artistic vision to have been misinterpreted by the public, with his personal issues often subject to media attention. He challenged Nirvana’s audience with its final studio album In Utero (1993). It did not match the sales figures of Nevermind but was still a critical and commercial success. During the last years of his life, Cobain struggled with heroin addiction, illness and depression. He also had difficulty coping with his fame and public image, and the professional and lifelong personal pressures surrounding himself and his wife, musician Courtney Love. On April 8, 1994, Cobain was found dead at his home in Seattle, the victim of what was officially ruled a suicide by a self-inflicted shotgun wound to the head. The circumstances of his death at age 27 have become a topic of public fascination and debate. Since their debut, Nirvana, with Cobain as a songwriter, has sold over 25 million albums in the US, and over 75 million worldwide. Cobain was inducted – along with fellow Nirvana members Krist Novoselic and Dave Grohl – into the Rock and Roll Hall of Fame in 2014, the first year in which they were eligible. Early life Kurt Donald Cobain was born on February 20, 1967, at Grays Harbor Hospital in Aberdeen, Washington,[2] to a waitress, Wendy Elizabeth (nà ©e Fradenburg) (born 1948),[3] and an automotive mechanic, Donald Leland Cobain (born 1946). His parents were married on July 31, 1965 in Coeur d’Alene, Idaho. His ancestry included Irish, English, Scottish, and German.[4][5][6] Cobain’s Irish ancestors migrated from Carrickmore, County Tyrone in the north of Ireland in 1875.[6] Researchers have found them to have been shoemakers, originally named Cobane, who came from Inishatieve, a townland within Carrickmore parish, settling in Cornwall, Ontario, Canada, and then in Washington.[7] Cobain himself believed his family came from County Cork in southern Ireland.[8] Cobain had one younger sister named Kimberly, born on April 24, 1970.[3][5] Cobain’s family had a musical background. His maternal uncle Chuck Fradenburg starred in a band called The Beachcombers, his Aunt Mari Earle played guitar and performed in bands throughout Grays Harbor County, and his great-uncle Delbert had a career as an Irish tenor, making an appearance in the 1930 film King of Jazz. Cobain was described as being a happy and excitable, while sensitive and caring child. His talent as an artist was evident from an early age. His bedroom was described as having taken on the appearance of an art studio,[2] where he would accurately draw his favorite characters  from films and cartoons such as Aquaman, the Creature from the Black Lagoon, and Disney characters like Donald Duck, Mickey Mouse, and Pluto.[9] This enthusiasm was encouraged by his grandmother Iris Cobain, who was a professional artist herself. Cobain began developing an interest in music early in his life. According to his Aunt Mari, he began singing at two years old. At age four, Cobain started playing the piano and singing, writing a song about their trip to a local park. He listened to artists like the Ramones[10] and Electric Light Orchestra[11] and would sing songs like Arlo Guthrie’s â€Å"Motorcycle Song,† The Beatles’ â€Å"Hey Jude†, Terry Jacks’ â€Å"Seasons in the Sun† and the theme song to The Monkees television show at a young age.[12] When Cobain was seven years old, his parents divorced.[13] Later in his life, he said the divorce had a profound effect on his life. His mother noted that his personality changed dramatically; Cobain became defiant and withdrawn.[14] In a 1993 interview, he elaborated: â€Å"I remember feeling ashamed, for some reason. I was ashamed of my parents. I couldn’t face some of my friends at school anymore, because I desperately wanted to have the classic, you know, typical family. Mother, father. I wanted that security, so I resented my parents for quite a few years because of that.†[15] Cobain’s parents both found new partners after the divorce. His father had promised not to remarry; however, after meeting Jenny Westeby, he did, to Kurt’s dismay.[16] Kurt, his father, Westeby, and her two children Mindy and James, moved into a new household together. Cobain liked Westeby at first, who gave him the maternal attention he desired.[16][17] In January 1979, Westeby gave birth to a boy, Chad Cobain.[16] This new family, which Cobain insisted was not his real one, was in stark contrast to the attention Cobain was used to receiving as an only boy; he soon began to express resentment toward his stepmother.[16][17] Kurt’s mother began dating a man who was abusive. Cobain witnessed the domestic violence inflicted upon her, with one incident resulting in her being hospitalized with a broken arm.[17][18] Wendy steadfastly refused to press charges, remaining completely committed  to the relationship.[18] Kurt behaved insolently toward adults. He began bullying another boy at school. These behaviors eventually caused his father and Westeby to take him to a therapist, who concluded that Kurt would benefit in a single family environment.[18] Both sides of the family attempted to bring his parents back together, but to no avail. On June 28, 1979, Cobain’s mother granted full custody of Kurt to his father.[19] Cobain’s teenage rebellion quickly became overwhelming for his father, who placed Kurt in the care of family and friends. While living with the born-again Christian family of his friend Jesse Reed, Cobain became a devout Christian and regularly attended church services. Cobain later renounced Christianity, engaging in what would be described as â€Å"anti-God† rants. The song â€Å"Lithium† is about his experience while living with the Reed family. Religion would remain an important part of Cobain’s personal life and beliefs, as he often used Christian imagery in his work and maintained a constant interest in Jainism and Buddhist philosophy. The band name Nirvana was taken from the Buddhist concept, which Cobain described as â€Å"freedom from pain, suffering and the external world,† which paralleled with the punk rock ethic and ideology. Cobain would regard himself as both a Buddhist and a Jain during different points of his life, educating himself about the philosophies through various sources, including through watching late night television documentaries on both subjects.[20][21][22] Although not interested in sports, Kurt was enrolled in a junior high school wrestling team at the insistence of his father. Kurt was a skilled wrestler, yet despised the experience. Because of the ridicule he endured from his teammates and coach, he allowed himself to be pinned, in an attempt to sadden his father. Later, his father enlisted him in a Little League Baseball team, where Cobain would intentionally strike out to avoid playing on the team.[23] Cobain befriended a homosexual student at school, and suffered bullying from heterosexual students who concluded that Cobain was gay. In an interview he  said that he liked having the identity of being gay because he did not like people and when they thought he was gay they left him alone. Kurt stated, â€Å"I started being really proud of the fact that I was gay even though I wasn’t†. His friend tried to kiss him and Kurt backed away and told his friend he was not gay but would still be friends with him. In a 1993 interview with The Advocate, Cobain claimed that he was â€Å"gay in spirit† and â€Å"probably could be bisexual.† He also stated that he used to spray paint â€Å"God Is Gay† on pickup trucks in the Aberdeen area. Aberdeen police records show that Cobain was arrested for spray painting the phrase â€Å"Ain’t got no how watchamacallit† on other vehicles.[24] One of his personal journals states, â€Å"I am not gay, althou gh I wish I were, just to piss off homophobes.†[25] Cobain enjoyed creating works of art. He would often draw during school classes, including objects associated with human anatomy. When given a caricature assignment for an art course, Cobain drew a posing Michael Jackson. When his art teacher told him the caricature would be inappropriate to be displayed in a school hallway, Cobain drew an unflattering sketch of then-President Ronald Reagan.[26] As attested to by several of Cobain’s classmates and family members, the first concert he attended was Sammy Hagar and Quarterflash at the Seattle Center Coliseum in 1983.[2][27] Cobain, however, claimed that the first concert he attended was the Melvins; he wrote prolifically in his Journals of the experience.[28] As a teenager living in Montesano, Cobain eventually found escape through the thriving Pacific Northwest punk scene, going to punk rock shows in Seattle. Cobain soon began frequenting the practice space of fellow Montesano musicians the Melvins. During his second year in high school, Cobain began living with his mother in Aberdeen. Two weeks prior to graduation, he dropped out of Aberdeen High School upon realizing he did not have enough credits to graduate. His mother gave him a choice: find employment or leave. After one week, Cobain found his clothes and other belongings packed away in boxes.[29] Feeling banished from his own mother’s home, Cobain stayed with friends, occasionally sneaking back into his mother’s basement.[30] Cobain also claimed during  periods of homelessness to have lived under a bridge over the Wishkah River,[30] an experience that inspired the Nevermind track â€Å"Something in the Way†. However, Nirvana bassist Krist Novoselic said, â€Å"He hung out there, but you couldn’t live on those muddy banks, with the tides coming up and down. That was his own revisionism.†[31] In late 1986 Cobain moved into an apartment, paying his rent by working at â€Å"The Polynesian Resort†, a Polynesian coastal resort approximately 20 miles (32 km) north of Aberdeen.[32] During this period, he was traveling frequently to Olympia, Washington to go to rock concerts.[33] During his visits to Olympia, Cobain formed a relationship with Tracy Marander. The couple had a close relationship, but one that was often strained with financial difficulties and Cobain’s absence when touring. Marander supported the couple by working at the cafeteria of the Seattle–Tacoma International Airport, often stealing food. Cobain spent most of his time sleeping into the late evening, watching television and concentrating on art projects. Marander’s insistence that he get a job caused arguments that influenced Cobain to write â€Å"About a Girl†, which was featured on the Nirvana album Bleach. Marander is credited with having taken the cover photo for the alb um. Marander was not aware that â€Å"About a Girl† was written about her until years after Cobain’s death.[34][35][36][37][38][39] Soon after Marander separated from him, Cobain began dating Tobi Vail, an influential DIY punk zinester of the riot grrrl band Bikini Kill. After meeting Vail, Cobain vomited as he was so completely overwhelmed with anxiety regarding his infatuation with her. This event would inspire the lyric: â€Å"Love you so much it makes me sick,† which would appear in the song â€Å"Aneurysm†.[40] While Cobain would regard Vail as his female counterpart, his relationship with her waned. Cobain desired the maternal comfort of a traditional relationship, which Vail regarded as sexist within a countercultural punk rock community. Those who dated Vail would be described by her friend Alice Wheeler as â€Å"fashion accessories.†[39] Kurt and Tobi spent most of their time together as a couple discussing political and philosophical issues. In 1990 they collaborated on a musical project called â€Å"Bathtub Is Real†, in which both Vail and Cobain sang, played guitar and  d rums. They recorded their songs on a four-track tape machine that belonged to Vail’s father. In Everett True’s 2009 book â€Å"Nirvana: The Biography†[41] Vail is quoted as saying â€Å"(Kurt) would play the songs he was writing, I would play the songs I was writing and we’d record them on my dad’s four-track. Sometimes I’d sing on the songs he was writing and play drums on them†¦.. He was really into the fact that I was creative and into music. I don’t think he’d ever played music with a girl before. He was super-inspiring and fun to play with.† Slim Moon described their sound as â€Å"†¦ like the minimal quiet pop songs that Olympia is known for. Both of them sang; it was really good.†[42] Cobain’s relationship with Vail would inspire the lyrical content of many of the songs on Nevermind. Once, while discussing anarchism and punk rock with friend Kathleen Hanna, Hanna spray-painted â€Å"Kurt Smells Like Teen Spirit† on Kurt’s apartment wall. Teen Spirit was the name of a deodorant Vail wore; Hanna joked that Cobain smelled like it. Cobain, unaware of this, initially interpreted the slogan as having a revolutionary meaning. The slogan inspired the title to the song â€Å"Smells Like Teen Spirit†.

General psychology Essay

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

Impact of Ben Franklins Youth essays

Impact of Ben Franklin's Youth essays The Impact of Ben Franklins Youth The life of Benjamin Franklin was doubtlessly a great one, characterized by sound judgment and a revolutionary way of thinking. He served as a delegate for his country to foreign nations for these very attributes. How does a man become so unique and independent? This is a slow process, the foundations of which were rooted in Bens youth. His early education and his relationship with his father both helped to shape this American hero. Ben Franklin received very little formal education as a youth and thus had to educate himself. His older brothers all became apprentices in assorted trades, but Ben was put into grammar school at the age of eight, instead. He was an eager learner when it came to reading and thus he was at the head of his class for some time. However, his father was unable to afford this line of education so Ben was sent to a school for writing and arithmetic under an esteemed master. This is where Ben learned to write, but arithmetic was a weakness of his. He remained here until he was ten and these two years are his formal education in its entirety. Ben always had a devotion to books, perhaps instilled in him by an uncle with his namesake. This ingenious uncle was somewhat of a role model for Ben, who looked up to his uncles writings and poetry. Ben went on to become a printers apprentice under his brother; still retaining his love of reading and desire to write. As a result, much of Bens skill developing was left to be done under his own discipline. He borrowed books and read them voraciously in order to emulate their writing style. In a sense, this lack of a formal education sets the stage for Franklins way of living and individualistic virtues, which he will espouse later in life. Self-discipline and temperance was encouraged, as he had to balance his passion for writing and his apprenticeship to his brother. In fact, the young ...

Free Essays on Mayan And Brazilian Indians

After viewing Victor Montejo’s presentation on the formation of Maya ethnicity and the creation of Maya identity in Guatemala it has become apparently clear that not only do the Brazilian Indians have hardship, but indigenous people from other locations as well. His people, the Mayans, have gone through and will continue to face many similar problems that the indigenous groups of Brazil have faced. One of the major reasons that all of these different indigenous groups have such a hard time prospering is a lack of unity, not too mention a number of other things. In Guatemala, the Mayans make up sixty-five percent of the population, which is a very significant amount. They have strength in numbers, but where they fall short is lacking Mayan unity. According to Montejo, there are some 21 different linguistic groups among the Mayans. The numerous amounts of languages disturb the â€Å"togetherness† of all of the Mayan population. If the Mayan people had less of a hard time coming together, they would have a much easier time standing as one. Just as the Mayans have many different languages and groups, all of the indigenous peoples of Brazil are vastly different. The Nambiquara, Kayopo and Yanomoami are just three of many different tribes among the Brazilian Indians. They are not only different tribes, but they are totally different from one another in their cultures too. Each one of the different tribes in Brazil is like a small country in itself. They have their own separate language and culture that is commonly vastly different from the other indigenous tribes around. The indigenous peoples of these tribes are at an even greater disadvantage than the Mayans of Guatemala in this respect, plus in Brazil, the indigenous peoples only make up a small percentage of the total population which hurts them tremendously. At least for the Mayans sake they have a majority of the population, but the Indians in Brazil only make up a smal... Free Essays on Mayan And Brazilian Indians Free Essays on Mayan And Brazilian Indians After viewing Victor Montejo’s presentation on the formation of Maya ethnicity and the creation of Maya identity in Guatemala it has become apparently clear that not only do the Brazilian Indians have hardship, but indigenous people from other locations as well. His people, the Mayans, have gone through and will continue to face many similar problems that the indigenous groups of Brazil have faced. One of the major reasons that all of these different indigenous groups have such a hard time prospering is a lack of unity, not too mention a number of other things. In Guatemala, the Mayans make up sixty-five percent of the population, which is a very significant amount. They have strength in numbers, but where they fall short is lacking Mayan unity. According to Montejo, there are some 21 different linguistic groups among the Mayans. The numerous amounts of languages disturb the â€Å"togetherness† of all of the Mayan population. If the Mayan people had less of a hard time coming together, they would have a much easier time standing as one. Just as the Mayans have many different languages and groups, all of the indigenous peoples of Brazil are vastly different. The Nambiquara, Kayopo and Yanomoami are just three of many different tribes among the Brazilian Indians. They are not only different tribes, but they are totally different from one another in their cultures too. Each one of the different tribes in Brazil is like a small country in itself. They have their own separate language and culture that is commonly vastly different from the other indigenous tribes around. The indigenous peoples of these tribes are at an even greater disadvantage than the Mayans of Guatemala in this respect, plus in Brazil, the indigenous peoples only make up a small percentage of the total population which hurts them tremendously. At least for the Mayans sake they have a majority of the population, but the Indians in Brazil only make up a smal...

The Basics of Narrative Voice

The Basics of Narrative Voice The Basics of Narrative Voice â€Å"Narrative† refers to how a story is told. A â€Å"narrative voice,† then, is a voice that tells a story. This makes it important for authors to understand the basics! In this post, therefore, we’re looking at key aspects of narrative voice. Grammatical Person One key element of narrative voice is point of view. This is reflected in the grammatical person used. In most narrative writing, this will either be first person or third person: First-person narration tells a story from the point of view of the narrator (i.e., using â€Å"I† or â€Å"we† pronouns). This will often be the main character in the story, but it could also be someone else recalling what they witnessed or a story they heard. In third-person narration, the narrator isn’t the main focus of the story. They may be part of the story, such as an onlooker giving their version of events. But a third-person narrator may also be the disembodied voice of the â€Å"author† telling the story. Either way, they refer to characters with third-person pronouns such as â€Å"he,† â€Å"she,† and â€Å"they,† but not â€Å"I† or â€Å"we.† While not impossible, it is unusual to use the second person in narration. This is because it involves addressing the reader directly, as if you were telling a story about the person reading it! What Does the Narrator Know? A narrator can be either limited or omniscient. A limited narrator knows only what they would know within the bounds of the story (e.g., a character recounting their version of events). An omniscient narrator knows everything that is happening in the world of the story. First-person narrators are usually limited since first-person narration is subjective. But third-person narrators can be either limited or omniscient depending on their relation to the story itself. Narrative Reliability Another element of narration is how trustworthy the narrative voice is. A reliable narrator provides a straightforward, credible account of events. An unreliable narrator, on the other hand, tells a story that should not be taken at face value. This may be because the narrator is lying, misinformed, or even insane. The point of this is to: Make the reader question what they are being told Show the reader something about the narrator For example, an unreliable narrator may be trying to persuade the reader to sympathize with an unsympathetic character, such as Patrick Bateman from American Psycho. Or it can be used to show us how the world appears to the narrator, such as in The Curious Incident of the Dog in the Night-Time, where the story is told from the point of view of an autistic child. Both good books, albeit in very different ways. Combining These Elements in Narrative Voice You can combine the elements above in various ways. As mentioned, for example, a third person narrator can be either limited or omniscient. You can also use different narrative voices in different parts of a story. Try experimenting with telling your story in different ways. They key is finding a voice that works for you. To work out what type of narration to use: Think about what you want to reader to feel and think as they read Consider how you want the reader to relate to the narrator Work out what type of voice will let you achieve this Whatever   you choose to do, though, remember that narrative voice is an essential part of storytelling.

Annotated Bibliography Example | Topics and Well Written Essays - 250 words - 8

Annotated Bibliography Example Based on the findings, the participants discovered that teaching a foreign language was done best through communicating in the target language as much as possible (Raymond, 2000). The materials used should be designed for native speakers and involve meaningful contexts for the language use. Practice should be based on open ended as well as structured activities for better impact (Raymond, 2000). In conclusion the research is helpful to those involved and reveals a number of aspects that have assisted the participants to improve the methods that they utilize in their teachings. The research participants could have been more than the six that were used to come up with more clear results however, but the overall results were substantial enough to be utilized by other researchers in the future. Raymond, H. C (2000). Learning to teach foreign languages: A case study of six pre-service teachers in a teacher education program. Unpublished doctoral dissertation, The Ohio State University, Columbus, Ohio The main aim of this research is to determine the effects of language learning software in a workplace environment and whether individuals are capable of sufficiently teaching themselves a new language without having other responsibilities adversely affected (Nelson, 2011). The research method was based on practical activities that required the participants’ involvement in self teaching exercise using the software after which they were tested by the researchers to determine the progress they were able make (Nelson, 2011). The results found that very few of the participants were able to complete the program and effectively use the software to completion. It was discovered that the participants had very little time to access their accounts (Nelson, 2011). This shows that learning a new language by ones self is extremely difficult and one will still need guidance and support if they are to be successful

Anthopology Essay Example | Topics and Well Written Essays - 1000 words

Anthopology - Essay Example According to the researches of Chavez, Pedraza and Rimbaut; there are clear distinctions between a migrant and a settler. Migrants could be regarded as people that temporary residents of an area; thus migrants are people that leave their permanent place of residence and live in other areas temporarily in search of greener pastures. On the other hand, settlers are people that have the privileges of a citizen of a particular country or region after living there for a particular number of years. Thus, Chavez believes that undocumented immigrants are people that start out as illegal immigrants and they could actually attain the status of a settler after staying there for a particular number of years. The notion about undocumented immigrants is what actually affects the way that undocumented immigrants carry out their duties as workers in the United States of America. These undocumented immigrants do not see themselves as permanent residents, but as temporary workers that have a short sti nt in the United States of America. The undocumented workers are faced with the challenge that they would have to go back to their native countries someday (Chavez, 1998). ... The three phases are separation, transition and incorporation. The separation phase is the stage that the undocumented immigrants are separated from their friends and families and this represents an emotional period in the lives of the undocumented immigrants. The transition phase is the stage that the undocumented immigrants are presented with the opportunity of moving to a higher level in their lives as they try to become a member of a society that is actually alien to them. The incorporation phase is the stage that the undocumented immigrants try to in integrate themselves into their new home and society and they identify with the values and norms of this society during the incorporation phase. And this is just like the rite of passage as it takes place when someone makes a reasonable progress by changing from one status to another (Chavez, 1998). Chavez carried out his fieldwork by conducting interviews among undocumented immigrants living in different places. He organized struct ured interviews and informal interviews for these undocumented immigrants. The difficulties he faced in the course of his field work are that most of the interviews were usually time-consuming (Chavez, 1998). Chavez chose to refer to them as undocumented immigrants due to the fact that he felt that was the most polite and neutral term to use to classify these groups of individuals as other terms that were used were too harsh on these people. Chavez characterizes the social diversity of northern San Diego based in the different backgrounds of the people that reside there. He also characterizes them by the number of years they have stayed in the United States and the factors that affect the way they live. The undocumented immigrants fit into the larger society in areas that

Global Context of Business Assignment Example | Topics and Well Written Essays - 750 words

Global Context of Business - Assignment Example iii) Devaluation of domestic currency and thus a fall in profitability of investment ventures. This might restrain many potential investors from pouring their funds in the afflicted nation which can adversely affect the economic growth process. B) Unemployment rate is measured as the percentage of unemployed people in the total labor force. Discouraged workers and people not seeking jobs though belonging to an age group above 16 are not included in the labor force. In the present case, the total labor force comprises of 110 million people and the number of people employed among them is 90 million. This leaves a total of 20 million people jobless, in the total workforce. Thus, the rate of unemployment in the nation is, 3. In economics, domestic aggregate demand is treated at par with the real GDP of an economy. There are three primary sources which sum up to give the aggregate demand in an economy, viz., consumption expenditure, investment expenditure and government expenditure. A fall in any one of the three factors will lead to a fall in total domestic demand and hence the resultant GDP will be affected accordingly When the government decided to implement tax cuts, it led to a rise in the disposable income and an inferred rise in the amount of consumption expenditure. However there was a simultaneous shortfall in the availability of government’s resources to meet its expenses, so that the proportion of government expenditure in aggregate demand depreciated. A rise in one component accompanied by a fall in another left the aggregate demand as well as the real GDP unchanged. With no changes in the domestic money supply, the general price continued at the same level.

Creating a Policy Map Assignment Example | Topics and Well Written Essays - 500 words

Creating a Policy Map - Assignment Example The online tourism resources of Hadassa are being transformed and managed by the Internet California Resources. The business will focus primarily on the tourists in California and some other states in the U.S. Hadassa Tourism Website Company will be providing website development services to the vast tourism niches in California. Much as the company is still in the operational stages, the founders who are Martin, Janice and Rene have vast experience that is required to deal with the competencies in this industry. The company will have more than the required capital investment with an overflow of $310,000.The Company is dream is to provide clients with solutions to their tourism needs (Kaplan, 2012). However, the company will depend on a number of external vendors to advice and supply web hosting and implementation of the websites. The company would provide all the other services. The company will provide a turn-key solution to its clients. However, we will rely on multiple outside vendors to supply website implementation and hosting. The company will provide all other aspects of the service. The Californian Internet Resource Company will make uniform the language and technology required for the clients in the tourist destinations, so that all barriers and bottlenecks are removed. This would be done so as to reach out to most of the English-speaking tourists in various destinations around the world. Hadassa Tourism Website Company will provide a flexible, fun-filled and conducive environment that would explore numerous opportunities so as to provide state of the art exotic travel for the employees and also offer incentives and bonuses for all personnel (Kaplan, 2012). The project manager oversees the affairs of the organization and implements major policies in the organization. He also manages the resources of the organization. The project sponsor helps in sourcing of funds to manage various projects (Kaplan, 2012). The steering committee is

Case Study( Paramedics assessment) Essay Example | Topics and Well Written Essays - 2500 words

Case Study( Paramedics assessment) - Essay Example However, it should be realized that this is not the sole cause of chest pain, and that it may be due to â€Å"classical angina† (Devonshire Lodge Practice, 2011) whose symptoms generally appear during, or immediately after exercise and subside after resting. However, it must also be said that where someone complains of â€Å"discomfort across the center of the chest coming on during exercise that stops on rest and then GTN [glycerine trinitride] tablets relieve the pain within 5 minutes he/she is going to have ischemic heart disease almost without doubt† (Devonshire Lodge Practice, 2011). ... It is hoped that the task will be made easier by paramedic assessment, which should be thorough enough to eliminate many uncertainiies. That is why a systematic stepwise series of protocols such as those advocated by Domanovits et al. (2002) and Anderson (2002) is essential. 2. Case History of paramedic’s assessment of ischemic chest pain Complete History & Assessment of Patient Presenting Complaint Chest Pain Allergies None Communicable Diseases None PHx- Past History O/A – On Arrival O/E – On Examination Med’n- Medication Patient’s Name: William Templeton: Age 57 Address: 12 Andover Terrace, STAINES Bucks. SL4 3TR O/A - Emergency services called by patient’s family at 0956 hrs, arrived at patient’s home 1015 hrs..William, a white male, complained of severe chest pain, breathlessness, nausea and dizziness. He also appeared pale and slightly sweaty. PHx – Patient was normally in good health, a non-smoker, moderate drinker and at e healthy meals at home. He also took regular exercise. His grandfather had been gassed in WWI and his grandmother had suffered intermittent asthma attacks in her later years. As to childhood illnesses, William reported German measles, two bouts of chicken pox, and tuberculosis at the age of 6, which had affected stomach and neck glands and also the lungs. Chicken pox and TB raised alarm signals since the former could have returned as shingles (pain comes some time before the rash, and lung damage may have contributed to ischemic heart disease. O/E – The assessment procedures followed the guidelines established by the York Region Base Hospital Program (Anderson, 2002). For clarity and consistency during patient questioning the following mnemonic

The onsent of eating disorders during adolescence is common. Discuss Essay

The onsent of eating disorders during adolescence is common. Discuss some of the causes and risk factors and long term effects of these disorders - Essay Example (Steinhaussen, H., 1995) Due to the intense and demanding lifestyle of high school, nutritious foods may be replaced with high calorie fast food, which often leads to weight gain. This weight gain, and remarks made by parents can reinforce self conscious images into some teens, which can result in developing eating disorders such as the sometimes fatal eating disorder anorexia nervosa. Eating disorders come in a variety of ways, such as eating large quantities of food and obsessing with thinness. These conditions affect many children, teens, and adults around the world. (Bryan, L., 2000)They are real, complex, and devastating situations, which can have serious consequences. There are three types of eating disorders: Anorexia nervosa is an eating disorder that results in an avoidance of eating because of a cluster of specific emotional issues in adolescence. It is an eating disorder that mostly occurs (about 59%) in adolescent girls, but it can also occur among teenage boys and adult men and women. Usually, anorexia begins between the ages of 14 to 18 when young teenagers go trough puberty (Ruuska, 2003). Anorexia is characterized by extreme and irrational fear of becoming fat, significant weight loss of 15% or more of the normal weight, distorted body image and amenorrhea or absence of at least three consecutive menstrual cycles. Excessive weight loss is accomplished by restricting food intake of less than 1,000 calories per day, excessive exercise, diet pills or even self-induced. The patients constantly exercise, move food around the plate, wear oversized clothes to hide their appearance, and worry about their figure all the time. They also have a fear of eating in front of others; sometimes they feel depressed, have problems socializing and starve themselves, even if they have a normal figure. They also spend a lot of time in front of the mirror, pay too much attention to their weight, and accumulate food in

Case Study( Paramedics assessment) Essay Example | Topics and Well Written Essays - 2500 words

Case Study( Paramedics assessment) - Essay Example However, it should be realized that this is not the sole cause of chest pain, and that it may be due to â€Å"classical angina† (Devonshire Lodge Practice, 2011) whose symptoms generally appear during, or immediately after exercise and subside after resting. However, it must also be said that where someone complains of â€Å"discomfort across the center of the chest coming on during exercise that stops on rest and then GTN [glycerine trinitride] tablets relieve the pain within 5 minutes he/she is going to have ischemic heart disease almost without doubt† (Devonshire Lodge Practice, 2011). ... It is hoped that the task will be made easier by paramedic assessment, which should be thorough enough to eliminate many uncertainiies. That is why a systematic stepwise series of protocols such as those advocated by Domanovits et al. (2002) and Anderson (2002) is essential. 2. Case History of paramedic’s assessment of ischemic chest pain Complete History & Assessment of Patient Presenting Complaint Chest Pain Allergies None Communicable Diseases None PHx- Past History O/A – On Arrival O/E – On Examination Med’n- Medication Patient’s Name: William Templeton: Age 57 Address: 12 Andover Terrace, STAINES Bucks. SL4 3TR O/A - Emergency services called by patient’s family at 0956 hrs, arrived at patient’s home 1015 hrs..William, a white male, complained of severe chest pain, breathlessness, nausea and dizziness. He also appeared pale and slightly sweaty. PHx – Patient was normally in good health, a non-smoker, moderate drinker and at e healthy meals at home. He also took regular exercise. His grandfather had been gassed in WWI and his grandmother had suffered intermittent asthma attacks in her later years. As to childhood illnesses, William reported German measles, two bouts of chicken pox, and tuberculosis at the age of 6, which had affected stomach and neck glands and also the lungs. Chicken pox and TB raised alarm signals since the former could have returned as shingles (pain comes some time before the rash, and lung damage may have contributed to ischemic heart disease. O/E – The assessment procedures followed the guidelines established by the York Region Base Hospital Program (Anderson, 2002). For clarity and consistency during patient questioning the following mnemonic

Parliamentary sovereignty Essay Example | Topics and Well Written Essays - 1000 words

Parliamentary sovereignty - Essay Example The notion of Parliamentary Sovereignty has been central to democratic practice for a considerable period of time. In a democracy, the legislature is elected by popular vote and this has been a major feature of the English Constitution. In the initial stages of democracy in Britain, liberty was at grave risk due to monarchical power.1 As a consequence of the doctrine of Parliamentary Sovereignty, the Parliament was empowered to enact or rescind any law whatsoever. In addition, no individual or organisation was permitted by English Law to set aside or overrule legislation enacted by Parliament. In R (Jackson) v Attorney General,2 Lord Hope stated that Parliamentary Sovereignty was not absolute. Thereafter he referred to the enactment of the 1972 European Communities Act and the 1998 Human Rights Act which had effectively diminished the power of Parliament to legislate.3 There was disagreement among their Lordships, regarding the ruling in R (Jackson) v Attorney General. This divergenc e in view related to whether the process detailed under section 2 of the Parliament Act 1911 and 1949, could be employed by the House of Commons to extend the life of Parliament beyond 5 years. The decision in the Jackson case apparently supports this view. Most of the members of the House of Lords were against this conclusion.4 However, they were signally unable to substantiate it in a manner that was consistent with promoting the supremacy of Parliament. In particular, Lord Hope highlighted the fact that the notion of absolute legislative sovereignty of Parliament that had been derived by Dicey from Blackstone and Coke was undergoing gradual change. However, in his judgement in this case, Lord Hope refrained from explicitly declaring that the courts lacked the power to question the validity of legislation for the reason that the latter was incompatible with union legislation.5 However, Lord Hope was of the opinion that union legislation was a tangible constraint on Parliamentary S overeignty. As per Lord Hope, the doctrine of Parliamentary Sovereignty was central to the Constitution. However, due to certain developments, Parliamentary Sovereignty was not absolute. Consequently, it would be incorrect to contend that Parliament’s freedom to legislate is unrestricted.6 In addition, Lord Hope stated that the rule of law, which was implemented by the courts, was the decisive controlling factor, and that the Constitution was founded on this element. Furthermore, Parliamentary Sovereignty would be rendered a hollow doctrine, if the general public refused to acknowledge legislation enacted by it, on the grounds that it was extremely offensive and incongruous. The fulcrum of the British Constitution is the doctrine of Parliamentary Sovereignty. Dicey, wrote extensively on the doctrine of Parliamentary Sovereignty and deemed it to be the underlying feature of British political institutions, as well as the very bedrock of constitutional law.7 As per Dicey, parlia ment can repeal or enact any law and the judiciary cannot hold a statute to be invalid for the reason that it breaches legal or moral principles.8 Thus, every fundamental law, with the exception of the principle of Parliamentary Sovereignty, can be altered by Parliament. One of the critical features of the rule of sovereignty is that no parliament has the power to bind its successors. Thus, there is no avenue, whereby a parliament can ingrain an Act of Parliament.9 In other words, every Act of Parliament can be repealed by subsequent legislation. Dicey was a strong proponent of the thought that the Rule of Law would be affected by discretionary power, as the latter would ultimately result in arbitrary decisions. This has been criticised by some scholars, who have contended that discretion is inevitable in a modern state, if a wide range of regulatory and welfare duties have to be carried out.10 All the same, several important values are incorporated in the Rule of Law, such as acces s to justice, accountability, certainty, due process, efficiency,

Huffman Trucking system Inventory Essay Example for Free

Huffman Trucking system Inventory Essay Material System Inventory Select and complete one of the following assignments: Option 1: Virtual Organization System Inventory Option 1: Virtual Organization System Inventory Select one of the following Virtual Organizations: Smith Systems Consulting Huffman Trucking Kudler Fine Foods Complete the following chart, filling in information for each system used at that Virtual Organization. Add rows to the chart as necessary. System Name Brief Description Department to Use the System Purpose of the System Connects With Development Details Corporate Intranet This system supports the Business Infrastructure consisting of 72 clients with 15 printers and 1 plotter. The phone system is a Voice over Internet Protocol (VOIP) with 68 stations throughout the company. Executive offices, Marketing, Sales Dept. , HR, Accounting departments This system allows the company to communicate, run the business, update HR information and accounting Full mesh WAN, running an OC-2 encryption, fiber based dedicated VPN- Ohio Office, Remote Administration, Remote IT operations, Remote Trucking Operations, Hub facilities in Cleveland, OH, Los Angeles, CA, St. Louis, MO, Bayonne, NJ Huffman Trucking is a native of Cleveland Oh. and was founded in 1936. The growth of the company was due to the WWII and the demand for carriers services from the factories to the ports. Mission statement: To be a profitable, growing, adaptive company in an intensively competitive logistical services business environment. Vision Statement: To be a model company to our stockholders, employees, customers and all stakeholders. System Name Brief Description Department to Use the System Purpose of the System Connects With Development Details SAP ERP This system supports the financial systems that are used in the accounting department, inventory management, HR, CRM, Accounting, HR, Trucking operations Allows the corporation to record the financial aspects, Human Resources, Benefits, trucking operations Corporate Intranet Huffman employees over 1,350 personnel, supports over 800 road tractors, 2,100 trailers and 260 â€Å"roll on/off units. This system can adapt to a medium to large corporate infrastructure and meet all financial needs as well. 50 KVS A UPS This is the backup power supply for the corporations computer mainframe, servers Corporation IT Operations To provide power to the IT operations in event of a power outage, failure Corporation Network This system can be updated to support a larger network if needed and additional or larger UPS systems can be installed. Trucking Operations: MTC Fleet Maintenance Pro 12 The MTC Fleet maintenance keeps the corporation with a schedule of maintenance, and repairs for the individual vehicles Trucking operations To keep a schedule of maintenance for all corporate vehicles, Corporation Network This system allows the company to track and conduct the preventive maintenance for the 800 plus tractors and additional equipment at an interval of 25,000 miles. SW Package for MTC Fleet Maintenance Used for management of the warehouses Warehouses Allows the company to keep track of the inventory at any given time or place Corporation Network Motorola MC 9090-C RFID / Bar code scanner system Used for tracking the location of all vehicles owned by the corporation Operations employees Allows the company to keep the inventory up to date for parts Satellite locator and monitoring comm. ystem SW package for traffic management Traffic management Truck drivers Allows the company to track the trucks and to assign bar codes to the Motorola 2 way radios Satellite locator and monitoring comm. System, Motorola VC 6096 Network Backup system Used for backup of all computer systems configurations and information Administration and IT department Allows the company to restore their records and transa ctions performed on a daily basis Corporation Network System Name Brief Description Department to Use the System Purpose of the System Connects With Development Details

Streak Plate And Viable Cell Count

Streak Plate And Viable Cell Count Aim and introduction should display insight into what the streak plate and viable cell count method are employed to achieve. They should also introduce MacConkey agar and how its selective and differential properties allow the characteristics of the test organism to be determined. Escherichia coli (E.coli) The aim of this experiment is to allow a certain bacterium to divide and multiply enabling us to view the bacteria in a single cell structure. E.coli is one bacterium that is good for such an experiment. E.coli can be said to be both bad and harmless, some E.coli bacteria have are highly toxic and can harm humans and animals. However, the majority of E.coli strains are relatively harmless with low toxicity. These harmless strains of E.coli are found naturally occurring in the human body, especially in areas such as the human intestines. Some E.coli can even benefit their hosts; they do this by producing specific vitamins. It is for reasons like the ones mentioned why E.coli is an appropriate bacteria to use for this experiment. Another reason is that E.coli bacterial cells have an average bacterial size of 2um; this can be seen under a light microscope. Other bacteria however may be even smaller and may require a larger microscope for viewing or even an electron microscope. Also the incubation period for E.coli to multiply and grow rapidly isnt very long and temperatures arent too high or too low. E.coli can be incubated overnight at 37oC and then stored at 4oC until its requirement. The technique use to manipulate and isolate the E. coli bacteria is known as the streak plate procedure. The technique was developed to allow bacteria to multiply and produce many colonies, during the incubation period, depending on the amount of bacteria present. Each colony will contain millions of bacteria cells derived from a single parent cell. (Talk in more detail about this procedure). We will be using this technique to allow the E. coli to multiply and divide splitting itself into colonies. The viable cell count, also known as viability count, is a method used to determine the number of living cells within a suspension, in this case E. coli. To obtain an understanding of how much E. coli cells are present in a sample this method must be put into action. (Expand) The MacConkey agar is specifically designed to allow gram negative bacteria to grow; its a recipe of many substances such as bile salts, sodium chloride proteose and many more. One of the properties of the MacConkey agar is its selective isolation and identification of bacteria; it is a medium that allows us to distinguish gram-negative bacteria. E. coli is a rod shaped gram negative bacteria, so using the MacConkey agar plate to multiply it would be appropriate, the agar will also cause the E. coli to change colour from pink to red, and this is an indication of gram negative bacteria present. A Nutrient agar is a growth medium used for the cultivation of bacteria, this specific agar remains solid even at high temperatures. The gram-stain technique was developed for viewing cells clearly under a microscope and to enable us to establish their structures. It is a very simple procedure of just adding 4 different substances accordingly, however one of these substances is toxic to humans therefore the procedure must be carried out in a fume hood. The gram stain method was introduced by It is important for scientists and medics to know the structure and function and identity of bacteria and viruses, it is for reasons like this why such experiments are carried out. Without such procedures so many bacteria and viruses wouldnt be known and could spread and become out of control. Methods: Explain why each procedure was done highlight key points state any deviation from protocol document any errors or difficulties you had with the technique Discuss the importance of aseptic technique and what steps could be taken to prevent contamination during manipulation of bacteria All methods were doing under aseptic conditions; the reason for this is to prevent contamination of the bacteria during its manipulation. Many errors could arise if aseptic conditions arent used, eventually resulting is wrote results. Streaking bacteria on MacConkey agar method: Prior to the experiment, an E. coli sample was made and given to during the practical. Risk assessment: Materials used: 10ml liquid culture of E. coli the bacteria sample to be use in this practical Sterile plastic loops used for transferring E.coli bacteria from one place to another uncontaminated. MacConkey agar plate used to allow E.coli bacteria to grow as it provides energy recourses and support Sharps bin for loops etc. these are used to keep the laboratory area as uncontaminated as possible and to make sure bacteria doesnt spread Marker pens and labels to label the plate Step 1: using a sterile plastic loop I touched a given sample of E. coli and streaked an inoculum onto a MacConkey agar plate in a specific pattern (see..). This plastic loop is then disposed of into the sharps bin. Step 2: using another sterile plastic loop, I created a run of parallel lines from the edge of the initial streaks Step 3: step 2 was repeated 2 more times with a new sterile loop used. Step 4: a final streak was made, creating a simple streak from the previous streaks into the centre of the plate. The picture below illustrates this. The MacConkey plate was then given to the technicians to incubate. It was important to dispose- on the plastic looks by placing them into the sharps bin because they are contaminated and if they touch any other surface it can lead to the spread of bacteria resulting in major contamination. Throughout this procedure plastic gloves and a lab-coat were worn, also to prevent contamination. Viable cell counts: Risk assessment Materials used: P1000 and P100 pipettes and tips used to transfer certain amounts of PBS etc. Three Nutrient agar plates 10ml sterile PBS buffer, used to maintain the pH Sterile plastic spreaders to spread the E.coli on the Nutrient agar plates Eight sterile bijoux bottles for dilutions To start the dilution, using a pipette I transferred 900 ul of diluents (PBS) in eight different sterile bijoux bottles. The PBS (phosphate buffered solution) solution is a commonly used buffer to maintain a pH; it is used in this practical because of its ability to aid biological research. After the PBS was placed into the labelled bottles, using a new sterile tip for the pipette I transferred 0.1ml of E.coli liquid culture sample (neat) into the first bottle (10-1). For the dilution to continue a new pipette tip was placed and 0.1ml of the 10-1 diluted E.coli was transferred to the 10-2 bottle, this process continued up till bottle 10-8. By doing so the E.coli will become more and more dilute within the different solutions, because less E.coli is being added each time. 10-5, 10-6 and 10-7 samples were then spread onto three different Nutrient agar plates using different sterile plastic spreaders so contamination wouldnt occur. This was done by placing 0.1ml of each dilution onto th e centre of the agar plate and then spreading it over with a sterile spreader. The agar plates were labelled and given to the technician for incubation. Gram Stain of bacteria from an isolated colony Risk assessment In order to stain the bacteria I selected an appropriate colony to stain, the colony must appear to be uncontaminated and its appearance must obviously look grown.. After this procedure is complete, the bacterial cells will be visible under a microscope. Materials needed: Bunsen burner used to heat-fix bacteria onto microscope slide Saline (PBS) emulsifier Light microscope to view bacterial cells Lens tissue to clean the lens Immersion oil for light microscope lens to allow better view at 100x magnification Stains for Gram stain method Before the bacteria can be modified to be viewed under the microscope clearly, the microscope glass slide must be cleaned to prevent contamination. After doing so a drop of sterile saline was placed onto the centre of the slide, the saline drop was placed because it can emulsify any bacterial colony that will be placed on top. To move some of the bacteria off the agar plate onto the slide, a sterile loop was used I touched the bacterial colony on the agar plate with the top of the loop and then spread the bacteria into the saline drop making it thin. Due to the moisture of the liquid I let the slide dry then used a Bunsen-burner to heat-fix the bacteria onto the slide by passing it through a few times then allowing it to cool. Heat-fixing was done so that during the staining the bacteria or wouldnt move or fall off. Once that was complete the slide was moved to a laboratory fume hood where the staining can take place, the follow 4 stage method was used: at first the bacteria sample on the slide was soaked in crystal violet for 30 seconds, after so it was rinsed with distilled water and drained. The second part is to soak the bacteria with gram iodine (mordant) for another 30 seconds then rinse with distilled water and drain it. Gram iodine is a toxic substance; it is for this particular reason why this part of the practical was carried out in a laboratory fume hood. Acetone decolouriser was then added for 10 second and the bacteria was again rinsed with distilled water and drained. The final part is to add Safranin, a counter stain, to the bacteria. It was placed on the bacteria for 30seconds and then the bacteria was further rinsed with distilled water, drained, blotted and allowed to dry. Substance Duration Further action Crystal violet (primary stain) 30 seconds Rinse with water drain Gram Iodine (Mordant) 30 seconds Rinse with water drain Acetone/alcohol (Decolouriser) 5-10 seconds Rinse with water drain Safranin (Counter stain) 30 seconds Rinse with water, drain, blot dry Stain was carried out in a laboratory fume hood due to the toxic gram iodine substance used. The transparent plastic shield of the fume hood was lowered so that only my hands were inside dealing with the chemical and biological substances. Gloves were worn during this procedure so that no stain would come into contact with the skin. When the slide was rinsed with water, it was rinsed gently with distilled water so that the bacteria are not shifted. After the staining was completed the sample can now be viewed under a light microscope and compared to other bacterial samples. The slide is placed on the stage with a drop of oil for immersion, the microscope is focused on 100x and the bacteria is viewed. Results: Should describe your findings in : prose/text, diagrams, tables and graphs which includes a description of growth characteristics and how successful your aseptic technique was MacConkey agar plate results: During the experiment there were no results to be noted as it was too early for anything to occur. After the agar plate containing the E.coli was incubated at 37oC and then stored at 4oC, its appearance was as expected. Colonies were separated, and as the streaks moved on less E.coli was present. The colonies were well distinctive and were round in their shape. The sample initially given was simply liquid, the result showed significant growth of this E.coli liquid into 3D structures. This indicates the growth of the bacteria in a fine way; the 3D structures appeared in a yellowing solid colour. Because the practical was conducted in aseptic techniques no contamination occurred. Aseptic techniques were successful in allowing me to produce accurate results. Viable cell counts My results: The colonies that appeared on the nutrient plate had a badge colour; visually they all appeared relatively same sized and volume. 10-5 10-6 10-7 10-8 TMTC 46 1 For the 10-7 the calculation for the number of bacteria in 1ml of the original culture is: (1107/0.1) x (X/1) [cross multiply] 0.1X = 1 x(1107) [divide by 0.1] Therefore X = 1.0108 For the 10-6 the calculation for the number of bacteria in 1ml of the original culture is: (46106/0.1) x (X/1) [cross multiply] 0.1X = 1 x(46106) [divide by 0.1] Therefore X = 4.6108 The number of bacteria present in 1ml of the 10-5 culture cannot be calculated as there was no value noted (TMTC). X= number of bacteria. The number of bacteria present in 1ml of 10-6 dilution is 4.6108 and in the 10-7 dilution culture is 1.0108. Class results: Pair number 10-5 10-6 10-7 10-8 1 TMTC 46 1 2 95 9 0 3 TMTC 52 9 4 TMTC 23 1 5 34 2 6 84 11 4 7 TMTC 24 18 8 2 2 26 9 102 6 0 10 19 3 3 11 TMTC 140 15 12 TMTC 57 9 13 61 12 0 14 8 6 1 15 195 51 4 16 55 27 3 17 TMTC 94 11 18 TMTC TMTC TMTC 19 TMTC TMTC TMTC 20 TMTC 113 18 Total 266 985 177 28 Average 66.5 57.9 9.8 7 Should describe your findings in : prose/text, diagrams, tables and graphs which includes a description of growth characteristics and how successful your aseptic technique was To determine the amount of bacteria within a culture a simple calculation must be done using my personal results for this experiment. There was no value for the 10-5 so this cannot be done. The result for 10-6 was 46, 46 x 10 = 460ml. To estimate the amount of E.coli present this is further multiplied by 106, therefore 460 x 106 = For the 10-7 result Æ’Â   7 x 10 = 10 Æ’Â   10 x 107 = However, I have selected some reasonable results from the table to calculate an average. Gram-stain of bacteria from an isolated colony: (view method number 3) Gram stains help us distinguish between microbial organisms, for example gram negative bacteria and gram positive bacteria. This method was developed to know the identity of bacteria present. (See procedure for The Gram Stain in the methods section). During step 5 of the Gram Strain Method above the following results were made when applying the four different substances: Substance Colour after stain Crystal violet (primary stain) Purple Gram Iodine (Mordant) Purple Acetone/alcohol (Decolouriser) Transparent (dye was washed off) Safranin (Counter stain) Reddish-pink The appearance of the E.coli bacteria under a microscope with 100x magnification was quite clear; it had a rod-like structure with a reddish-pink colour. The rods were all more or less the same size, however some were packed together and others were on their own. Discussion: Were the results the expected? Did the methods adopted achieve their aim? How the experiments could be improved. Include background information, critical evaluation of results Throughout all the experiments and procedures a lab-coat and gloves were worn to avoid skin contact with bacteria and harmful substances. Overall the aims were accomplished and the results were as predicted. MacConkey agar The colonies were expected to be in such a form, indicating that it was E.coli present and that it has rapidly multiplied into individual colonies. This further suggests that when E.coli is present under conditions where it could multiply, it multiplies by forming a round colony and expanding from there. However, some of the colonies were stuck together making it difficult to count the number of them present. What this means is that the growth of the bacteria was a success and the method adopted was accurate. The reason why some colonies were packed together may be the result of pressing too hard on the agar while streaking, with more streaking practice more accurate results can be obtained with colonies being on their own. The methods adopted for this practical achieved what was aimed for. After the incubation of the MacConkey agar plate the plate was stored for a week at a temperature of 4oC, this may have changed the appearance in colour and in shape of the formed colonies. Contam ination of the agar plate may have even occurred. An improvement to the experiment is to note down results straight after incubation is finished. Gram Stain results After analysing the microscope slide which contains the Gram Stained E.coli under the microscope its features were obvious. There were many average sized rods with a reddish-pink colour, some of these rods were packed together whist others were separated. Comparing this with another prepared sample of B.subtilis, the B.subtilis was a purple colour and has a longer and curved shape, like fine threads. However some again were packed together and others separated. The purple colour of the B.subtilis indicates that it is gram positive, and the pink colour of E.coli indicates its gram negative. When the Gram Stain method was applied to the B.subtilis it obviously stayed purple though out, with E.coli it will decolourise once the decolouriser is added. The gram stain method is highly effective and efficient when dealing with different bacteria; it helps identify them to a great extent. B.subtilis remains purple throughout the Gram Stain procedure, this itself can be an indication that it is a Gram positive bacteria. Bacterial cells have different types of cell walls, the gram negative and gram positive terms describe the nature of their structural differences. One of the important differences is that Gram positive bacteria have no outer membrane whereas Gram negative bacteria do, the purpose of this outer layer is to cover the peptidoglycan layer. When staining occurs the outer membrane of a gram positive bacterial cell wall becomes permanently stained as the strain can easily penetrate the thick peptidoglycan layer, so that if a decolouriser or distilled water is added the colour will remain purple. In the case of the gram negative bacterial cell wall the stain gets attached to the far outer membrane layer (lipopolysaccharide and protein), this layer decreases the penetration depth of the strain on the peptidoglycan, so the stain can be decolourised or removed. The diagrams below illustrate this. Gram positive: Æ’Â   Æ’Â   Æ’Â   Primary stain Mordant Decolourisation Counter-stain Note: colour remains the same throughout addition. Gram negative: Primary stain Mordant Decolourisation Counter-stain Note: colour changes Æ’Â   Æ’Â   Æ’Â   The aim of the Gram Stain method was confirm that the bacteria that was initially being dealt with was E.coli, after tests and results it confirmed that it was so the results were as expected and predicted. The methods used for this procedure were successful at achieving good results, however some can be altered. For example, the E.coli used for this experiment was used from experiment number one, not that that is a problem but when the E.coli was incubated over night and it had successfully multiplied it was stored at 4oC for quite a while (this experiment was carried out 1 week after the first one). This possible may have altered the activity of the E.coli and also its appearance. Many resources state that gram negative bacteria should have a pink colour after the counter-stain has been added and rinsed off. In this case the E.coli bacteria in this experiment had quite a dark pink colour which was really close to the colour red, this appearance of colour was visual both with the naked eye and under the microscope as individual bacterial cells. Viable cell counts As I predicted, the more dilute (10-8) solution will have less E.coli bacteria growing on its surface. As there were 20 different pairs doing the practical, and the dilutions were all done 20 times by different people, there is plenty room for error from contamination of inaccurate measurements. The 10-5 agar plates had many E.coli bacterial colonies growing on it, according to the results there was far too many bacteria that it was too many to count (TMTC). Gradually as the dilution increased the bacteria became less, 10-6 dilution had numbers ranging from 6-140. Obviously with such great difference within what is meant to be the same dilution there was some error/contamination present. The most obvious ones which had error are pair numbers 18 and 19 there was TMTC throughout (10-6, 10-7 and 10-8). What would be expected is that fewer bacteria should be present in the 10-8.