Can You Write My Dissertation for Me

Can you Write My Dissertation for Me Absolutely, but let us share some ideas that will help you get started. Writing a dissertation is a daunting challenge. Many talented and knowledgeable students lack the deftness to write a dissertation. This has more to do with the actual task of writing. Academic expertise, research and time constraints are common issues but committed students will overcome these hurdles. Dissertations get rejected for a myriad of reasons. One of the most common reasons is the quality of writing. A dissertation has to be heavy on facts. There is little room for opinions and absolutely no scope for opinions without substantiating evidence. Since a dissertation is more technical in nature, most students are overwhelmed with the facts of the case and hence tend to lose sight of the quality of writing. This is the primary reason why you should hire an expert to write your dissertation for you.Can you Write My Dissertation for Me?Jumpstart the ProcessOne of the first advantages of hiring an expert to write my dissertation for me is jumpstarting the whole process. Many stude nts, including doctoral and postdoctoral fellows, have enough information at their disposal. There is no dearth of research, albeit there can be some incoherence in the vision. The gamut of information is often overwhelming. The ambit of purpose, problem, research questions, methodology or methods and eventual conclusion or inference can be enormous and it can unsettle even the smartest student pursuing a specific degree in a chosen discipline. These develop as the initial roadblocks. Many students simply don’t manage to get around to starting the process of writing their dissertation. All such scenarios that fuel procrastination can be easily dealt with by hiring an expert writer. The writer is getting paid for writing my dissertation for me. The writer does not have to deal with the various distractions that I as a student would have. Also, the writer is already familiar with the various methods that can be used to compile available information for a chosen topic and write the dissertation according to the provided instructions.Fast Turnaround TimeMany students take weeks to write their dissertation. Some students take months. Hiring an expert to write my dissertation for me will reduce this turnaround time to days. Most experts will be able to deliver the dissertation within a week. Some may be able to do it in two days. Of course the actual turnaround time will depend on the nature and scope of the dissertation, also the expertise of the writer and the type of instructions provided. Regardless of these variations, a proficient writer with relevant expertise will be able to write my dissertation for me much faster than me.Deftness in Writing and Domain ExpertiseWhen anyone hires a dissertation writer, the focus is twofold. One, the professional should be a deft writer. Two, the writer must have domain expertise. This twofold focus or criteria helps all students to get the best of both the worlds. Every dissertation has to be of an impeccable standard and it can only be so when it combines excellent writing and subject matter expertise. There are many students who are rather good with words but lack technical acumen. There are many technical wizards who are found wanting when it comes to the written word. Professional dissertation writing service assures both. You can actually look for specific domain expertise or even subcategories while hiring an expert.Editing is Included in the ServiceUnless mentioned otherwise and explicitly so , your dissertation would not only be written but also edited. This is crucial. Most dissertations will be unacceptable in their first draft. Some dissertations require several rounds of reviewing and revising. Editing is absolutely unavoidable. No student has ever written a perfect dissertation in their first attempt. Chances are high that a professional writer would do a much better job than a student who has no prior experience in writing dissertations but one or a few rounds of review is often imperative. Fortunately, such rounds of editing are included in the service. There is no additional fee you need to pay for editing, revisions or even normal reviews of spelling, grammar and factual accuracy.Enhanced Objectivity while Reviewing a DissertationHiring someone write my dissertation for me allows me to distance myself from the written piece and I can put on my hat as a subject matter expert to contemplate if I am convinced with what has been presented. When anyone writes a piec e, there is some degree of objectivity that is compromised. Even the finest analytical mind can be a little generous or lenient during self assessments. This augurs well for you when you hire a writer as you can be more pragmatic and objective with your assessment and take advantage of the included editing service.Free Plagiarism CheckA dissertation should not be plagiarized. This is a rule that applies to every discipline all around the world and regardless of the degree one is pursuing. Many people consciously plagiarize. Some students are unaware of the fact that their ideas or thoughts may not be original or unique and that their written dissertation may have stark similarities with other dissertations. This becomes obvious to the examiners and they immediately reject the dissertation. Plagiarism is a serious offense in academia. As a student, you may or may not have any means at your disposal to ensure that your dissertation is not plagiarized. Professional dissertation writing services include a plagiarism check for free. Even if it is chargeable, it is included in the total fee. You would get to use plagiarism checking tools that you wouldn’t have access to otherwise. There aren’t many options at your disposal to ensure that your dissertation is original. The best you can do is be genuine with your thoughts and write the dissertation without consciously or subconsciously reflecting what you may have read somewhere.Better Odds of Getting ApprovedProfessional dissertation writing services improve the odds in your favor. Since a dissertation can get rejected immediately on grounds of plagiarism, poor writing, incoherence, lack of alignment, poor citation, use of excessive quotes and little originality, dearth of factual information or inaccuracies, a professional writer with domain expertise will easily improve the chances of your dissertation getting approved by taking care of all these potential problems. A professional writer with relevant domain expertise would have the precious experience of having written dissertations of the kind you need. The writer would know exactly what it takes to pen the perfect dissertation and is also astutely aware of the grounds on the bases of which one can be rejected. Professional writers have a consciously proactive approach to avoid the errors that students may not be aware of. There are writers who have penned hundreds of dissertations and hence they know precisely what is sought by examiners. They are also aware of the kinds of dissertations that are already accepted and perhaps published so their own assessment becomes a preliminary plagiarism checker.Write My Dissertation for MeStudents who excel in academics and have a natural penchant for writing can always write their own dissertations. They may do an excellent job. Despite the odds in their favor, such students too will benefit by hiring a professional writer. Their dissertations may be tra nsformed from good to better or from acceptable to excellent. A dissertation has to satiate the purpose and it must also impress. Most examiners are looking to get dazzled by the pupils. A dissertation that does not stand out or shine in some way will definitely fail to impress.

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.

Visualize Your Best Self

Type this in 12 point font, non bold, double spaced, paragraphs Indented, one Inch margins. Type your name at the top left hand corner. Write three or four paragraphs addressing the following questions: 1 . What type of learning style do I exalt the most? How did I develop this learning style? (Ponder†¦ Was your mom or dad the same kind of learner? Did your grade school teacher emphasize this learning style, or were you Just born this way? I feel I exalt a mixture of learning style.My most exalt learning style Is me being active while I'm learning. I like to have fun when I'm learning because that's the only way I feel I can retain Information. When things I'm learning seems boring, I tend to not focus and become uninterested no matter what It may be. My mom was the type who could learn thing no matter how they were presented. My dad learn things when it active for him to do so and hands on. I have to be literally doing something with what I am learning, otherwise it will take m e a while to grasp it.From what I was told by my parents, I was born active. I always watched something be done first, then I'm doing it minutes later. 2. When you thought about entering your program of study at ITT Tech, did your dominant learning style have anything to do with your choice? How do you think your dominant interests and dominant learning styles are connected? I was always into computers and technology, so it was easy to decide on what program I wanted to take at ITT Tech. I chose NSA because I felt like it fit into what I wanted to do for my career.NSA is not just a ‘sit at your desk† type career, it's a lot of moving around and hands on self that comes with it. With me having an active learning style, I felt NSA would be perfect for me. I enjoy training and teaching others to utilize computers and other technology. I also so felt that being in the NSA field, you have to not only be active, but have an active mind as well. By dowelling Directions: Type th is in 12 point font, non bold, double spaced, paragraphs indented, one inch margins.Type your name at the top left hand corner. Write three or four 1 . What type of learning style do I exhibit the most? How did I develop this learning exhibit a mixture of learning style. My most exhibit learning style is me being active feel I can retain information. When things I'm learning seems boring, I tend to not focus and become uninterested no matter what it may be. My mom was the type NSA is not Just a ‘sit at your desk† type career, it's a lot of moving around and hands

To what extent is it possible you justify any type of censorship in Essay

To what extent is it possible you justify any type of censorship in the creative media world within democracy - Essay Example According to Kieran (1997), censorship is the limitation of expression for the sole intention of shielding people from themselves by selectively limiting access to a variety of ideas deemed to be harmful by some authority. Such ideas are perceived harmful, objectionable, or sensitive. Censorship is common in any country – authoritarian, democratic, dictatorial or otherwise. Though political diversity has brought about some freedom, censorship, especially in the creative media is still prevalent in nearly all the countries of the world. The justification of censorship in the creative media is a subject of debate. Some countries, especially the undemocratic countries, are often high-handed in implementing censorship in the creative media to an extent of crushing some basic individual rights. This shall be discussed elsewhere in this essay, but first lets start with the justification debate. First, according to Kieran (1997), censorship in the creative media is a necessity to manage the spectrum of thought, and prevent any kind of dissent against the practice. Some programs may be fit to be viewed by adults, but have long-term negative effects on juniors. In such an instance, censorship of such materials would do more good than harm, thus justifying its practice. In democratic institutions, civil liberties must be rooted in the freedom of speech and expression. Infact, one of the essential foundation stones of a democratic society is freedom of expression. The freedom of information and expression must be entrenched and guaranteed in the constitution. In a democratic society, the media must be let free to publish, and the public must be let free to receive the information and the opinions. This is an individual entitlement. In essence, for individuals to be autonomous and have a sense of self-fulfillment, they must be free to receive and impart ideas and information. Freedom of expression is also beneficial in society in that it promotes debate,

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Migration - Research Paper Example This number includes 214 million international migrants and 740 million internally displaced persons (â€Å"World Migration Report†). Human migration, whether internationally or internally, from one geographical place to another geographical place takes place due to various reasons, which can be categorized into two general factors: pull factor or moving into a place and push factor or leaving a place (â€Å"Why do people migrate?†). The pull factors are causes that enforce a country to bring people from other countries, whereas push factors are causes make people leave their own countries. Some of the pull factors are need for additional labor at relatively lower cost for the industrial and infrastructure development of the country, falling birthrates of developing countries, and rapid economic expansion. Different causes that can be noted among push factors are lack of prospects of career development in native countries, poverty and low income in native countries, pro secution and poor human rights, civil war, and natural disaster (â€Å"Why do people migrate?†). The purpose of the paper is to provide an overview on the global phenomenon of human migration through the perspectives of historical, political, economic, environmental, and cultural events. Spread of religion, search for new lands for human inhabitants may be allocated to the historical reasons causing migration during different periods of human civilization. All three major regions, Judaism, Christianity, and Islam reshaped the globe through human immigration. Since the birth of Islam as a religion in 610, the followers of Islam first spread it throughout the Arabian Peninsula, and then to Egypt and other parts of North Africa. Spread of Catholicism by Portuguese and Spanish played role in human immigration during 11th and 12th centuries. Migration of Jewish people from Eastern to Western Europe and then to the United States of America in the 19th century reshaped the ethnicity of

School Violence Essay Example | Topics and Well Written Essays - 750 words - 1

School Violence - Essay Example The nation’s experiences on the juvenile violence’s have been disturbing to most of the people throughout the country. The situation has been worse especially the shootings that are happening in the locality. For instance, in our case is Ian who is a 15-year old student who is in possession of an armed gun. He took it from the parent’s cabinets and sneaked it to school where he commits a serious crime. The boy is a high school student and lives with the parents in the Southern where he attends school on a daily basis. Ian, like many other teenagers is short temperamental and resistive to corrections. He gets offended very first due to trivial issues and can easily cause harm. However, Ian lacks the attention he deserves as a teenager and his parents are less available due to work conditions. The teachers on the other hand, teach generally and follow their time schedule strictly. Ian thus lacks the support and the general life qualities (Altun & Baker, 2010). It was a normal school day and everything moved on swiftly without interactions. As it was the case with the assignments submissions, the teacher was not pleased with Ian’s work. As the students were dispersed after the school activities, the teacher called him aside. As Ian explained, the teacher was making un recommendable comment to him before he less knew of what to reply to the teacher he had withdrawn the gun he sneaks to school with and shot the teacher. This was a violent reaction that Ian did not understand and was extremely aggressive. According to McGee and DeBernardo (1999), they figure facts that being a loner as Ian was with less support could lead to a person straying away or rather an indication that moves someone away from the cultural norms as well as committing serious violent behavior. A further research done on the same, what causes someone to be a loner, found that the males

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Nursing Infomatics Assignment Example | Topics and Well Written Essays - 2000 words

Nursing Infomatics - Assignment Example Nursing informatics is concerned with the question, "How many times does a nurse have to click a mouse" (Giannini, 2010, p. 1). The need for nurses to be technologically savvy is more important than ever. Nursing informatics can help patients receive a better quality of care. Nursing informatics includes "how nurses gather and record information tohelp improve patient health care" (Giannini, 2010, p. 1). What does nursing informatics include Nursing informatics includes: "implementation of information technologyoptimizing information management and communication[and utilizing] electronic records" (Giannini, 2010, p. 1). Why is this included in the curriculum Nursing informatics should be included in the curriculum because all nurses in practice today should be familiar with how to use technology in the workplace in order to help their patients and make everyones' lives more efficient and easier. Whether it be use of an IV pump or an electronic thermometer, every technology makes things easier for the nurse and the nurse is always going to encounter technology on-the-job (Giannini, 2010, p. 1). This makes the necessity of including informatics in the nursing curriculum even more important. As technology changes, so does the field of nursing. ... 1). This makes the necessity of including informatics in the nursing curriculum even more important. The good informatics nurse "understands theory, implementation, [and] evaluating outcomes" (Giannini, 2010, p. 1). This is what the curriculum will teach the nursing student. As technology changes, so does the field of nursing. Although there is no way to predict what the future holds in technology, the role of the nurse in informatics is to continually be attempting to bridge the gap between technology and clinical practice, communicating with both arenas (Giannini, 2010, p. 1). So what lies in the future The future of informatics is to create a more efficient health care system with information technology, specifically: systems that are multi-layered so there are no separate electronic charts; synthesization and interfacing systems which are seamless; basic language within a unified system; and best practices in informatics (Giannini, 2010, p. 1). How can one expect a nursing student to benefit from taking this course The answer is simple: patient care will be improved. As one nurse said it best, "The more we have at our fingertipsthe better we are going to be able to take care of that patient" (Giannini, 2010, p. 1). C. How this Course Fits with the Philosophy of the Nursing Program and College as a Whole. Nurses today must be trained so that they are competent when they go out into the field. Nurses are often the "liaison between information technology and real nursing" (Giannini, 2010, p. 1). In order that competent nurses are trained properly with regard to technology, all nursing curricula should include a course on nursing informatics. A competent individual in nursing informatics is

Engineering The palms in Dubai aka 8th wonder of the world Essay

Engineering The palms in Dubai aka 8th wonder of the world - Essay Example The Islands add about 1, 600 km to Dubai’s coastline and have already been termed as the eighth wonder of the world. The three islands facilitate over 100 luxury hotels and a large number of residential and entertainment centers [1]. This report presents an analysis of one of the best engineering marvels, the Palm Islands project. The report will first give a background of the project, including the construction process, and then discuss the challenges faced by the engineering team. The impacts of this mega project on the local environment and the coastal eco system will also be discussed in detail. Table of Contents Abstract 1 Table of Contents 2 Introduction 3 Reasons for construction of the Palm Islands 4 Construction Process 4 Curving the land 5 Engineering Challenges 6 Environmental Impact 8 Project Result 9 Conclusion 9 References 11 Introduction The UAE is one of the world’s largest and fastest growing economies. This country has witnessed immense investments in the construction industry hence becoming the largest construction market in the GCC [2]. According to Noack [3], the country’s construction industry managed to record a strong development between 2007 and 2009 despite the global financial distress. In 2009, the industry contributed approximately 8% to the country’s GDP. ... An island is made up of piles of lava rising above the water level. Technically, the Palm islands are manmade peninsulas made of sand dredged from the Persian Gulf [4]. Among the three islands, the Palm Deira is the largest and is also the largest artificial island in the world. Construction was commissioned by Sheikh Mohammed bin Rashid Al Maktoum. The islands were constructed by Jan De Nul and Van Oord, the former being a Belgian company and the latter a Dutch company, with each settlement shaped like a palm tree. Palm Jumeriah was the first island to be constructed. Its construction commenced in June 2001. Also situated on an artificial island in Dubai is the Burj al Arab. This is a luxury hotel standing 280 meters from Jumeriah beach. It is the world’s fourth tallest hotel and has a private curved bridge connecting it to the main land [5]. Reasons for construction of the Palm Islands The Palm Island is unquestionably one of the most ambitious and enterprising ventures to h ave ever been imagined and constructed. The core purpose of the entire construction of the islands was to increase the tourism sector in Dubai. This was to be achieved by providing a tourist destination that stands out from the rest, brimming with world class hotels, upscale amenities and hundreds of miles of beaches all in one unique place [2]. The other objectives of the construction project were to complete reclamation of land and as a result, achieve pioneer status as well as fame. The reclamation would then allow for construction of hotels and housing facilities. This would involve many foreign investors and hence improve Dubai’s international recognition [3]. Construction Process Construction of The Palms began in mid 2001 [5]. The Islands are made of sand

Promoting Healthy Eating Habits in Second Graders Essay Example for Free

Promoting Healthy Eating Habits in Second Graders Essay This paper is geared toward promoting education of healthy eating habits of second grade students. According to Blais and Hayes, â€Å"Healthy People 2010 define Health Promotion as individual and community activities to promote healthful lifestyles. These healthful lifestyles include the improvement of nutrition in America† (p.120). The Center for Nutrition Policy and Promotion (CNPP), an organization of the U.S. Department of Agriculture, has provided the necessary tools to help guide and promote healthy eating habits through conducting research and evidence based analysis in nutrition. USDA Food Guidance System known as MyPlate, MyPyramid, or the Food Guide Pyramid are used to educate the public and offer information on the recommended nutritional guides on weight management, caloric intake, physical activity, and health tips for specific ages and health conditions. The Dietary Guidelines of Americans 2010 have set guidelines used to promote healthy eating to the American people of all cultures, traditions and socioeconomic background. These guidelines encourage the consumption of nutritional foods, which include fresh vegetable and fruit, whole grains, fat-free or low-fat milk and milk products, a variety of protein rich foods, which include lean meats, seafood, nuts and legumes (p.46). The emphasis of these principles will be used towards the promotion of health through the development, implementation and evaluation of a teaching plan on healthy eating habits to second graders, between the ages of 7-9 in a their classroom setting using the MyPlate educational teaching tools. Assessment of Learning Needs The second grade learning group consisted of fourteen children ages 7-9. An interactive class activity was presented using different items which  consisted of each food group using the MyPlate teaching concept. The children were asked to identify the food item they preferred unhealthy versus the healthy choice. The children’s knowledge on making healthy food choices was assessed at this time. It was assessed that 72% of the children preferred the food item that was unhealthy, while 28% made healthier selections. Although some of the children made healthy choices the majority of the group made unhealthy food selections. Prior to presenting the teaching plan the teacher reviewed the material to assure it would be understood by the second graders. Their developmental level was confirmed to be within the second grader learning ability in communication and understanding. None of the children required special learning needs. Two of the children wore corrective lenses, which did not inhibit their ability to participate in the activity. Cultural consideration was assessed by asking the children their race and the different kinds of food that is cooked at home. Two children were multicultural of Hispanic origin and specific food items commonly eaten at home were placed into its specific food group. The second graders first language was English. None of the children expressed specific spiritual practices as pertaining to eating habits or customs. The second graders preferred an interactive learning style which included: demonstration, answering and asking questions, and coloring activity. The second graders were enthusiastic and expressed eagerness to learn and share the information with their parents. The overall health status of the second graders was good. There were a few that expressed having allergies or respiratory problems. Learner Objectives The learning objectives for the promotion of healthy eating plan are as follows: A. Affective Domain: The students are willing to actively participate by listening and responding to the instructor’s presentation on healthy eating habits and engage in group activity. B. Cognitive Domain: Each student will be able to choose three healthy food items specific for each of the five food groups and describe three ways healthy eating nourishes the body and benefits of staying physically active. C. Psychomotor Domain: The students will select and identify the food item that is more beneficial for their health with given activity. Teaching Plan The teaching plan to be implemented includes the following presentation, which incorporates the current lunch menu offered to the students in school: A. MyPlate five food group and drink option was presented and the students are asked to choose which food item is eaten daily unhealthy versus healthy items included: 1. Fruit group: Selection of fresh fruit (banana, apple, orange strawberries, etc.) or a fruit cup 2. Grain group: Selection of French fries, potato chips, baked potato or wheat or white bread sandwich 3. Vegetable group: Selection of fresh carrots, salad, celery or canned carrots, corn 4. Protein group: Selection of fried chicken nuggets or baked chicken nuggets, burger or subway sandwich 5. Dairy group: Selection of whole milk or low fat milk, cheese or yogurt 6. Drinks: Water, Capri Sun or Juice box Each individual student will be encouraged to participate and other specific items not listed will be placed in the classified food group in order to address all individual needs. B. MyPlate nutritional guidelines reviewed with the students and open questions answered. 1. The School Day just got Healthier article discussion of the 10 tips for Nutrition Education Series includes awareness of healthier school meals for children, inclusion of more fruits and vegetables daily, along with whole-grain rich foods. The offering of a variety of low fat and fat free milk, reducing saturated fats and salt, increase in water intake. Meeting caloric needs through portion sizes, development of wellness programs, making better food choices and resources available to parents. 2. Emphasis on each food group with interactive group participation to name at least three healthy food items of choice 3. Name how healthy eating benefits the brain, heart and digestion, along with getting at least 60 minutes of exercise daily. C. Students will identify or select the healthier food items offered introduced at the beginning of presentation. 1. Choose MyPlate coloring activity will allow for a visual picture to reinforce the five food groups in a simple manner. 2. Draw three healthy food items on their MyPlate activity sheet. 3. Reinforce healthy eating habits with a take home pamphlet for the parents that describe 10 tips for healthy snacking. Evaluation of Teaching and Learning Evaluation of teaching and learning strategies were accurate, clear and appropriate for the second grade students. The teaching plan was simple and interactive to meet each individual learning need. The health promotion plan and activity outlined can be followed to teach other second grade students the importance of healthy eating habits using the free resources and information available on the website Choosemyplate.gov MyPlate Kid’s Place. The evaluation of learner objectives was measured by having the students re-evaluate their previous food item choice and compare it to the healthier food item. The scores were significantly higher were 92% the students identified and selected healthier food items listed. Open class discussion was used to determine if the teaching strategies used were appropriate for the students. The students expressed understanding and enjoying the class, the activities used and having a parent teaching the class. Positive feedback was given by the teacher present and students. The students were comfortable in their classroom setting, which is the appropriate environment for learning. The health promotion event was successful and effective in educating second grade students on healthy eating habits. The students expressed eagerness to share the resource pamphlet with their parents. The information shared would have been more effective and beneficial if the second graders parents were present, but studies show that second graders are influential in assisting parents make healthy eating choices for them with the information they learn. References Blais, K. K., Hayes, J. S. (2011). Professional nursing practice: concepts and perspectives (6th ed.), New Jersey: Pearson U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for Americans, 2010. 7th Edition, Washington, DC: U.S. Government Printing Office, December 2010 Jacksonville University College of Health Sciences (2012). School of nursing mission. Retrieved March 25, 2014 from http://www.ju.edu/COHS/Pages/School-of-Nursing-Mission.aspx Office of Disease Prevention and Health Promotion, Office of the Assistant Secretary for Health, Office of the Secretary, U.S. Department of Health and Human Services, May 2014. Retrieved from http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. Color Sheet. Retrieved April 18, 2014 from http://www.choosemyplate.gov/kids/downloads/ColoringSheet.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. School Day Just Got Healthier. Retrieved April 18, 2014 from http://www.choosemyplate.gov/foodgroups/downloads/TenTips/DGTipsheet21SchoolDayJustGotHealthier.pdf

The meaning and importance of business environment

The meaning and importance of business environment Meaning of Business Environment Environment of a business means the external forces influencing the business decisions. They can be forces of economic, social, political and technological factors. These factors are outside the control of the business. The business can do little to change them. Following features: Totality of external forces: Business environment is the sum total of all things external to business firms and, as such, is aggregative in nature. (Specific and general forces: Business environment includes both specific and general forces. Specific forces (such as investors, customers, competitors and suppliers) affect individual enterprises directly and immediately in their day-to-day working. General forces (such as social, political, legal and technological conditions) have impact on all business enterprises and thus may affect an individual firm only indirectly. Dynamic nature: Business environment is dynamic in that it keeps on changing whether in terms of technological improvement, shifts in consumer preferences or entry of new competition in the market. Uncertainty: Business environment is largely uncertain as it is very difficult to predict future happenings, especially when environment changes are taking place too frequently as in the case of information technology or fashion industries. Relativity: Business environment is a relative concept since it differs from country to country and even region to region. Political conditions in the USA, for instance, differ from those in China or Pakistan. Similarly, demand for sarees may be fairly high in India whereas it may be almost non-existent in France. Importance of Business Environment firm to identify opportunities and getting the first mover advantage: Early identification of opportunities helps an enterprise to be the first to exploit them instead of losing them to competitors. For example, Maruti Udyog became the leader in the small car market because it was the first to recognize the need for small cars in India. firm to identify threats and early warning signals: If an Indian firm finds that a foreign multinational is entering the Indian market it should gives a warning signal and Indian firms can meet the threat by adopting by improving the quality of the product, reducing cost of the production, engaging in aggressive advertising, and so on. Coping with rapid changes: All sizes and all types of enterprises are facing increasingly dynamic environment. In order to effectively cope with these significant changes, managers must understand and examine the environment and develop suitable courses of action. Improving performance: the enterprises that continuously monitor their environment and adopt suitable business practices are the ones which not only improve their present performance but also continue to succeed in the market for a longer period. Dimensions of Business Environment What constitutes the general environment of a business? The following are the key components of general environment of a business. Economic environment economic environment consists of economic factors that influence the business in a country. These factors include gross national product, corporate profits, inflation rate, employment, balance of payments, interest rates consumer income etc. Social environment It describes the characteristics of the society in which the organization exists. Literacy rate, customs, values, beliefs, lifestyle, demographic features and mobility of population are part o the social environment. It is important for managers to notice the direction in which the society is moving and formulate progressive policies according to the changing social scenario. Political environment It comprises political stability and the policies of the government. Ideological inclination of political parties, personal interest on politicians, influence of party forums etc. create political environment. For example, Bangalore established itself as the most important IT centre of India mainly because of political support. Legal environment This consists of legislation that is passed by the parliament and state legislatures.Examples of such legislation specifically aimed at business operations include the Trade mark Act 1969, Essential Commodities Act 1955, Standards of Weights and Measures Act 1969 and Consumer Protection Act 196. Technological environment It includes the level of technology available in a country. It also indicates the pace of research and development and progress made in introducing modern technology in production. Technology provides capital intensive but cost effective alternative to traditional labor intensive methods. In a competitive business environment technology is the key to development. Economic Environment in India In order to solve economic problems of our country, the government took several steps including control by the State of certain industries, central planning and reduced importance of the private sector. The main objectives of Indias development plans were: Initiate rapid economic growth to raise the standard of living, reduce unemployment and poverty; Become self-reliant and set up a strong industrial base with emphasis on heavy and basic industries; Reduce inequalities of income and wealth; Adopt a socialist pattern of development based on equality and prevent exploitation of man by man. As a part of economic reforms, the Government of India announced a new industrial policy in July 1991. The broad features of this policy were as follows: The Government reduced the number of industries under compulsory licensing to six. Disinvestment was carried out in case of many public sector industrial enterprises. Policy towards foreign capital was liberalized. The share of foreign equity participation was increased and in many activities 100 per cent Foreign Direct Investment (FDI) was permitted. Automatic permission was now granted for technology agreements with foreign companies. Foreign Investment Promotion Board (FIPB) was set up to promote and channelise foreign investment in India. Liberalization: The economic reforms that were introduced were aimed at liberalizing the Indian business and industry from all unnecessary controls and restrictions. They indicate the end of the licence-pemit-quota raj. Liberalization of the Indian industry has taken place with respect to: Abolishing licensing requirement in most of the industries except a short list, Freedom in deciding the scale of business activities i.e., no restrictions on expansion or contraction of business activities, Removal of restrictions on the movement of goods and services, Freedom in fixing the prices of goods services, Reduction in tax rates and lifting of unnecessary controls over the economy, Simplifying procedures for imports and experts, and Making it easier to attract foreign capital and technology to india. Privatisation: The new set of economic reforms aimed at giving greater role to the private sector in the nation building process and a reduced role to the public sector. To achieve this, the government redefined the role of the public sector in the New Industrial Policy of 1991 The purpose of the sale, according to the government, was mainly to improve financial discipline and facilitate modernization. It was also observe that private capital and managerial capabilities could be effectively utilized to improve the performance of the PSUs. The government has also made attempts to improve the efficiency of PSUs by giving them autonomy in taking managerial decisions. Globalisation: Globalizations are the outcome of the policies of liberalisation and privatisation. Globalisation is generally understood to mean integration of the economy of the country with the world economy, it is a complex phenomenon. It is an outcome of the set of various policies that are aimed at transforming the world towards greater interdependence and integration. It involves creation of networks and activities transcending economic, social and geographical boundaries. Globalisation involves an increased level of interaction and interdependence among the various nations of the global economy. Physical geographical gap or political boundaries no longer remain barriers for a business enterprise to serve a customer in a distant geographical market. Impact of Government Policy Changes on Business and Industry Increasing competition: As a result of changes in the rules of industrial licensing and entry of foreign firms, competition for Indian firms has increased especially in service industries like telecommunications, airlines, banking, insurance, etc. which were earlier in the public sector. More demanding customers: Customers today have become more demanding because they are well-informed. Increased competition in the market gives the customers wider choice in purchasing better quality of goods and services. Rapidly changing technological environment: Increased competition forces the firms to develop new ways to survive and grow in the market. New technologies make it possible to improve machines, process, products and services. The rapidly changing technological environment creates tough challenges before smaller firms. Necessity for change: In a regulated environment of pre-1991 era, the firms could have relatively stable policies and practices. After 1991, the market forces have become turbulent as a result of which the enterprises have to continuously modify their operations. Threat from MNC Massive entry of multi nationals in Indian marker constitutes new challenge. The Indian subsidiaries of multi-nationals gained strategic advantage. Many of these companies could get limited support in technology from their foreign partners due to restrictions in ownerships. Once these restrictions have been limited to reasonable levels, there is increased technology transfer from the foreign partners

Temperature, Humidity and Air Quality Index Relationship

Temperature, Humidity and Air Quality Index Relationship The relationship between temperature and humidity and air quality index in Suzhou and Jinan Lixiu. Zhang in class two. (Student ID: 1514401038) Soochow University. College of Science and technology Abstract This is a study about the relationship between temperature and humidity and air quality in Suzhou and Jinan. A hypothesis was formed that higher temperature and humidity can result in better air quality. The data was collected daily from May 12th to May 30th. Using simple linear regression model, the study found no significant correlation between these three variables in either Suzhou or Jinan. Introduction       Air pollution today is becoming an increasingly serious issue in China. As incomes rise and priorities shift away from only pursuing money to ensuring a better life, environmental awareness is also soaring. So more and more attention has been paid to what affects air quality. This study tried to find the relationship between air quality and weather elementshumidity and temperature. Considering that high near-ground temperature will accelerate vertical air convection, which will dramatically reduce near-ground pollutants, a hypothesis was formed that: the higher the temperature, the better the air quality. Another hypothesis was that higher humidity will cause better air quality, which is based on the fact that droplets in the air can combine solid particles like PM 2.5 to reduce air suspension. This study assessed the effect of humidity and temperature on air quality, in which humidity refers to relative humidity, expressed as a percent. The unit of temperature is „ƒ. AQI is short of Air Quality Index, which is calculated from five major air pollutants: O3, CO, SO2, NO2, and PM2.5. Higher AQI value means a greater level of air pollution and greater health concern,which is shown as follows: AQI 0-50 51-100 101-150 151-200 201-300 Levels of air pollution good moderate Slightly-polluted Moderately-polluted Heavily-polluted Suzhou and Jinan were involved in this study. Suzhou, a major city located in southeastern Jiangsu Province, has a monsoon-influenced humid subtropical climate . As the capital of Shandong Province, Jinan has a warm temperate continental monsoon climate with four distinct seasons. These two cities were chosen because they have similar climate except Suzhou is more humid. Thus they can be compared to obtain more reliable data. Sampling methods and schedule of data collection are presented in Method section. Tables and graphs are showed in Results part. Discussion part is the explanation of the data. A summary with recommendation of improvement follows in Conclusion part. Methods The data, containing the value of humidity, temperature and AQI, were collected daily at 3PM-4PM from May 12th to May 30th. To make it more representative and reliable, the data was collected in two cities and from two different sources: www.nmc.cn ( the website of National Meteorological Center ) and Moji APP. The final data was collected after comparing these two sources. Results The data contains three variables from two cities, and is 19 days in total, from May 12th to May 30th. The data collection efforts was effectively carried out, and missing values were minimal (below 5%). Graphs and tables are shown as follows: figure 1: AQI VS temperature in Suzhou figure 2: AQI VS temperature in Jinan figure 3: AQI VS humidity in Suzhou figure 4: AQI VS humidity in Jinan Based on the analysis of simple linear regression, the relationship between variables are revealed by regression equations, which are shown in the figures. R ² is also presented to show how well the points fits. Note that figure 1 fits well except points (19„ƒ,107) and (28„ƒ,107), which is probably due to the low humidity on those two days. The peak value of AQI appeared in May 25th in Suzhou with 28„ƒ and humidity of 75%. For Jinan, the peak value lies in May 27th, with 18„ƒ and humidity of 71%. Discussion Figure 1 presents the relationship between temperature and AQI in Suzhou. Though not significant, this figure does suggest a positive correlation between these two variables. In other words, the higher the temperature, the worse the air quality, which contradicts the first hypothesis: higher temperature causes better air quality., As shown, most of the points fit well except for the two outliers as mentioned in last part, which pull down the value of R ². While figure 2 shows no correlation between temperature and AQI in Jinan with R ² less than 0.1. Maybe this is because the human factor is more significant in Jinan . As for humidity, there are no correlation in either figure 3 or figure 4, with R ²=0.13012 in Suzhou and 0.00383 in Jinan. As humidity gets greater, the value of AQI hardly changes or changes irregularly, which suggests that the second hypothesis is also wrong. There is no relationship between humidity and AQI. Conclusion To conclude, theres no significant relationship between temperature and AQI. Although AQI turns higher as temperature goes up in Suzhou, the correlation is not so significant. Neither in Suzhou nor Jinan were the relationship found between humidity and AQI. This is because air quality is the result of combined effects of multi-factors, so its very hard to figure out the effects of a single variable. Limitations exist because the size of sample is too small. Bias is possible as the data was collected in two big cities, in which human factors are very significant, and thus rural area and other small cities are excluded in this research. I recommend that further research should collect abundant data and choose more representative cities or countries. Furthermore, if conditions allow, future researcher had better singularize the variable when analyzing how a specific variable affect air quality. References The Website of National Meteorological Center. ( May, 2016). http://www.nmc.cn/. Moji Weather.(May, 2016). Moji Fengyun science and technology company. Appendix original data

The Operation of Humans vs. Computers Essay -- Computer Science

The comparison of how humans and computers operate is an integral part of research in Cognitive Psychology. This essay discusses how this comparison allows us to turn ways in which humans and computers are similar into the development of useful computational models. These enhance our understanding of human perception in more detailed and quantitative ways which traditional research would not allow. It contrasts this by describing ways in which humans and computers are different, highlighting how such models may have limited application, and must be kept in perspective. The field of visual perception is one which has made good use of computational models to advance its knowledge, and so is a logical exemplar. One of the first instances of using a computational model to research visual perception was in response to the classic problem â€Å"how does the visual system ‘know’ that the varied appearance of a coloured surface is a property of the surface rather than its illumination?† (Gordon, 2004, p. 187). Both Land and McCann (1971) and Horn (1974) suggested that the key distinction is that the effect of a change in illumination is gradual, whereas changes that are because of an object’s edges are abrupt. To investigate, they recorded output differences from two adjacent detectors which sample lightness values. They found that the difference in output on a uniform surface with a change in illumination was small and insignificant, whereas when the detectors were on either side of a boundary between two surfaces of different lightness, there was a large difference in output. This suggests that our visual system uses a similar method to detect important changes in su rfaces properties and distinguish them from transitory changes in illumin... ...em such as vision, it is important not to oversimplify the idea to the point where a model is no longer representative of how the brain is working. Works Cited Dreyfus, H. L. (1972). What computers can’t do: A critique of artificial reason. New York: Harper & Row. Gordon, I. E. (2004). Theories of visual perception (3rd ed.). Hove: Psychology Press. Horn, B. K. (1974). Determining lightness from an image. Computer Graphics and Image Processing. 3, 277-299. Land, E. H. & McCann, J. J. (1971). Lightness and retinex theory. Journal of the Optical Society of America, 61, 1-11. Marr, D. (1982). Vision: A computational investigation into the human representation and processing of visual information. San Francisco, CA: W. H. Freeman. Marr, D. & Hildreth, E. (1980) Theory of edge detection. Proceedings of the Royal Society of London, Series B, 207, 187-217.

Ethnographic Paper :: essays papers

Ethnographic Paper The Pleasure of Pain These days anything can be considered art. The structure of a building, the human body, music on the radio, love, Versaci’s new line of winter, and pretty transvestites walking down the street are just a few of hundreds of thousands of examples. That kind of art is overrated. Most of these only exist because of society. As people grow and change so does the values and traditions that they are accustomed to. True art hangs on the walls of museums all over the world. Paintings by Monet, Da Vinci, and Picasso represent all that can be made beautiful by a man’s touch. The word tattoo comes from the Tahitian word tattau, which means ‘to tap,’ and can be traced back through a part of history. The art of tattoos has been evident since ancient Egypt and more than 1,500 years ago the Japanese marked criminals as a symbol of shame for their punishment (Britannica, 2000). In the nineteenth century tattoos were viewed as frightful and grotesque, but as the twentieth c entury rolled by technology gave way to the trend. The electric needle created a sense of precision and control. This is how the various designs developed and tattooing became more about expression, rather than branding. It is a guarantee that tattoo and piercing artists can be found by the thousands in a metropolitan city. Their form of art may be simpler to an extent, but it has been growing in popularity for years. By using the body as a gateway for expression, people can present themselves in a new light, and as a mean for recreating their image. The concept of transferring art on paper to the body for the mere purpose of self-pleasure is attracting all types of people. It is impossible to walk through a mall without spotting people of all ages with this type of branding. â€Å" Young adults have accepted this practice as a normal part of their culture. You can’t escape it.† Says Walter Hewitt, who recently completed a 19-school study on tattoos and piercing (Vogel, 2000). There are big ones, small ones, tasteful ones, tacky ones, and probably some temporary ones, and because tattooing is forever and also carries a mental heath risk known as regret, the decision to get one shouldn’t be taken lightly. The customer is very vulnerable when entering a tattoo and piercing parlor, because all their trust for a good product is put in the hands of the artist.

Obesity and Consumerism in American Culture Essay

America’s obesity and weight management problems have plagued health practitioners for decades. More recently, however, these same problems have been the subject of much interest among social scientists who were compelled to look at obesity as a social and cultural phenomenon. Apparently, obesity among Americans is not only a health problem but a â€Å"growing† social and cultural problem as well, affecting approximately 30 percent of the population. (Seiders & Petty, 2004) Indeed, larger waistlines are becoming the ubiquitous signs of American culture, along with fastfood chains that connote unhealthy eating habits and overeating. Despite the dire health consequences arising from higher cholesterol levels and increased risk to cardiovascular diseases, the majority of America’s citizens keep gaining weight, in what seems to be a drive to make obesity the norm rather than the exception. Unfortunately, the obesity phenomenon is but a symptom of greater problems besetting American society. Freund and Martin (2005) notes that the problem is inextricably linked to patterns of hyperconsumption and unsustainable consumerist attitudes. The authors contend that hyperconsumption is mainly characterized by the compression in space and time while at the same time increasing the intensity in consumption. (p. 4) It thus comes without surprise that McDonald’s supersized meal orders have become synonymous with American consumerism as the fast food culture encourages overeating despite time and space constraints for the consuming public. (Ritzer, 2000) Unhealthy lifestyle choices have therefore come to define the American way of life, centered on unhealthy consumption patterns, lack of activity and exercise, and overexposure to giant food companies’ marketing ploys through the mass media. Generation after generation of Americans are born and raised to become obese individuals, as Pollan (2007) observes that food companies manage to influence the consumption values of even young children through careful advertisement targeting. It is safe to assume that these values and patterns of consumption will be cemented early and have an effect later in these children’s lives. Early conditioning among children of unhealthy, heavily processed, food choices almost insures that these would become part of individual habit that would be difficult to change later on. Clearly, the effects of obesity not only on individuals but on society as a whole should be a cause for concern. Aside from the obvious health-related risks that being overweight poses on individuals such as heart and cardiovascular problems, the indirect costs in terms of financial distress and counterproductivity must be accounted for. Likewise, the effects of weight management problems on the psychosocial well-being and social functioning of individuals cannot be underestimated. Ironically, increasing obesity serves to reinforce consumerist attitudes wherein a burgeoning slimming industry has appeared by taking advantage of America’s growing collective insecurity and poor body image. Desparate to lose weight, Americans are led to more consumption, this time of fad diets and slimming pills that promise miracles and often have serious side effects. Thus, obesity is not only symptomatic of America’s dysfunctional attitude towards consumption. It is a poor reflection on the entire American culture that an increasing majority of its members are seen as lacking in control or having poor eating habits and inadequate nutrition information inspite of the huge sum of money that the government spends for health promotion. Works Cited: Freund, P. & G. Martin (2005). Fast cars/fast foods: Hyperconsumerism and its health and environmental consequences. New Jersey: Montclaire State University. Downloaded on 12/16/07 from www.cnsjournal.org Seiders, K. & R.D. Petty (2004). Obesity and the role of food marketing: A policy analysis of issues and remedies. Journal of Public Policy and Marketing, 23(2): 153-169. Pollan, Michael. The Way We Live Now: You are What You Grow. The New York Times, April 22, 2007. Ritzer, G. (2000). The McDonaldization of Society. California: Pine Forge.   

Online Gaming and Academic Performance Essay

Students love to play computer games, and the West Virginia Department of Education is tapping into that love through a website called Learn21. The site offers all kinds of games that help students in every grade level brush up on their studies. Fifth grade students in Dottie Pownall’s classroom at Orchard View Elementary in Martinsburg have played Probability Pond, a math game offered on the Learn21 website that features a big green frog. The frog can eat fireflies in colors of blue, yellow, purple, and red. The students have to determine what the probability is that the frog will eat a particular color. The students take turns guessing the answer and entering it on a large smart board in front of the room. Special education teacher Sharon Collins led some lessons this year, incorporating as much technology as possible. â€Å"Almost every day, we find something online through Learn21 or other resources and incorporate it into our classroom,† Collins says. â€Å"With having an inclusion classroom, we have students who have vision problems. We have students who have speech problems, learning problems. We have an autistic student in our class, and then we also have regular ed. students, and it really appeals to their different types of learning styles.† The state education department started Learn21 two years ago. The website offers online games that go along with the curriculum. Teachers can use the games in class, and students can access the website from home if they want to practice some more. Donna Landin, the department’s e-learning coordinator, says Learn21 is meant to help students in a variety of ways. â€Å"They could find content on the website, go into that content, complete a game or an interactivity that went right along with what they were learning in their classroom, so it was either supplemental, or it helped them get at areas where they were having some problems, or it could accelerate their learning,† Landin says. Learn21 also offers the opportunity to review material. â€Å"They can go back and pick up concepts that they had gone over formerly, maybe in previous grades or earlier in the year,† Landin says. Vol. 05, Issue 03, Page 11 (www.edweek.org/dd/articles/2012/06/13/03bits_games.h05.html) Can first-person shooter skills really be taught? A development studio in Scotland thinks they can – and it has the browser-based instructional game to prove it FPS Trainer †¦ you too can shoot people with ease Some gamers are just naturally good at killing people. They have the fast responses, the pinpoint hand-eye coordination, the Rain man-like ability to memorize maps and power-up locations. Meanwhile, the rest of us bumble around in the darkness hoping to achieve a kills-to-deaths ratio that doesn’t utterly shame our entire ancestral line. Now Play2Improve, a fresh-faced development studio based in Scotland’s games industry capital Dundee, thinks it can help players in the latter camp. Launched recently as a free-to-play browser game, FPS Trainer is essentially a coaching aid for would-be virtual assassins. With simplified visuals that separate maps into different strategic zones, the idea is to help players develop the tactical base necessary to start dishing out effective slaughter. â€Å"FPS Trainer provides you with the necessary knowledge for playing online,† says designer Paul â€Å"acts!† McGarrity, himself a professional gamer who has triumphed in several major LAN and online events over the past decade. â€Å"It cuts out months of laborious practice time in FPS games by teaching the core skills and methods which experienced and professional players use when competing at the highest levels. â€Å"We do this by introducing the strategies for managing resources, controlling your opponents, positioning yourself, using the terrain or level features and setting up shots to maximize damage – all in a highly visual and intuitive manner. There are many levels of strategy in competitive FPS titles that can take years to even become aware of; FPS Trainer will introduce these at an early stage to take you up the ladder more easily.† With its stylized visuals and emphasis on quickly picking up weapons and health packs, the game most closely resembles twitchy arena shooters such as Quake and Unreal Tournament, but the studio, Play2Improve, reckons the strategies it teaches will help with all kinds of FPS title. â€Å"We don’t really see a distinction between an arena-based FPS and more ranged, free-roaming combat – with the exception of vehicles to traverse larger maps,† says founder Matt Sweeney. â€Å"Our premise is that first-person shooters are fundamentally strategic in nature, rather than purely twitch-based; therefore, we are focusing on the mental side of the game; including timing, positioning and appropriate weapon selection. This is what differentiates a good player from a bad one – not just blindly rushing in and shooting, but making sure you are fully prepared and taking a far more measured approach.† Set up in 2009 and based within the University of Alberta, Play2Improve has an interesting background. Although several of its staff has traditional games industry experience, Sweeney comes from the serious games sector, where simulations are developed to train workers in various professions. With his previous company, TPLD set up when he was a student at Alberta, he created games for the Scottish schools system and for corporations looking for assessed cooperation exercises – it’s probably a natural progression from Apprentice-style team challenges to the dog-frog-dog world of the first-person shooter. One of the key elements of FPS Trainer is the monitoring of player behaviors and the provision of post-game feedback – and apparently this extends to more than just hit percentages. â€Å"Basic accuracy stats can be misleading,† says McGarrity. â€Å"We will be providing information not just on whether you scored a hit or not, but on whether you maximized the damage with each shot. Along with this there will be information about which areas of a level you are most active in, which areas you have neglected and also indicators to show where you should ideally be positioned in key situations, along with your actual location at the time. The stats will also cover things such as item pickups, including the amount and frequency. They will show how long items have been left unclaimed, which will tie in with the positioning tips.† What’s really interesting is the way the game sounds like one of the fitness titles currently dominating the kindest software line-up. As Sweeney says: â€Å"There are detailed stats for debriefing, with intuitive graphs and visualizations to identify strengths and weaknesses; you can track your performance over time and compare stats with your friends and peers, and everything can be easily shared with friends via Face book.† It’s the same approach as Your Shape or EA Sports Active 2, but it’s about shooting at people; it represents the appropriation of mainstream coaching techniques for a hardcore gaming genre. I like that. At the moment, the game can only be played on PC and Mac (it runs on Unity so you’ll need the correct plug-in), and the next step will be the addition of premium paid-for features. But Play2Improve is also planning to create Xbox Live and PSN versions once they’ve achieved a benchmark of 100,000 users online. If it does make it too console, I’ll be near the front of the queue – though I’ll probably be shot in the back of the head by a sniper I failed to spot on my way in. (http://www.guardian.co.uk/technology/gamesblog/2010/dec/23/first-person-shooter-skills-training.) China’s Shanda Games takes majority ownership of eFusion MMOG By James Bright man The online games publisher is looking to boost its overseas strategy Eschborn, Germany-based eFusion MMOG GmbH announced today that Chinese online games publisher Shanda Games has purchased a majority stake in the company (financial terms were not disclosed). At the same time, eFusion just announced that its entered into an agreement with Eyed entity Games, a Korean online game development studio for the exclusive license to operate its action MMORPG Dragon Nest in Europe. Shanda views the move as an important step in shoring up its overseas business. The company said it â€Å"has a strong intention to enhance its presence in the European market, where its influence remains relatively modest compared to other regions of the world.† With the Shanda investment, eFusion noted that it will now â€Å"have all of the capital it needs in order to level up its position in the MMO games market.† The next step for the publisher will be to launch Dragon Nest across Europe. Michael Lim, founder and CEO of eFusion MMOG GmbH, commented, â€Å"We are really delighted to become part of Shanda Games and are also excited about the tremendous opportunity to offer Dragon Nest, a skill based high-quality MMORPG, to European gamers. Launching Dragon Nest in Europe will be a huge milestone for us, but most of all, we’re looking forward to Dragon Nest attracting lots of fans among European gamers. The online game market in Europe is growing very fast but the competition is becoming tougher. We are ready to face the challenge and to build on eFusion MMOG’s success in this market.† (http://www.gamesindustry.biz/articles/2012-07-25-chinas-shanda-games-takes-m ajority-ownership-of-efusion-mmog-gmbh.) Definition of terms 1. MMOG- refers to role-playing games where thousands of gamers play online in a virtual and persistent environment on the Internet. (http://geekdictionary.computing.net/define/mmog.) 2. First Person Shooter Game- A first person shooter, commonly called FPS in the gaming arena, is a game in which the player sees the action on the screen as if he or she were looking through the eyes of the main character he or she is playing. (http://vgstrategies.about.com/od/basicgamingtipstricks/g/fps.htm.) 3. Simulation game- By definition a simulation is an imitation. So computer simulation games are games that imitate a real-life situation. Another way to think about it is that sim games attempt to recreate a past event. (http://compsimgames.about.com/cs/gamingtips/g/simulation.htm.) 4. Educational game- An educational game is a game designed to teach humans about a specific subject and to teach them a skill. As educators, governments, and parents realize the psychological need and benefits of gaming have on learning, this educational tool has become mainstream. (http://teachinglearningresources.pbworks.com/w/page/35130965/Educational%20Games.) 5. DOTA- is an action real-time strategy mod for the video game War craft III: Reign of Chaos and its expansion, War craft III: The Frozen Throne, based on the â€Å"Aeon of Strife† map for Star Craft. The objective of the scenario is for each team to destroy the opponents’ Ancients, heavily guarded structures at opposing corners of the map. (http://dictionary.babylon.com/dota/.) 6. Diablo- is a word in Spanish meaning â€Å"devil†. (http://en.wikipedia.org/wiki/Diablo.) 7. Dragon nest- A free-to-play Korean MMORPG playable in Korea, Japan, Taiwan, Hong Kong, China, North America, SEA, Australia, and New Zealand. In North America, Nexon runs and operates the game on their servers. (http://www.soslang.com/term/dragon-nest.) 8. Ran online- is a free to play, 3D MMORPG developed by Min Communications, Inc. located in Daegu, Republic of Korea. The game is set in the modern world built around 3 schools. Players will belong one of these three distinctive schools and enjoy the game. Plus, one of the six special clubs in each school can be selected as the class of a character.