Analysis of Dance Essay Example for Free

Analysis of Dance Essay The type of dance I attended was a mix of ballet and modern. This involved group performances as well as individual performances. For the purpose of this paper I will narrow my observations to an individual performance of both ballet and modern and a group performance of both. Dance has the ability to draw it’s viewer in, by captivating the audience with the amount of grace, coordination and talent it’s dancers display. The lines a dancer created with their body is nothing short of amazing. Almost every type of person could appreciate something about dance. One of the first dances of the night was a ballet done, by a 9 year old girl. As she entered the dance area, it became very silent in the auditorium. You could almost hear a needle drop. Her costume was simple, dark in color, not shinny, as if not to distract the audience from her performance. Her white tights provided a focal point drawing the audience to watching the delicate moves she was executing with her legs. She started in first position quickly transitioning to 3rd and before you knew it she was spinning around on only one foot, pointing her toe towards the audience. She had a brief moment where it appeared that she fell out of pose, but immediately pulled herself back together, executing the next pose with perfection. Her face remained unchanged throughout the entire performance. She demonstrated perfect C shaped arms as she held them in the air bringing all her weight from her heels to the tips of her toes. This performance was very impressive for such a young girl. What I sometimes miss it facial expressions, but I suppose by the absence of expression the girl is allowing your mind to go wherever the music takes you. The next performance came from a 15 year old girl and best fit the description of modern dance. Her costume was bright, shinny, and created the illusion of movement. Many of the movements executed by this performer involved being on the floor, or bending over. Her arm movements were not as precise. It was as if a choreographer told her she could place her arms however she wished, in stark contrast to the ballet dance that required very precise movements. This dance appeared much slower. I did not enjoy this dance as much as I felt the bold costume and music distracted the viewers from the talent behind the dancer. She too was expressionless when she danced. The way the stage lights reflected off her costume created a glowing effect on the dancer. The group ballet was absolutely beautiful. Some of the dancers started as if they were asleep or dead, all bent over, while other dancers began in the upright position. As the dancers began to move across the stage, the dancers in the downward position began to arise. It created the illusion that the dancers were giving life to an otherwise lifeless creature. They all began dancing in unison across the stage, with pose and grace, up on their toes. They were always careful to have the correct position with their arms and legs, and toes pointed. They made this type of dancing look effortless, while executing it with such precision. No one fell out of pose during this dance, everyone knew their place and performed with great precision. As the dance ended they all went into a downward pose, creating the illusion that they were all lifeless again. What a brilliant analogy, this dance presented. Many things around us are lifeless, dull and boring, it is the people who occupy the space that gives it life and meaning. Just like dance gives life and many to those who watch it or perform it. The last dance was the group modern dance. This was my least favorite. I would almost say that it appeared sloppy and ill choreographed. At times I wondered if the girls were supposed to be doing the same movements and some were behind or if it was meant to look like a ripple effect. It did not look like either to me. Through watching these dances it became very obvious to me that I prefer ballet to modern dance. I was uncertain of the reason until the lady seated behind me said,† I loved their modern group dance†. I thought I miss heard her, but yes that was what she said. She even went on to say that they had won a competition doing that very dance. It was at that point I realized dance is for everyone. While I prefer the more precise movements, other people can enjoy the chaos of modern dance. I tend to be a perfectionist and I had nothing to gage the movements of the modern dance on. But I loved the ballet where you could tell when perfect pose was achieved. So I do believe a dance recital like this should appeal to all types of people, offering a great variety.

External Factors Affect On Organisations | Case Study

External Factors Affect On Organisations | Case Study External factors have an immediate effect on an organizations planning. Marketing a product takes thorough planning. Managers organize ideas on where to market a product that provides benefits to other countries. Leading globalization can be difficult because other countries may not want to use a product they are unfamiliar with. Therefore, a thorough explanation of why a product would be beneficial in another country is very important (Moon, 2010). The cell phone for instance has brought forth much controversy. Rates, service areas for Internet, communication, contractual agreements, and a wide range of other issues have been broad topics for subscribers of cell phones. To control globalization, cell phone providers must have management teams that extend enough information about products to other countries to determine if the product is marketable around the globe (Moon, 2010). Information is organized through technology; via Internet so customers are better informed regarding price, and other vital information before purchasing. Innovative technology has brought forth social networking sites. Companies such as Google have created blog forums where customers can share thoughts about a product hence, making others aware before purchasing. 1.2.the needs and Expectations of stakeholders in orchid The board of Piramal Healthcare has approved the spin-off of the New Chemical Entity (NCE) from Piramal Life Sciences, reports CNBC-TV18. The unit will then be merged with parent. According to the company filing with BSE, shareholders will be issued one fully paid up equity share of Rs 2 of parent Piramal Healthcare for every four shares of Rs 10 held of Piramal Life Sciences. Investment in NCE research calls for sharper research focus, longer time horizon and higher risk appetite, said a press release. CNBC-TV18 had earlier reported about how Piramal Health is more poised to take the risks arising from the drug discovery business than Piramal Life Sciences. This demerger is expected to be completed in six months, Ajay Piramal was quoted as saying. Piramal hopes, ultimately, to re-absorb Piramal Life Sciences back into the company. According to CNBC-TV18, long-term strategies of the company include hiking capacity in active pharmaceutical ingredients segment and formulations business. 1.3. major changes taking place in the external environment it affects stretegy This process is most applicable to strategic management at the business unit level of the organization. For large corporations, strategy at the corporate level is more concerned with managing a portfolio of businesses. For example, corporate level strategy involves decisions about which business units to grow, resource allocation among the business units, taking advantage of synergies among the business units, and mergers and acquisitions. In the process outlined here, company or firm will be used to denote a single-business firm or a single business unit of a diversified firm. Once the firm has specified its objectives, it begins with its current situation to devise a strategic plan to reach those objectives. Changes in the external environment often present new opportunities and new ways to reach the objectives. An environmental scan is performed to identify the available opportunities. The firm also must know its own capabilities and limitations in order to select the opportunities that it can pursue with a higher probability of success. The situation analysis therefore involves an analysis of both the external and internal environment. The external environment has two aspects: the macro-environment that affects all firms and a micro-environment that affects only the firms in a particular industry. The macro-environmental analysis includes political, economic, social, and technological factors and sometimes is referred to as a PEST analysis. 2.1. Appropriate Tools to analyse Current business Plan What next? This is the question on the minds of the shareholders. We have drawn up a growth blueprint for the company, segregated into short and medium-term business drivers focusing on ramping up of the existing business verticals, creating front-end marketing organisations and entering new high-growth product segments. In the short term, we have identified key areas which will drive business growth for your company. We will cater to the API needs of Hospira and other global innovators in addition to our regular API and formulation sales in the emerging markets. We will strengthen our geographical presence in key regulated markets like the US, Europe and Japan. Currently, we are marketing around 10 products in the oral cephalosporins segment and 5 products in the NPNC (Non-penicillin, Non-cephalosporin) segment. Your company will further strengthen its product basket for catering to these markets. Our focus on acquiring front-end marketing companies possessing infrastructure, people, product registrations and approvals will augur well in the medium term. Our product pipeline in the regulated markets will be filled with our own molecules, ANDAs and in-licensed products. This will help us strengthen our product basket and maximise and internalise value which was earlier shared with our marketing partners. 2.2.Orchid Chemicals in its current market Since inception, your company established a strong foothold in niche therapeutic segments which are relatively uncluttered due to the inherent technical complexity. In doing so, your company grew in size and is now a global name in its operating domains. In recent times, your companys performance in the global and domestic markets could not translate into robust growth for the company and superior shareholder value creation. This was primarily owing to the sizeable debt burden which weighed heavy on your companys profitability. With the debt levels coming down and with a strong growth strategy in place, this is set to change going forward. My fellow shareholders may have a number of apprehensions about the future of the company 2.3.competitive strength and weakness e expect strong year-on-year growth over the next three years by focusing on the non-penicillin, non-cephalosporin (NPNC) segment where we possess a strong basket of over 73 products spanning diverse therapeutic areas. We possess marketing alliances in the US and Europe with prominent players such as Actavis, North Star and Alvogen for 31 NPNC products. We also expect to capitalise on Para IV opportunities; our 8 Para IV FTF filings provide a revenue potential of about US$ 80 Mn. A favourable outcome in any patent challenge litigation could result in our being awarded the 180-day exclusivity. 3.1. strategic options What next? This is the question on the minds of the shareholders. We have drawn up a growth blueprint for the company, segregated into short and medium-term business drivers focusing on ramping up of the existing business verticals, creating front-end marketing organisations and entering new high-growth product segments. In the short term, we have identified key areas which will drive business growth for your company. We will cater to the API needs of Hospira and other global innovators in addition to our regular API and formulation sales in the emerging markets. We will strengthen our geographical presence in key regulated markets like the US, Europe and Japan. Currently, we are marketing around 10 products in the oral cephalosporins segment and 5 products in the NPNC (Non-penicillin, Non-cephalosporin) segment. Your company will further strengthen its product basket for catering to these markets. 3.2. comparative understanding of an activity The performance of your company in the first quarter of the current financial year reflects the start of a robust growth journey. Going forward, your company is well poised to ramp up its API and formulations business based on specific product-market contracts and regulatory filings which will help spread the growth canvas wider. We entered into an out-licensing and distribution agreement with the US-based pharma major Alvogen for marketing 8 oral non-antibiotic generic formulations in the US market. These products cater to the high-growth therapeutic segments of CNS and osteoporosis, among others and have a cumulative addressable market size estimated at USD 8 billion. Your company also recently acquired Karalex Pharma, LLC, a US-based generic marketing and sales services company through an all-cash deal for creating a front-end presence in the US market to deliver generic products to the US customers directly. Karalex Pharma is a leading provider of generic pharmaceuticals, focused exclusively on the US healthcare market. 3.4. future organizational strategy Our focus on acquiring front-end marketing companies possessing infrastructure, people, product registrations and approvals will augur well in the medium term. Our product pipeline in the regulated markets will be filled with our own molecules, ANDAs and in-licensed products. This will help us strengthen our product basket and maximise and internalise value which was earlier shared with our marketing partners. 4.1. participation from all stake holders I take the opportunity to thank the Central and State governments, financial institutions, public and private sector banks, government agencies and non-government institutions for extending their support in your companys growth and development. 4.2. potential options for strategy plan I thank your companys valued business stakeholders namely vendors, customers, strategic alliance partners and business associates for their exceptional support during difficult times, in accomplishing our business plans. Most importantly, I acknowledge the critical role played by the employees whose contribution to your companys business growth has been paramount. On behalf of the Board, I would like to thank all the shareholders for their unstinted support in helping your company enhance its technological and business strengths and remain on the growth path. 4.3.strtegy plan includes resorce implication: n the API (Active Pharmaceutical Ingredients) segment, your company increased its cumulative US DMF filing count to 82. The break-up of the total filings is: 30 in the cephalosporin Segment, 39 in NPNC segment, 2 in the betalactam segment and 11 in the carbapenems segment. The cumulative filings of CoS (Certificate of Suitability) for the European market stood at 20 which includes 13 in cephalosporin segment, 6 in the NPNC segment and 1 in the betalactam segment. With a robust product development pipeline, your Companys filing and approval count is poised to increase in the coming months and quarters. 5.1. organizational Values: Most organisations are mostly driven by strategies. We are also driven by values. Corporate Social Responsibility Respect for the Individual Excellence Innovation Value for Stakeholders 5.2 vission and mission statements: Vision Enriching Lives through Innovation in Healthcare Mission Discovery to Delivery Orchid is a vertically integrated pharmaceutical company with established research, manufacturing and marketing capabilities across multi-therapeutic domains. We successfully leverage our penchant for science and technology to create niche products and manufacturing platforms leading to attractive growth. 5.3. Future Management Objrctive: Innovation drives growth. Sensitive to market needs and committed to innovation, here at Orchid we focus on niche product manufacturing platforms, combining cutting-edge technology and the best minds in the business. Valuing People We value individuality and creativity. Our unique People and Process Paradigm helps achieve the twin objective emphasis on regulatory and compliance on one hand, while fostering innovation and creativity on the other. Peak Performance We seek to build a sustainable organisational eco-system where one is constantly motivated to attain new heights and empowered to discover new avenues for growth. Quality Quality has always been a strong part of Orchids proposition. Our quality initiative covers all aspects including product quality, operational quality, environmental quality and finally a good quality of life for our people. Harmony with Society We seek to balance environmental impact and economic interest in all our business activities. Committed to the development of the society, culture and economy, we dutifully observe laws; demonstrate high ethical standards and endeavour to preserve the environment. 5.4. Evaluating Stretegy Plan Government: It has the mechanics to receive and document the needs of society. It also has the legislative and administrative power to take forward development programs. Industry: It has the strength of technology and managerial skills required to identify solutions and execute projects in a time-bound manner. NGOs and other Institutions: They penetrate deep into the community to propagate ideas and act as a vibrant feedback mechanism. We have always believed that enhancing the social well-being of individuals would add a lot more meaning to our overall business existence. Caring for the people and the community has therefore been an important facet of our business philosophy. We are happy that we have influenced the lives of several people in the vicinity of our facilitates through the several initiatives and programmes undertaken by the Trust. 6.1. Schedule for implementing stretgic planning Our oral non-cephalosporin formulations facility specialises in the manufacturing of nutraceutical products. The facility produces a range of dietary supplements for the advanced markets. Many other high-value products like anti-diabetics, cardio vascular drugs (CVS), anti-depressants and anti-epileptics are manufactured in this facility to cater to the emerging markets. 6.2. To gain commitment from stake holders We have a long tradition of successful collaborations. Our approach to partnerships has been path-breaking and successful in the Indian pharmaceutical industry in terms of product and market coverage and leveraging each others partnership strengths. They are an essential and integral part of our research and business strategy. Every day, we commit ourselves to aligning our capabilities with business opportunities and everything we do is based on being easy to work with to ensure mutual success. We continuously engage in new projects to aid technology development, development of new molecules, chemical process enhancement and innovative drug delivery systems development 6.3.monitoring the evaluation system for the implementation of a strategy plan rchid has emerged as a full-fledged pharmaceutical corporation with end-to-end connectivity from discovery to delivery. Each alliance we build is based on a shared vision with well-defined goals and objectives. We have the ability to leverage and represent our entire portfolio of products and services based on their core competencies, partner great models, build and sustain operations. By pooling the talents of our science and business teams, we have engaged in numerous collaborations with a range of companies and research institutions. We look to build upon our existing strengths as well as to create new areas of expertise. Lab Report: Heat Capacity Ratio For Gases Lab Report: Heat Capacity Ratio For Gases Jekathjenani Ratnakumaran Introduction: Heat capacity of gases is the amount of heat required to increase the temperature of one mole of the gas through one degree Celsius at constant pressure or volume. Heat capacity at constant pressure (Cp), the volume will increase and heat capacity at constant volume (CV), the pressure will increase. The main physical properties of gases are compressed in the state, expand themselves to fill the entire containers, and thus obeys the second law of thermodynamics. It occupies more space, compare to liquids and solids. Gases has no fixed shape. The physical state of the gases can be defined by, PV = nRT P- pressure of the gas, V- Volume of the gas, T- Temperature of the gas, n- number of moles of the substance present on the gas and R- Gas constant. The purpose of this study is to determine the value of the heat capacity ratio, ÃŽ ³ = Cp/CV for giving gases such as argon, oxygen, nitrogen and nitrous oxide using adiabatic expansion. This experiment is mainly based on measuring the pressure of the gases. Pressure can be measured by the force applied by the collision of the molecules or atoms with the surface or the walls of the tube. Pressure is measured in psi (Pounds per Square Inch) unit using manometer (P.Atkins et al, 2008). At room temperature, nitrogen is a colorless diatomic molecule of gas. It occupied 78.09% of earths atmosphere. Nitrogen occurs in all living organisms and about 3% of nitrogen are available in human body. Similarly, oxygen is a colorless, diatomic molecules and occupied about 20.95% earths atmosphere. Its a highly reactive organic element and also it plays an important role in the respiration mechanism. Argon is another important gas, also called as inert gas as it is stable. It occupied about 0.93% of earths atmosphere and its colorless, nontoxic element. Nitrous oxide is a colorless, nonflammable gas and also known as laughing gas. It also takes place in the earths atmosphere as it is produced by the bacteria in the soil and ocean. Adiabatic expansion is the process which takes place with no transfer of heat between the system and surroundings. The ratio, ÃŽ ³ will be compared with the theoretical value. Using the adiabatic expansion, three states of gas such as before the expansion (P1), immediately after expansion (P2) and after returning to room temperature (P3) can be observed. Based on these values, the heat capacity ratio can be determined. The ratio of heat capacity can be calculated using the following formula, ÃŽ ³ ratio of heat capacity Cp- heat capacity at constant pressure Cv- heat capacity at constant volume Methods: This experiment was conducted by following the procedure given in the laboratory manual by the department of chemistry, Trent University. Related questions Answers: Ideal gas law, PV = nRT As the density, Ï  = m/V, the density can be calculated using the above equation, Ï  = PM / RT P = Pressure; M = Molar mass; R = gas constant; T = Temperature For Nitrogen, P = 14.476 psi = 1.018 kg/cm2 T = 22 0C = 295 K M = 0.028 Kg /mol R = 8.314 Jm3/Kmol = 84.784 x 10-6 m3 kg/cm2.K-1mol-1 Using the above calculation method, density of remaining gases was calculated. For oxygen, Ï  = 1.301 Kgm-3 For argon, Ï  = 1.595 Kgm-3 For nitrous oxide, Ï  = 1.790Kgm-3 PV = nRT P = 14.550 psi = 0.9900 atm V = 30 L R = 0.08206 Latm/Kmol T = 295K n = 1.227 mol Molecules = n x 6.022 x1023 = 7.389 x 1023 molecules the carboy holds under prevailing laboratory conditions. For nitrogen, Collision frequency of molecules of nitrogen can be calculated using the following formula, N = 6.022 x 1023/ mol A = 0.60 m2 P = 0.985 atm = 99808.5066 pa R = 8.314 J/K mol = 8.314 Kg m2 /s2 K mol M = 28 g / mol = 0.028 Kg/mol T = 295 K Z = 1.736 x 1027 s-1 Results: Table 1 represents the observations and reading of pressure obtained for the Argon, Oxygen, Nitrogen and Nitrous Oxide. The unit of pressure is recorded in psi. Figure 1 represents the heat capacity ratio of the given gases: nitrogen, Oxygen, Argon and Nitrous Oxide. Data Analysis Calculations: For Nitrogen: ÃŽ ³1 = 0.02773 / 0.02111 = 1.3134 Mean value Nitrogen, ÃŽ ³ = (ÃŽ ³1 + ÃŽ ³2 + ÃŽ ³3) / 3 = (1.3134 + 1.2476 + 1.2834) / 3 = 1.2814 Discussion: The experiment was conducted with careful consideration to get the result as close as to the real value. However, due to the some experimental error involved in this experiment, the calculated values are not close to the literature value. The calculated heat capacity ratios for the given gases: nitrogen, oxygen, argon, and nitrous oxide are 1.2815, 1.0248, 1.4268, 1.0163 respectively. The literature heat capacity ratio values are 1.4000 (nitrogen), 1.6667 (argon), 1.4000 (oxygen) and 1.3100 (nitrous oxide) (P.Atkins et al, 2008). Figure 1 represents the heat capacity ratio of the given gases. Based on the graph shown on figure 1, heat capacity ratio of oxygen and nitrous oxide are lower than the nitrogen and argon. In comparison with the literature value, nitrogen and argon are closer to the calculated heat capacity value. However, the calculated percentage error is 8.46% and 14.4% respectively. In the case of oxygen and nitrous oxide, calculated value more deviated from the literatu re value and the calculated percentage error are 26.8% and 22.42% respectively. These differences between the calculated and literature value heat capacity ratio value occurred due to the experimental error. Equipments used in this experiment were used by the previous batch. As the experiment was conducted using the pre setup equipments, there might be an error in the flow of gases through the tubes. Due to these occurrences, there might be changes in the pressure. Since the flow rate of gases are in larger amount, it could have heavily affected the final results. Gas leak is one of the major concern which lead to decrease in pressure and affected the result. Moreover, the adjustment made at the flow rate of gases also might be lead to the error in the heat capacity value. As the digital manometer is open ended to the atmosphere, there might be an error due to the unstable atmospheric pressure. Furthermore, due to the weather condition (winter), temperature and pressure changes and might not favored to conduct the experiment. Conclusion: In conclusion, the heat capacity ratio of nitrogen, oxygen, argon and nitrous oxide were calculated using the adiabatic expansion. In order to get accuracy of result, the precision can be improved by more attention on the experimental procedure and handling the equipments. Also, accurate result can be made by observing the measurements such as notifying the pressure of gases and units in a proper manner. References K.Lunder et al (1999); Heat Capacity Ratios For Gases: The Sound Velocity Method, Physical Chemistry 301, Augustana College P. Atkins and J. de Paula, Atkins’ Physical Chemistry, 8th ed., W. H.Freeman and Co., New York (2006).

Vertical integration in studio system Essay -- Economics

Vertical integration in studio system The term "vertical integration" refers to the structure of a marketplace, which is integrated (rather than segregated) at a variety of crucial levels. In the case of the motion picture industry, the studio system established a market in which the studios owned production facilities, distribution outlets, and theaters. In other words, the studios controlled every level of the marketplace from the top down, from production to exhibition. "Vertical integration" began in the 1910s and inspired the postwar consolidation of the studio system as national distribution companies, such as Paramount merged with production companies, such as Famous Players and Lasky and subsequently began purchasing theater chains. All of the major studios in Hollywood (Paramount, MGM, Warner Bros., etc) owned theater chains; the minors, Universal, Columbia, and United artists, did not. The minors, distributed their pictures, by special arrangement, to theaters owned by the majors. The majors booked one another's films in their theaters. Vertical int...

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Description of Research "Multidisciplinary investigations using state-selected atoms" We are a (largely) experimental atomic physics research group. We apply atomic physics techniques to a wide range of problems, including: * precise tests of physical laws and symmetries; * the development of atomic clocks; * biomedical and materials science investigations using laser-polarized noble gas nuclear magnetic resonance (NMR); * laser spectroscopy of coherently-prepared atomic media, with applications to quantum information; * low-energy atomic collisions; and * theoretical investigations of Bose-Einstein Condensates. Abstracts for recent research results Group bibliography Some ongoing projects are described at the following links: * The 129Xe/3He dual noble gas maser * The 21Ne/3He dual noble gas maser * The cryogenic hydrogen maser * The double-bulb rubidium maser * The coherent population trapping clock * Trapping light in coherently-prepared atomic media * Probing porous media with gas diffusion NMR * Low-field MRI of the lung gas space * Gas exchange in the lung * The dynamics of shaken and flowing granular media * Studies of vortices in Bose Einstein Condensates Some past projects are described here: * Polarized xenon in rat lungs and body tissues * Xenon uptake calculations for humans * Magnetic resonance imaging (MRI) of laser-polarized liquid xenon and gas-liquid exchange Description of Research "Multidisciplinary investigations using state-selected atoms" We are a (largely) experimental atomic physics research group. We apply atomic physics techniques to a wide range of problems, including: * precise tests of physical laws and symmetries; * the development of atomic clocks; * biomedical and materials science investigations using laser-polarized noble gas nuclear magnetic resonance (NMR); * laser spectroscopy of coherently-prepared atomic media, with applications to quantum information; * low-energy atomic collisions; and * theoretical investigations of Bose-Einstein Condensates. Abstracts for recent research results Group bibliography Some ongoing projects are described at the following links: * The 129Xe/3He dual noble gas maser * The 21Ne/3He dual noble gas maser * The cryogenic hydrogen maser * The double-bulb rubidium maser * The coherent population trapping clock * Trapping light in coherently-prepared atomic media * Probing porous media with gas diffusion NMR * Low-field MRI of the lung gas space * Gas exchange in the lung * The dynamics of shaken and flowing granular media * Studies of vortices in Bose Einstein Condensates Some past projects are described here: * Polarized xenon in rat lungs and body tissues * Xenon uptake calculations for humans * Magnetic resonance imaging (MRI) of laser-polarized liquid xenon and gas-liquid exchange Description of Research "Multidisciplinary investigations using state-selected atoms" We are a (largely) experimental atomic physics research group. We apply atomic physics techniques to a wide range of problems, including:

Preventing Falls in the Elderly

Preventing Falls in the Elderly Natalie StJohn University of Arkansas Community College at Batesville As health care becomes more sophisticated and better, other concerns are starting to surface. Such interests that started as mere nuisances are now becoming the focal point of involvement that aims to correct and improve the welfare of individuals. One such clinical concern is the phenomenon of falls, especially with the older population.Falling in elderly individuals is a significant, yet under-recognized and underestimated public health concern (Woolcott et al. , 2009). About 30% of people over 65 years old and living in their respective communities fall annually, with such figures even higher in health institutions and about a fifth of such incidents requires medical attention (Gillespie, Gillespie, Robertson, Lamb, Cumming, & Rowe, 2009).In a one year follow-up study of persons aged 75 years and above living in the community, about one-third reported at least one incident of fall (Tinetti, Speechley, & Ginter, 1988), with a higher annual fall risk of up to 50%, occurred in the oldest population or with the individuals living in nursing homes, with the consequences of injuries and fractures because of falls (like mortality, hospitalization, disability and institutionalization) rise as with the age (Berdot et al. , 2009).The estimated costs associated with falls and fall-related complications are at billions of dollars worldwide (Scuffham, Chaplin, & Legood, 2003; Lewin Group, 2000; Smartrisk Foundation, 2009). Hence, research regarding the factors why elder people fall becomes all the more necessary (Woolcott et al. , 2009). There are several reasons why people fall. Fall risk is multifactoral in nature, with risk factors being intrinsic and extrinsic (Graafmans et al. , 1996). The most common reasons are uncontrolled hypertension, orthostatic hypotension, and use or inappropriate use of certain medications (Gangavati et al. 2011); Woolcott et al. , 2009; Be rdot et al. , 2009). With regards to hypertension and systolic orthostatic hypertension, older individuals suffering from such conditions are at greater risk for falls within a year (Gangavatti et al. , 2011). The study also noted that older patients with their hypertension controlled have no effect with regards to falls (Gangavatti et al. , 2011). The older populations with an increase use of antidepressants, benzodiazepines, hypnotics, and sedatives have a larger and increase chances of falls with elderly persons (Woolcott et al. 2009). This marked increase is most due to the long-lasting effects of benzodiazepines as well as inappropriate psychotropics, and since these medications have anticholinergic properties (Berdot et al. , 2009). There are several ways to mitigate, lessen, or even prevent the chances of the elder population from falling. Interventions with multidisciplinary properties are proven effective in minimizing fall incidents, as well as muscle strengthening balance retraining prescribed at home and assisted by a trained health professional (Gillespie et al. 2009). Tai Chi is also another effective alternative intervention for mitigating falls (Gillespie et al. , 2009). For those with a history of falling, home hazard assessment and modification by a healthcare professional could also minimize chances of falls (Gillespie et al. , 2009). Cardiac pacing for individuals with high risk of falls due to cardio-inhibitory carotid sinus hypersensitivity also has a high chance of being beneficial, as is the withdrawal of psychotropic medications (Gillespie et al. , 2009).Studies have also shown that individually tailored interventions delivered by healthcare professionals are more effective than standard or group delivered programs (Gillespie et al. , 2009). Falls is a highly preventable, yet still highly prevalent cause of injury and even mortality with the elderly. The abovementioned interventions could help in minimizing its detrimental effects. Ref erence: Berdot, S. , Bertrand, M. , Dartigues, J. F. , Fourrier, A. , Tavernier, B. , Ritchie, K. , & Alperovitch, A. , (2009). Inappropriate Medication Use and Risk of Falls-A Prospective Study in a Large Community-Dwelling Elderly Cohort.BMC Geriatrics, 9(30). doi:10. 1186/1471-2318-9-30. Lewin Group (2000). Estimated savings from falls prevented by targeted home modifications. Washington, DC: AARP Public Policy Institute. Gangavati, A. , Hajjar, I. , Quach, L. , Jones, R. , Kiely, D. , Gagnon, P. , & Lipsitz, L. (2011). Hypertension, Orthostatic Hypotension, and the Risk of Falls in a Community-Dwelling Elderly Population: The Maintenance of Balance, Independent Living, Intellect, and Zest in the Elderly of Boston Study. Journal of American Geriatric Society, 59(3), 383-389. doi:  Ã‚  10. 1111/j. 1532-5415. 2011. 03317. x Gillespie, L. D. , Gillespie, W. J. , Robertson, M.C. , Lamb, S. E. , Cumming, R. G. , & Rowe, B. H. (2009). Interventions for preventing falls in elderly peo ple. Cochrane Database of Systematic Reviews, (4). DOI:  10. 1002/14651858. CD000340. Graafmans,  WC. , Ooms,  M. E. , Hofstee, H. M. , Bezemer,  P. D. , Bouter,  L. M. , & Lips, P. (1996). Falls in the elderly: a prospective study of risk factors and risk profiles. American Journal of Epidemiology, 143(11), 1129-  1136. Scuffham P. , Chaplin,  S. , & Legood,  R. (2003). Incidence and costs of unintentional falls in older people in the United Kingdom. Journal of Epidemiology and Community Health, 57(9) 740-  744. Smartrisk Foundation. 2009). The Economic Burden of Unintentional Injury in Canada. Smartrisk Foundation Website. Retrieved from http://www. smartrisk. ca/researchers/economic_burden_studies/canada. html. Accessed October 20, 2012. Tinetti ME, Speechley M, Ginter SF, (1988). Risk Factors for Falls among Elderly Persons Living in the Community. New England Journal of Medicine,  319,1701-1707. Woolcot, J. , Richardson, K. , Wiens, M. , Patel, B. , Marin, J . , Khan, K. , & Marra, C. (2009). Meta-analysis of the impact of 9 Medication Classes on Falls in Elderly Persons. Archives of Internal Medicine, 169(21), 1952-1960. doi:10. 1001/archinternmed. 2009. 357.

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.