The Reason of Plagiarism in Higher Educational Institutions free essay sample

This monograph addresses some common questions about academic dishonesty in higher education and reviews issues affecting these institutions in light of existing research. The extent of academic dishonesty and the perception that it is increasing is examined. Three studies cited indicate that cheating is chronic and that 60 to 75 percent of students do cheat. A look at causes of cheating include ignorance of concepts such as collaboration, fair- use, and plagiarism, and also stress, and competition for jobs, scholarships, and admission to post-college programs. Research indicates that cheating upends significantly on situational characteristics of the classroom or institutions and that cheating is less likely to occur when there are threats of detection or sanctions. Faculty reaction research suggests that despite concerns, faculty rarely discuss rules on academic dishonesty in their classrooms. Findings also indicate that faculty often bypass university policy and handle cheating incidents on an individual basis.Is there an epidemic of cheating on college campuses? Talking about the high incidence of cheating in college during the sass, a college admissions advisor pleaded to a group of high school teachers to send them to us honest. For more than 50 years, we have been warned of a problem that threatens the foundation of higher education: students lack of appreciation for integrity in the quest for truth and knowledge. Today, nearly every published article on academic dishonesty concludes that student cheating on U.S. Campuses is both rampant and on the rise. How accurate is this perception? Reported percentages of cheating among college students range anywhere from 9 percents to 95 percent. 3 This variation may be caused by several factors, most importantly, sampling techniques and sample sizes, design strategies (survey questionnaires versus true experiments), types of cheating measures, the institution from which respondents were sampled, and doctorates of cheating included in the study.Cheating takes many performs simply copying another students paper to stealing an exam paper to forging an official university transcript (table 1). Since most researchers have focused their attention on cheating during examinations or plagiarism of term papers, little is known about incidences of other forms of cheating. Findings from recent, large-scale, national surveys are consistent with an earlier study conducted 30 years ago by Bowers (1964) who found that over 75 percent of the 5,000 students surveyed i n 99 institutions admitted cheating in college.Davis et al. 1992) surveyed a sample of 6,000 students from 35 institutions and reported cheating rates from 9 to 64 percent. Using a survey of 31 highly selective Institutions and a sample of 6,097 students, McCabe (1992) found that 67 percent of the students admitted some form of academia dishonesty. Although we cannot determine the actual rates, these studies suggest that academic dishonesty is a chronic problem. Table 1 .Examples of cheating activities found in questionnaires and surveys Copied from another students exam Took an exam for someone else Purchased term papers and turned in as own work Copied materials without tooting Padded items on a bibliography Feigned illness to avoid a test Submitted same term paper to another class without permission Studied copy Of exam prior to taking make-up Gave another student answers during an exam Reviewed previous copies of an instructors test Used notes or books during exam when prohibited Reviewed a stolen copy of an exam Turned in a dry lab repo rt without doing the experiment Sabotaged someone elses work (on a disk, in a lab, etc. Failed to report grading errors Collaborated on homework or take-home exams when instructions called for independent ark Gave test questions to students in another class Shared answers during an exam by using a system of signals Developed a relationship with an instructor to get test information Plagiarism Studied tests or used term papers from fraternity or sorority files Engaged in bribery or blackmail Attempted to bias instructors grading after an exam Wrote term paper for another student Hired a ghostwriter Altered or forged an official university document 4 Why do students cheat? The causes of student cheating are complex. Common temptresses and competition two major factors that have been identified across enervation of students. Specifically, competition for admission into graduate schools, for scholarships, and for jobs after graduation are influences driving todays students to cheat. Some researchers believe students may be indifferent toward cheating because of a social climate of cheating by authority figures (parents, teachers, business executives, and government officials). Although many students admit that cheating is morally wrong, they rarely report another students cheating. Research indicates that some students view cheating as a legitimate means for getting ahead and coping w.. Stress, and this perception may be reinforced by minor or nonexistent sanctions for cheating. Researchers have also suggested that some students cheat because of ignorance, uncertainty, or confusion regarding what behaviors constitute dishonesty. For example, concepts such as collaboration, fair-use, and especially plagiarism, are routinely misunderstood by students. What kinds of students cheat and when? Some researchers advocate that cheating and other forms of deception involve complex interactions of situations and the individuals own unique characteristics and experiences. This may explain their difficulty in addressing why some students cheat and others do not. Frequently examined student background variables such as sex, intelligence, previous academic standing, academic major, anxiety, and fraternity membership have yielded inconsistent if endings.Instead, cheating seems to depend more on situational characteristics Of the classroom or institution such as exam seating arrangements, the relative importance of the exam, or the difficulty level of exams. Studies examining other situational factors, such as the use of sanctions, suggest that cheating is less likely to occur when there are threats of detection or sanc tions. Thus, administering multiple choice tests in large, inadequately proctored lecture halls or administering the same test to different classes, both situations where the chances of getting caught are minimal, increase the likelihood of cheating. 5 7 How does the faculty react?Although studies on faculty variables are limited, research to date reveals that despite concerns about student cheating, faculty rarely discuss rules on academic dishonesty in their classrooms. Research findings also indicate that faculty often bypass university policy and handle cheating incidents on an individual basis. Nuns (1984) reported 39 percent of the faculty surveyed at a large public university would report a cheating incident at the administrative level. Similar findings, reported by Shanghai (1982), revealed that of the 65 percent of students who were caught cheating, only 21 percent were referred to the campus judicial system.In examine inning actual compliance with university procedures, Kindred (1986) noted that Of the 60 percent Of faculty who observed cheating activities, 33 percent reported cheating incidents at the administrative level, but only 20 percent of those faculty actually complied tit university policy in the process of reporting. The following reasons have been cited to explain facultys reluctance to report academic dishonesty: Lack of knowledge of institutional procedures;21 Cases are difficult to prove; Sanctions are inappropriate for offense; and Fear of litigation. In addition, faculty may resist reporting a cheating incident if it is likely to damage the students reputation or career or reflect negatively on their teaching skills. Few studies have examined faculty alternatives to handling individual cheating cases. Results of one study indicated that common faculty options ere either to confront the student and lower the students grade or simply issue a warning. Most faculty indicated, however, that the nature and severity of the offense dictated how each case would be handled. How do institutions handle academic dishonesty cases? Three major issues affect the institutions role: how academic dishonesty is defined, how cases are assessed, and how cheating is monitored. Research study results have helped us gain insight on these issues. 6 Defining academic dishonesty.Colleges and universities vary in their methods of communicating standards and violations of academic onsets. Definitions vary across college campuses and may also differ among disciplines within institutions. However, most colleges include little information about academic dishonesty in their handbooks. Fast (1990) speculates that one reason for this omission is that obvious forms of cheating do not require description or elaboration. Interpreting the gray areas of cheating activities, such as recycling excerpts from ones own paper to use in other courses or determining what is fair-use of a tutor or resource person, however, has been a problem for both faculty and institutions.Problems with functions often lead to inconsistent application of penalties (ranging from reprimand to expulsion) leaving students confused about what specific activities constitute cheating or believing that less serious forms of cheating are acceptable. Fast submits that a comprehensive definition of cheating must, at minimum, cover several areas including the ethics of examinations, use of sources in papers and projects, writing assistance and other tutoring collection and reporting of data, use of academic resources, respect for the work of others, computer ethics, assistance to others, and adherence to academic regulations. Academic evaluation versus disciplinary procedures. Confusion also exists among administrators as to whether cheating should be treated as part of disciplinary misconduct procedures or in the context of academic evaluation. A preference for handling academic dishonesty as a disciplinary issue is growing since student due process is assured, thus reducing the likelihood of faculty liability. Disciplinary procedures also may be more effective than merely reducing a students grade, as students are unlikely to explain to parents, graduate schools, and employers that they achieve a failing grade for cheating. Faculty proctors versus honor codes. Evidence on the effectiveness of honor codes versus faculty or proctored monitoring systems in reducing the frequency or seriousness of cheating activities has been inconsistent. Honor codes, which are student monitored and under which exams are unprotected, typically require students to sign a pledge of academic integrity and report those in violation of the code. Codes appear to well at militar y and small schools because Of a shared allegiance to the school and values. How useful codes are at larger schools, with more diverse detent bodies, has caused considerable discussion. One recent article suggests that few institutions use Linton codes. According to McCabe (in press), however, there has been renewed interest in the honor code system. In his analyses of 31 institutions, McCabe found that those with honor codes had the lowest cheating rates. He also found a greater willingness by faculty to use established judicial procedures to prosecute cheating offenders.An increase in modified honor systems at larger institutions is being reported, as well as use of these codes within specified units, such as within colleges or disciplines. Conclusions and recommendations Cheating among college students remains a serious issue for educators. To ensure that it is neither ignored nor tolerated, institutions must take a proactive stance. They should consider the following issues and proposals: unclear definitions, vague policies, and poorly imp. Emended detection strategies may send messages to students that cheating is not serious enough to warrant enforcement of the institutions position against dishonesty. Universities must enforce a solid policy on academic dishonesty. A report sponsored by the National Association of Student PersonnelAdministrators, Issues and Perspectives on Academic Integrity (Gearing et al. , 1986) is a practical guide institutions can use to stimulate discussion of academic dishonesty on their campuses and subsequently develop policy. More researchers are saying grade penalties are no longer adequate and proposing stronger sanctions appropriate to the severity of the offense. The University of Maryland, for example, imposes a transcript notation called an EX grade penalty. Since punishment through grade reductions or expulsions may not reform behavior, institutions are advocating programs to specifically dress dishonest behavior, such as required counseling or attendance at a seminar about cheating. At the university of Maryland, the X notation can be removed from the transcript after one year if the student completes a seminar on academic integrity. 8 10 Students will not internalize ethical values if they believe faculty are apathetic or uninformed about the process of detecting and sanctioning offenders. Faculty must clearly understand institutional policies on academic dishonesty for students to understand what is appropriate and inappropriate behavior. Administrators must ensure clear policies and guidelines are in place to purport faculty. More research is needed to help faculty and institutions to handle dishonesty cases appropriately and effecti vely.

Greek Bailout Issue

The ongoing financial meltdown in Europe has influenced negatively the lives of Greeks. Many people have closed business due to inability to sustain them financially. The government on its part is facing many challenges ranging from internal economic instability to sustaining inter-governmental projects within Europe and in other parts of the world.Advertising We will write a custom essay sample on Greek Bailout Issue specifically for you for only $16.05 $11/page Learn More Above all, pressure is mounting on government to step up and intervene in order to restore normalcy as well as constancy in the financial system. In real sense, the government does not have enough funds to assist all crippling businesses within the state. A number of reasons are always considered before the state interferes with the economy. Greece is a great proponent of free market economy, popularly referred to as lazier faire. The state is weighing options before it takes correcti ve measures. A big problem is how and who to bail out because not all businesses are undergoing financial turmoil. In fact, some are doing very well since they are taking the advantage of high prices. Such businesses usually have low production costs; they are local firms that do not specialize in certain products. The government is really struggling to get into the matter; this is evidenced by its move to invite EU officials to assess the extent of the disaster. There is high possibility that the government will act after the EU officials are through with their mission. The EU on the other hand has noted that the Greek financial problems are not restricted to their local markets alone but a matter that affects the whole union. World Bank and other monetary regimes such as the International monetary fund are expected in Athens very soon to evaluate the current situation and advice relevant authorities on the way forward. The Greek government however is trying hard to restore its fin ancial grip by borrowing locally as it awaits foreign assistance. The government cannot sit back and watch the economy deteriorate even if it believes in the policy that the market is self-correcting and regulating. In case the economy collapses, the government stands to lose much because people will be laid off and many will evade payment of taxes. The government fears that in case the tragedy goes on, crime rates will definitely go up and more funds will be spent in containing crime and other effects of crime. Although the government is in need, its relations with other states cannot be compromised in any way. For instance, the state cannot bend low to other states by giving in to their demands and wishes in order to receive foreign aid.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is one reason why Greece is depending on the union since EU is a body that represents the interests of all members uniformly. No member within the union is powerful than the other even though in real terms some members are more influential. Conversely, regional blocs, such as the EU are known to contribute little to the welfare of states since they have little resources and inadequate work force to deal with problems. The EU operates as directed by the member states implying that there is no way it can function without approval from all states. Greek scholars are accusing unnecessary politics as solely responsible for delays in solving economic problems. The crisis has generated a new class of people in Europe. Many people go without some basic needs because their pockets cannot sustain them anymore. The scholars observe that the government needs to restructure to come up with an efficient bureaucracy. The citizens are taxed beyond their limits in order to cater for government services. Scholars observe that this is interfering with the social structure because some members of the society are forced to take up or perform roles that are not theirs. The government is forced to tax citizens heavily and drop important development projects to sustain a bloated government. Indeed, this are some of the demands the world monetary regimes will demand before cooperating in restoring the economy. The case of Kenya serves a living example. The Moi regime was forced to open up by adopting western capitalist model and drop some socialist policies. This demanded a lean and clean cabinet as well as giving freedoms to people. The ruling socialist party in Greece can be requested to adopt modern economic aspects and drop socialist ideas, especially the spirit of collectivism. Greek problems seem to be unending because the political climate at home is hostile such that the ruling party cannot come up with sound policies for solving the crisis. Local politicians are opposing the president’s move to formulate and implement long-term policies that can provide lasting solut ions to financial problems.Advertising We will write a custom essay sample on Greek Bailout Issue specifically for you for only $16.05 $11/page Learn More The ruling party is divided over the president’s idea, which has complicated the whole issue of bailout. Without state intervention, the costs of living can sky-scrap to a level that no citizens can withstand. The EU therefore should come to the rescue to Greek government to avoid more problems. Works Cited Bikhchandani, Hirshleifer. A theory of fads, fashions, custom, and cultural change as informational cascades. Journal of Political Economy 100.5 (1992):992-1026. Craig Burnside, Martin, Eichenbaum, and Sergio, Rebelo. Currency crisis models. New York: Prentice Hall, 2008.Print. DePamphilis, Donald. Mergers, Acquisitions, and Other Restructuring Activities. New York: Elsevier, Academic Press. p. 740, 2008. Dwyer, Gerald. The financial crisis of 2008 in fixed-income markets. Journal of Interna tional Money, and Finance 28, 2008:1-5. Fleuriet, Michel. Investment Banking Explained: An Insider’s Guide to the Industry. New York, NY: Mc Graw-Hill. 2008. Print. Funnell, Warwick. In government, we trust: Market failure and the delusions of privatization. Sydney: University of New South Wales Press, 2009Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Kindleberger, Charles and Aliber, Robert. Manias, panics, and crashes: A history of financial crises. 5 Edn. New York: Wiley, 2005. Kolb, Robert. Lessons from the financial crisis: Causes, consequences, and our economic future. New York: Wiley, 2010. Kothari, Vinay. Executive greed: Examining business failures that contributed to the economic crisis. New York: Palgrave Macmillan, 2010. Norris, Floyd. â€Å"Crisis Is Over, but Where’s the Fix?† New York Times, 2011. Peter, Garber. Famous first bubbles: The fundamentals of early manias. Michigan: IT Press, 2001, Robert, Shiller. The subprime solution: How today is global financial crisis happened, and what to do about it. New York: Princeton University Press, 2008.Print. Rosenbaum, Joshua and Joshua, Pearl. Investment Banking: Valuation, Leveraged Buyouts, and Mergers Acquisitions. Hoboken, NJ: John Wiley Sons. 2009. Print. Roubini, Mihm. Crisis economics: A crash course in the future of finance. New Jersey: Wiley, 201 0.Print. Smith, Helena. Greek despair over further cuts sees suicide and crime rates on the rise. Guardian UK. 2011. Web. Stowell, David. An Introduction to Investment Banks, Hedge Funds, and Private Equity: The New Paradigm. Academic Press, 2010. Print. This essay on Greek Bailout Issue was written and submitted by user Sunset Bain to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Wordiness and Redundancy in SAT Writing Questions

Wordiness and Redundancy in SAT Writing Questions SAT / ACT Prep Online Guides and Tips A general rule to follow when answering SAT Writing questions is that the given sentence should be written in the most concise grammatically correct way. Often, especially in sentence improvement questions, the error in a sentence is only that the sentence is too wordy. Similarly, sometimes specific words in a sentence can be eliminated because they are superfluous. Wordiness and redundancy are common errors on the SAT Writing section, and I will be explaining how to identify and correct these errors. In this post, I'll do the following: Explain wordiness. Explain redundancy. Show how wordiness and redundancy are tested on the SAT. Give real SAT examples. Provide practice problems to test you on what you've learned. Wordiness on the SAT For SAT purposes, wordiness means that a sentence can be shortened without creating a grammatical error. Concise writing is better writing. Wordy sentences force the reader to navigate through complex phrases to try to figure out the point. Concise sentences are much easier to understand. On the SAT, wordiness is a common problem on the sentence improvement subsection. The correct answer will always be the most concise grammatically correct choice. Sentence improvement questions often repeat the same phrases that signal a wordiness error. Common Wordiness Errors and Corrections Here are phrases that often appear on the SAT Writing section in their wordy and concise versions. The concise options are not only shorter but also substituting the wordy options for the concise options makes the sentence read better. Here is an example of a sentence with a wordy phrase: Being that she was driven to succeed as a writer, Joyce studied great authors. This is the corrected version of the same sentence: Because she was driven to succeed as a writer, Joyce studied great authors. Relying on your ear to determine what "sounds right" can help with wordiness questions. However, following the rule that the shorter grammatically correct sentence is right will always enable you to correctly answer wordiness questions. This is another example of a sentence with a wordy phrase: In spite of him being the youngest one in the kindergarten class, he was the tallest. Here is the sentence after we substitute the concise phrase: Although he was the youngest one in the kindergarten class, he was the tallest. In addition to the common wordy phrases, gerunds also tend to signal wordiness errors on the SAT Gerunds Tend to Create Wordiness Errors Gerunds are verbs that function as nouns and end in "ing". Examples of gerunds include playing, jumping, and singing. Keep in mind that not all "ing" words are gerunds. Participles, verbs that act as adjectives, can end in "ing", too. Check out this example of a sentence with a participle that ends in "ing": Returning home tomorrow, Ignacio is excited to see his parents. "Returning" is a participle that modifies the noun "Ignacio". Now that we know the difference between a gerund and a participle, let's see how gerunds create wordiness errors. Take a look at this example of a wordy sentence with a gerund: Every year, tens of thousands of students apply to the most selective colleges, with the gaining of admission to these schools being their goal. The gerunds in the sentence are "gaining" and "being". To fix the wordiness error, we have to make the phrase "with the gaining of admission to these schools being their goal" more concise. Here is the corrected version of the sentence: Every year, tens of thousands of students apply to the most selective colleges in order to gain admission to these schools. There are multiple ways to correct the original sentence, but you should know that the corrected version is a better sentence. Why? It is more concise and it is grammatically correct. That's the recipe for a right answer in the sentence improvement subsection. Gerunds often signal a wordiness error, but how should you fix a wordy sentence with a gerund? When Possible, Replace a Gerund with a Noun or Pronoun and a Verb Typically, you should replace a gerund with a noun or pronoun and a verb in wordy sentences. Look at this wordy sentence with a gerund: Justin is a huge fan of gymnastics because of itbeing a sport that combines artistry, athleticism, strength, and acrobatics. The gerund in the sentence is "being". To fix the wordy sentence, let's replace the gerund with a pronoun and a verb: Justin is a huge fan of gymnastics because it is a sport that combines artistry, athleticism, strength, and acrobatics. The gerund "being" was replaced by the pronoun "it" and the verb "is". The corrected version should read better to you and it is a more concise sentence. While gerunds often signal a wordy sentence, keep in mind that gerunds should be used in certain instances. Correct Uses of Gerunds Gerunds can be used correctly in certain idioms, to maintain parallel structure, or to indicate a way or method of doing something. This is an example of a sentence with a gerund being used to indicate a method of doing something: I got a perfect score on the SAT by following the advice in the PrepScholar article about how to get a 2400. The gerund is used to reveal how I got a perfect score. Let's consolidate the information about wordiness into a strategy for correctly answering wordiness questions on the SAT. Strategy for Wordiness Questions Always choose the answer that is the most concise grammatically correct sentence. Substitute the concise versions of wordy phrases. Replace gerunds with nouns (or pronouns) and verbs, when possible. If you see a gerund in a sentence, make sure it is being used correctly. Try to employ these tips on questions that appeared on the SAT Writing section. Real SAT Writing Examples See if you can find the correct answer on this wordiness question from a real SAT. Explanation:Here, the phrase â€Å"of believing that the ship was unsinkable† is the reason why people were unprepared for the sinking of the Titanic. Even if the underlined phrase sounds fine to you, we want to see if we can make the sentence more concise without creating a grammatical error. You should have noticed the gerund â€Å"believing†. Let’s try to replace the gerund with a noun or pronoun + a verb. Who believed the ship was unsinkable? The people. They believed that. So, answer choices C and D are the only ones that change the gerund to the noun + verb form. However, in answer choice D, after â€Å"they believed†, the phrase â€Å"the unsinkable nature of the ship† is more wordy than the phrase after â€Å"they believed† in choice C, â€Å"that the ship was unsinkable†. Because we want the most concise grammatically correct version of the sentence, the answer is C. Here's another example for you. Explanation: Again, the phrase may not appear to have a grammatical error, but you should pick the most concise grammatically correct version of the underlined phrase. You should notice the gerund â€Å"revealing†. Can we change the gerund to the noun (or pronoun) + VERB form? Look at the answer choices. We can. The phrase â€Å"because of supposedly revealing† can be changed to â€Å"because it was supposed to reveal†. The pronoun â€Å"it† refers to celadon porcelain. There is no grammatical error in choice E and that version is more concise than the original. The correct answer is E. Now, let's take a look at a similar type of error: redundancy Redundancy Redundancy means using a word or phrase that repeats what is already stated or implied in the sentence. Here is an example of a sentence with a redundancy error: Margaret participates in an annual marathon to raise money for ulcerative colitis each year. The word "annual" means that the marathon takes place every year. Therefore, the phrase "each year" is redundant and unnecessary. So, how is redundancy tested on the SAT? Redundancy on the SAT On SAT redundancy questions, typically a phrase is added that is unnecessary given other words/phrases in the sentence. Take a look at this example: Because the speaker was not using a microphone, his voice was inaudible and could not be heard. The word "inaudible" means could not be heard. Therefore, the phrase "and could not be heard" is unnecessary. This is the corrected version of the sentence: Because the speaker was not using a microphone, his voice was inaudible. Just like in our discussion of wordiness, the most concise grammatically correct sentence is the right answer. Here are some tips to help you correctly answer redundancy questions. Strategy Make sure that all underlined words and phrases are necessary for the sentence to maintain its meaning. Check to see that underlined phrases or words don't reiterate what has already been said. Employ these strategies to tackle actual SAT redundancy questions. Real SAT Writing Example This is a redundancy question taken from a real SAT. Explanation:So, this question would be difficult if you didn’t know the definition of â€Å"imminent†. There is nothing grammatically wrong in the underlined phrase. However, the word â€Å"imminent† means something is likely to happen. So, is there a way to maintain the meaning of â€Å"was imminent and could happen in the future† and make the sentence more concise? Yes. Something that could happen in the future could be imminent. The phrase â€Å"might be imminent† means the same thing as the underlined phrase and is expressed much more succinctly. Therefore, the right answer is E. Again, you always want to choose the most concise grammatically correct answer. Here's some helpful information to help you solve both wordiness and redundancy questions. General SAT Writing Strategies for Wordiness and Redundancy #1: Identify Common Wordy Phrases that are Underlined If you see a commonly used wordy phrase underlined in the sentence improvement subsection, replace the phrase with the concise version of the phrase. #2: Make Sure that Gerunds are Being Used Correctly Gerunds often signal a wordiness error. If a gerund is underlined, make sure that the gerund cannot be replaced with the noun + verb formation. #3: Verify that Underlined Words/Phrases are not Redundant If a phrase is merely providing the definition of an adjective in the sentence, then that phrase is redundant and should be eliminated from the sentence. #4: The Most Concise Grammatically Correct Answer Choice is the Right Answer This is the basic rule that should guide you when answering sentence improvement questions. If a sentence does not have an identifiable grammar error, then make sure that the sentence cannot be written more concisely. Apply these strategies to some realistic practice questions that I created for you. Additional SAT Writing Practice Questions 1. Psychologists do not agree about what is the definition of happiness and how to measure it. A. what is the definition of happiness and how to measure it. B. how to define and measure happiness. C. how to define happiness, and also its measurement. D. the definition of happiness and measuring it. E. defining happiness as well as measurement. 2. Even though she had just recovered from a severe bout of influenza, Julie did not want to miss her upcoming basketball game because of her being an extremely competitive athlete. A. because of her being an extremely competitive athlete. B. because of her being an extreme competitive athlete. C. when she is being an extremely competitive athlete. D. because she is an extremely competitive athlete. E. in spite of her being an extremely competitive athlete. 3. John told his parents that he hit his little brother inadvertently and did not do so intentionally. A. inadvertently and did not do so intentionally. B. inadvertently and not doing so intentionally. C. inadvertently. D. not intentionally and inadvertently. E. inadvertently and not done so intentionally. 4. Because Joel works such tremendously long hours is the reason why he is unable to see his friends as often as he would like. A. Because Joel works such tremendously long hours is the reason why B. Because Joel works such tremendously long hours, C. Being that Joel work such tremendously long hours is the reason why D. Joel works such tremendously long hours because the reason why E. Being that Joel worked such tremendously long hours; Answers: 1. B, 2. D, 3. C, 4. B What's Next Now that you understand wordiness and redundancy on SAT Writing, you should continue to master the other grammar rules that appear on the test. Check out these articles on parallel structure, subject-verb agreement, and pronoun agreement.

The New Professional Discipline of Ethnography Essay

The New Professional Discipline of Ethnography - Essay Example The idea is to come up with a scientific description of the people being studied and give any outside observers a very good idea of how a society had developed over generations, creating its own culture. Ethnography used to be a sub-specialty of anthropology which in turn is the study or the science of the origins, biological characteristics, cultural development and the social customs or beliefs of mankind. However, ethnography is a much more narrowly-focused study of unique cultures and is now recognized as a separate discipline by itself. The aims of ethnography are to come up with interesting or unusual explanations of some observed behaviors and phenomena among the people being studied. It is an intensive type of fieldwork that requires immersion in the culture or society that is studied, by spending weeks, months or even years among the people. This paper discusses the rationale for the study of the Nuer people of Africa, a primitive society but which has endured over the years, in ways similar to biblical tribes. Some theoretical questions that can be asked for this particular study are what are the benefits, insights or expectations of studying these people who seem to belong to the early era of human history? Is a study like this not a waste of time, when it seems to be going backward instead of forward? The Nuer people consists of several tribes, numbering close to 900,000 persons living in the areas of South Sudan and western parts of Ethiopia. Their main source of livelihood is cattle raising, although they rarely eat beef except on some special occasions but maintain cattle herds chiefly as a milk source for them. The word Nuer means â€Å"original people† and they belong to the same ethnic group as the Dinka and Atwot (the two other main tribes living in this region) which speak the same uniform Nilotic language, with no discernible or observable dialects. The reason why they own cattle is largely cultural, in the sense it determines the political  hierarchy or social standing of Nuer men, based on the quantity and quality of the cattle herd he has.

Construction planning Essay Example | Topics and Well Written Essays - 3500 words

Construction planning - Essay Example The SHE provisions or specifications outlined for the project seek to reduce or eliminate and mitigate incidents, injuries and environmental harm at the construction site. The project relies on expertise in environmental management, system design and innovation in evaluating and reducing the environmental impacts of all its phases; initiation, implementation, monitoring, evaluation and operationalisation. The envisaged solutions are suggested to increase the project’s market stability and guarantee sustainable benefits. The compliance of each stage of the project life cycle, starting with planning, will adhere to the set SHE standards. The on-site and off-site planning of project deliverables will have to be aligned with specific regulatory standards and requests. The standards cover dangerous substances traceability, recyclability of materials, supply-chain assessment, and obsolescence and substitution management. The planning must also consider environmental concerns and engage in long-term sustainable strategies, based on life cycle thinking (LCT). Through this approach, the planners will adopt a broader view of the project’s successful implementation, opportunities, viability and sustainability. The objectives set at the planning phase and the strategies and resources by which they will be achieved will also consider and address the SHE standards. The project will seek expert assistance in the implementation of the project and use astute management strategies to achieve sustainability, performance and reduce project risks. At the implementation phase, a checklist and design specification will be outlined and communication with all stakeholders managed properly. In addition, sustainable supply processes and implementation activities will be used. Equally important at this phase will be the integration of multisite and transnational

MR4 Assignment Example | Topics and Well Written Essays - 250 words

MR4 - Assignment Example VoIP system has the huge potential to provide call quality as well as reliability as compared to other competitor who generally offer the service of landline calls or mobile phone (Moran). VoIP or Voice over IP provides a lot of benefits over typical telephony, since they normally provide great reduction in cost, less complication and extra highly developed features of communication. The most prominent benefit of VoIP technology is the prospective planned for savings the costs of telecommunications. The traditional and ancient phone services used for business can be quite costly as we take into account the cost of numerous phone lines, extra charges planned for some specific features similar to three-way or conference calling, as well as the details that the majority telephone service provider’s use to bill business calls during a minute. So VoIP allows us to efficiently make our voice calls all through the similar data network that we generally use for every day applications like Web access as well as e-mail, thus greatly confiscating the cost of dedicated voice lines (Moran). The Kaestners company provides a free online test to facilitate and verify the appropriateness of Internet connection designed by considering VoIP. It estimates how many concurrent VoIP calls our network might be possible to hold through measuring its bandwidth of both directions (which may be significantly less than the raw upload bandwidth of network) as well as latency. With the implementation of this technology we are able to provide a better support for the enhanced business administration and efficient working support (Moran). Moran, Joseph. "VoIP: A Primer for Small Business." 16 November 2005. SmallBusinessComputing.com. 27 September 2010

The Relationship Between History And Geography Education Essay

The Relationship Between History And Geography Education Essay Whilst geography and history are two discrete subjects within the National Curriculum (1999), Martin (2002) believes that it is possible to identify areas of similarity between them from looking at the importance of history and geography statements. Moreover, she points out that there are links between history and geography through the knowledge and understanding, skills, concepts and values and attitudes and therefore it is possible to incorporate cross-curricular links when teaching the subjects. However, before these links are explored it is important to provide an overview of both subjects in their own right. Cooper et al (2006) state that geography is fundamental to childrens understanding of the world they live in. They highlight that geography allows children to study people and develop a sense of place. Furthermore, they point out that geography fosters childrens appreciation of the environment and helps them to understand why sustainability is important. Similarly, Catling and Willy (2009) suggest that primary geography allows children to develop a curiosity about the world through exploring people and the environment. In the Importance of Geography statement the Department for Education and Employment (DfEE) (1999) emphasise that geography allows children to question the natural and human influences within the world and the statement draws upon the importance of using enquiry skills. The importance of geography as an enquiry subject is evident in the organisation of the geography National Curriculum. The National Curriculum (1999) for geography is divided into two sections; the knowledge, skills and understanding and the breadth of study. The knowledge, skills and understanding children acquire fall into four aspects: geographical enquiry and skills, knowledge and understanding of places, patterns and processes and environmental change and sustainable development. The breadth of study specifies the localities through which children are taught the four aspects The National Curriculum (1999) for history incorporates two areas, knowledge, skills and understanding and breadth of study. The knowledge, skills and understanding identify the key concepts including chronological understanding, historical interpretation and enquiry. O Hara and O Hara (2001) argue that history is an important subject because history is not only about what happened in the past. They state its about why we are who we are and about whats next (p.9) and therefore history contributes to childrens social and cultural development. Moreover, Cooper (2006) emphasises the value of history within the curriculum. She suggests that history is an enquiry based subject that allows children to develop an understanding of the past through interpreting evidence from sources. The skill of enquiry is evident in the importance of history statement where the DfEE (1999) point out that history should encourage children to weigh up evidence to reach conclusions. Rowley and Cooper (2009) highlight the benefits of cross-curricular teaching and integration of subjects. They argue that finding links between history and geography makes learning relevant to children and offers a stimulating way to learn across inter-connected topics. They believe that crossing subject boundaries encourages children to improve their enquiry skills and show initiative. Moreover, Barnes (2007) advocates that teachers can make curriculum expectations meaningful for children through cross-curricular planning. He argues that when subjects are integrated children can apply the knowledge, understanding and skills they acquire in one subject to another. Similarly, the Independent Review of the Primary curriculum carried out by Rose (2009) advocates the importance of cross-curricular teaching to enhance childrens learning. The review states that subjects should be reformed into areas of learning with geography and history coming under the area of historical, geographical an d social understanding. Kimber et al (1995) argue that geography and history should allow children to develop positive attitudes and values of the world they live in. Martin (2002) builds upon this arguing that both subjects encompass common attitudes and values. She believes that these attitudes and values allow children to think about their rights and responsibilities in their immediate environment and the world, whilst developing an awareness of alternative viewpoints. Moreover, she points out that through studying geography and history children develop a respect of different lifestyles and cultures both in the past and at present. Martin (2002) states that the knowledge and understanding of history and geography can be linked because both subjects focus on people in different places, at different times. This is supported by the Qualifications and Curriculum Authority (2000) who found that the knowledge and understanding acquired in geography can be used in history. Whilst on school experience I was able to use the topic of ancient Egypt to develop childrens knowledge and understanding in both history and geography. Although ancient Egypt is an option under the world history study in the history National Curriculum (1999), I integrated geographical elements by looking at the River Nile. This is because the River Nile has a deeply geographical focus within a historical context. This enabled the children to consider the connections between rivers, farming and industry whilst looking at the significance of the River Nile in providing food and trade for Egyptians. On this occasion the geographical understanding abo ut rivers helped children to understand Egyptian history. Hoodless (2009) argues that there is a similarity between the skills children are expected to acquire in history and geography. This is further emphasised by Catling (2006) who points out that both subjects incorporate enquiry skills where children have the opportunity to ask questions, observe, record information and interpret evidence. These enquiry skills are reflected in the National Curriculum (1999) for history (historical enquiry 4.a, 4.b) and for geography (geographical enquiry and skills 1.a-1.e). Fraser and Donert (1996) and Hoodless (2009) argue that one way enquiry skills can be developed in the subjects is through examining a local area from a historical and geographical perspective. Moreover, Foley and Kanikoun (1996) suggest that a starting point for a local area enquiry study is to introduce key questions that children will find out the answer to. These enquiry questions include what is the place like? (p.11) which demonstrates a geographical focus for the enquiry and what was the place like in the past? (p.11) which emphasises the historical focus for the enquiry. Catling (2006) argues that in order for children to improve their knowledge of what a local area is currently like and what it was like in the past, they should collect evidence through field work, photographs and maps. He highlights that through an enquiry children will have ideas about why an area develops and how it has come to be like it is (p.14). Although I have not had the opportunity to use a local ar ea enquiry study in school, the humanities local area enquiry project gave me an in-depth understanding of how to plan a unit of work where children can see how the past has impacted on a present locality. Through exploring a range of primary and secondary sources and carrying out field work within my own enquiry I looked at the area from a geographical and historical perspective. Turner-Bisset (2005) suggests that a good way to engage in a local area study is by using historical maps. This idea is evident in a sample cross-curricular history and geography local area unit by Hoodless (2009). He suggests historical maps can be used to find out what the area was like at a particular time in the past. This lesson incorporates the geographical skill of interpreting maps (geographical enquiry and skills 2.c) as well as the historical skill of interpreting sources (historical interpretation 3 and historical enquiry 4.b) and therefore the link between skills in both subjects is evident. However, maps do not only provide a link between historical and geographical skills, Disney and Hammond (2002) argue that maps can highlight links between the concepts in both subjects. When considering the change of a local area they suggest that teachers should use new and historical maps which illustrate similarities and differences in a local area. For example they explain that a map which shows an area before the introduction of the railway and a map that shows the area after the introduction of the railway supports childrens development of the concept of change. They argue that this is because children can see for themselves the significant changes that have occurred in the area. On school experience I was able to develop the childrens concept of change within a cross-curricular geography and history lesson. However, instead of maps I used a range of photographs of the city of London from Victorian Britain until today. This enabled the children to use their interpretation skill s to decide how London has changed and how it is still changing. Martin (2002) further highlights that history and geography can be linked through the concepts of each subject. She points out that there are overlaps through the key concepts of change, chronology and similarity and difference. It is evident in the National Curriculum (1999) that the concept of change appears in both geography and history. In the National Curriculum (1999) for geography children are required to recognise how and why places change (knowledge and understanding of places 3.e) and in history children consider changes within and across different periods studied (knowledge and understanding events, people and changes in the past 2.d). However, whilst the over arching concept of change can take different forms in the two subjects, Hoodless (2009) argues that the concept of change can also be developed in a geographical and historical perspective through exploring the changes in a local area, discussed previously. It is important to highlight how the links between both subjects can impact on the whole school curriculum. Owen and Ryan (2001) argue that a school must produce long term plans that meet the statutory requirements of the National Curriculum (2000). This is further emphasised by the Nuffield Association (2009) who highlight that long term plans allow the school to map out the curriculum. Despite a schools long term plans, Knight (1993) states that an integrated curriculum will only be of value if it is based upon a whole school approach. He argues that a long term commitment to effective integration requires collaboration and agreement amongst a schools staff and shared ways of working (p.125). From looking at the long term planning in school it was clear to see that the cross-curricular links between history and geography were clearly planned. Although the management were wholly responsible for the plans, both the history and geography co-ordinators input was required to ensure that the links between subjects were evident and not left to happen by chance within a lesson. The whole school approach to cross-curricular learning outlined in the long term plans ensured consistency and progression in terms of knowledge, understanding and skills within history and geography. Moreover, the whole school integrated curriculum meant that the teachers did not feel pressured to teach every subject discretely thus freeing up the timetable, an issue acknowledged by Rose (2009). There are also implications for the teacher making links between the subjects and it will be important to consider these implications in my own teaching. Knight (1993) states that cross-curricular learning in history and geography depends on realistic integration (p.125) and he states that teacher must be secure in their own subject knowledge of both subjects to recognise real links. Moreover, Turner-Bisset (2000) and The Nuffield Foundation (2009) warn that cross-curricular learning is unsuccessful when links between subjects are forced or tenuous links are made. Turner-Bisset (2000) suggests that teachers should choose areas where the links are natural and not contrived because without these genuine links it is not possible for teachers to measure childrens progress of learning in either subject. Over my three school experiences I have seen strong examples of cross-curricular geography and history teaching such as integrating the impact of the water supply into Victorian Britain. However, Rowley and Cooper (2009) argue that cross-curricular planning raises issues for teachers because the links between subjects are based solely on their perceptions, there is no guarantee the connections between subjects will be made explicit to the children, nor will the connections make sense to the children. In order for children to understand their learning across subjects, Hoodless (2009) highlights that clear objectives are needed for both subjects and these objectives should be included in short term plans. Whilst on school experience it became apparent to me the lack of resources available to support integrated history and geography lessons. When planning a unit around Victorian London, I was required to produce my own resources. This involved visiting the archives at the Museum of London to collect photographs of the city of London in the Victorian era, as well as taking a trip into the central London to take photographs of the city. Although these resources were a beneficial aid to support childrens learning, a great deal of time was spent collecting and putting the resources together. Knight (1993) acknowledges the lack of good quality resources to enable successful integration. He argues that this puts a burden upon teachers to produce resources.