Gideon Mantell - Profile of the Famous Paleontologist

Gideon Mantell - Profile of the Famous Paleontologist Name: Gideon Mantell Born/Died: 1790-1852 Nationality: British Dinosaurs Named: Iguanodon, Hylaeosaurus About Gideon Mantell Trained as an obstetrician, Gideon Mantell was inspired to hunt for fossils by the example of Mary Anning (who unearthed the remains of an ichthyosaur in 1811, on the English coast). In 1822, Mantell (or his wife; the details are murky on this point) discovered strange, giant teeth in the county of Sussex. Intrigued, Mantell showed the teeth to various authorities, one of whom, Georges Cuvier, initially dismissed them as belonging to a rhinoceros. Shortly thereafter, it was established beyond any dispute that the teeth were left by an ancient reptile, which Gideon named Iguanodonthe first example in history of a dinosaur fossil being discovered, analyzed, and assigned a specific genus. Although hes best known for Iguanodon (which he initially wanted to name Iguanasaurus), Mantell specialized in Englands late Cretaceous fossil deposits, which yielded the remains of numerous (non-dinosaur) animals and plants. In fact, one of his limited-edition books, The Geology of Sussex, received a terse bit of fan mail from none other thank King George IV: His majesty is pleased to command that his name should be placed at the head of the subscription list for four copies. Sadly for Mantell, after his discovery of Iguanodon, the rest of his life was anticlimactic: in 1838, he was forced by poverty to sell his fossil collection to the British Museum, and after a long illness he committed suicide in 1852. Weirdly, one of Mantells paleontological rivals, Richard Owen, got hold of Mantells pickled spine after his death and displayed it in his museum! (Owenthe coiner of the word dinosaur who never gave Mantell the credit he deservedis also believed to have written an anonymous, damning obituary of Mantell after the latters death, which didnt prevent a future paleontologist from naming a genus in his honor, Mantellisaurus.)

[WATCH] Why millennials need to find their passion

[WATCH] Why millennials need to find their passion As the head of the Henry Ford Museum, Patricia Mooridian knows a thing or two about American history. And from that knowledge, she derives inspiration for her own professional life. She knows that America is a land of innovation, a place where no problem is too big to solve. Watch her explain how she harnesses this can-do attitude in her everyday life, and how you can too. Source:[DailyFuel]

Cross Cultural Differences Essay Example | Topics and Well Written Essays - 1000 words

Cross Cultural Differences - Essay Example Likewise, the arranging style of the Chinese individuals is exceptionally persuasive and it keeps going longer than that of the U.s. so persistence, for this situation, is an ethical news. Then again, the Chinese executives are likewise all the more ready to bargain so it's paramount to stay firm in the event that you feel determinedly about something in the arranging stage. (Lenard, 2006) In our promoting methodology, we must be ready to have tolerance when in the gatherings, stamina and diligence, and trustworthiness and honesty. A sample of this would be welcoming the Chinese to lunch. This straightforward signal could be creating an impression in regards to the arrangements that are going on. At the point when showcasing in China we will additionally need to take a gander at the promotion area. The notices in China are exceptionally unpredictable and socially mindful. Color inclination likewise exists in the West with red and white being certain and dark negative. (Lenard, 2006) Rendering an items' name in Chinese might be trying also because of the Chinese characters can sound diversely when professed in diverse tongues, and could be hostile if utilized off base. The story of Coca-Cola's endeavors to name its item in Chinese gives an enlightening sample. At the point when the organization initially entered the Chinese showcase in 1928, Coke authorities started hunting down a mixture of Chinese characters which seemed like "Coca-Cola", however, had a positive significance. (Lenard, 2006)

Pragmatic War Mod 5 Disc 2 Essay Example | Topics and Well Written Essays - 500 words

Pragmatic War Mod 5 Disc 2 - Essay Example The election was followed the immediate secession of South Carolina on December 20, 1860. Other states that had the same perception of Carolina followed suit and these included Alabama, Florida, Georgia, Louisiana, Mississippi and Texas (James M. McPherson, 2009). The American’s perceptions at the time of the civil war were different as compared to what they think today. This is because the effects of the civil war made them change their minds about what is democracy and what is not. As much as the north wanted to free the slaves and end slavery, Lincoln had to go against democracy in order to succeed in his mission. The rights and freedoms of individuals and the press were suspended in order win the civil war. Democracy at that time was seen as an impediment to the success of this mission. The impact of suppressing democracy was both positive and negative as it led to the end of the slave trade which was positive but the rights and freedoms of individuals were neglected. After the war people began to advocate for democracy as lack of it had led to the suffering of many people (James M. McPherson, 2009). The impact was lasting as is evident today. There are many things that changed in the American way of life and have continued to promote democracy. America has been on the fore front advocating for the abolition of all forms of slave trade and campaigning for the respect of all humans. It has also gone way ahead by trying to advocate for democracy in foreign nations and this has been part of its foreign policies. There are established systems in the United States that promote citizen participation, the constitution recognizes the importance of freedom and therefore it has been extended from the human freedom to other areas including the press. Democracy at times is not also seen as good because some institutions till discriminate people, there is no equity and

Agriculture in India Essay Essay Example for Free

Agriculture in India Essay Essay India ranks second worldwide in farm output. Agriculture and allied sectors like forestry, logging and fishing accounted for 18.6% of the GDP in 2005, employed 60% of the total workforce[7] and despite a steady decline of its share in the GDP, is still the largest economic sector and plays a significant role in the overall socio-economic development of India. Yields per unit area of all crops have grown since 1950, due to the special emphasis placed on agriculture in the five-year plans and steady improvements in irrigation, technology, application of modern agricultural practices and provision of agricultural credit and subsidies since the green revolution. [citation needed] India is the largest producer in the world of milk, cashew nuts, coconuts, tea, ginger, turmeric and black pepper.[8] It also has the worlds largest cattle population (193 million).[9] It is the second largest producer of wheat, rice, sugar, groundnut and inland fish.[10] It is the third largest producer of tobacco.[10] India accounts for 10% of the world fruit production with first rank in the production of banana and sapota.[10] The required level of investment for the development of marketing, storage and cold storage infrastructure is estimated to be huge. The government has implemented various schemes to raise investment in marketing infrastructure. Among these schemes are Construction of Rural Go downs, Market Research and Information Network, and Development / Strengthening of Agricultural Marketing Infrastructure, Grading and Standardization.[11] Main problems in the agricultural sector, as listed by the World Bank, are:[12] * Indias large agricultural subsidies are hampering productivity-enhancing investment. * Overregulation of agriculture has increased costs, price risks and uncertainty. * Government interventions in labour, land, and credit markets. * Inadequate infrastructure and services. Research and development The Indian Agricultural Research Institute (IARI), established in 1905, was responsible for the research leading to the Indian Green Revolution of the 1970s. The Indian Council of Agricultural Research (ICAR) is the apex body in kundiure and related allied fields, including research and education.[13] The Union Minister of Agriculture is the President of the ICAR. The Indian Agricultural Statistics Research Institute develops new techniques for the design of agricultural experiments, analyses data in agriculture, and specializes in statistical techniques for animal and plant breeding. Prof. M.S. Swaminathan is known as Father of the Green Revolution and heads the MS Swaminathan Research Foundation.[14] He is known for his advocacy of environmentally sustainable agriculture and sustainable food security.

Gerard Manley Hopkins (1844â€89). Poems 1918, Spring and Fall: To a young child :: essays research papers fc

Gerard Manley Hopkins (1844–89). Poems 1918, Spring and Fall: To a young child Mà RGARÉT, à ¡re you grà ­eving Over Goldengrove unleaving? Leà ¡ves, là ­ke the things of man, you With your fresh thoughts care for, can you? à h! à ¡s the heart grows older 5 It will come to such sights colder By and by, nor spare a sigh Though worlds of wanwood leafmeal lie; And yet you wà ­ll weep and know why. Now no matter, child, the name: 10 Sà ³rrow’s sprà ­ngs à ¡re the same. Nor mouth had, no nor mind, expressed What heart heard of, ghost guessed: It à ­s the blight man was born for, It is Margaret you mourn for. Gerard Manley Hopkins was an innovator whose poetry was not published until decades after his death. Hopkins was born in Stratford, Essex, which is near London. He attended Balliol College, University of Oxford. While attending the university, Hopkins was sporadically occupied with verse writing. His passion for religion becomes clearly evident during this time through his poems. His poems revealed a very Catholic character, most of them being abortive, the beginnings of things, ruins and wrecks, as he called them. (Gardner 6) In 1866, he converted to Roman Catholicism, during the Oxford movement. John Henry Newman received him into the Roman Catholic Church. He left Oxford to become a priest, and entered the Jesuit Order in 1868. This is the time when Gerard Manley Hopkins presented a conflict of a man torn between two vocations, religion and the aesthetic world. He also presented a heroic struggle of a man who was so dedicated to one profession that he deliberately sacrificed anoth er profession based on the belief that God willed it to be so. Hopkins is well known for his creation of the term inscape. Inscape can be considered as an individual distinctive beauty. The sensation of inscape, any vivid mental image, is known as instress. (Gardner 11) For Hopkins, inscape was more than sensory impression. It was an insight; by Divine grace into an ultimate reality by seeing the pattern, air, and melody as it were God’s side. (Gardner 27) In "Spring and Fall", Hopkins demonstrates a separation between humanity and nature and a separation between humanity and God. His use of imagery and his sympathetic tone allows the readers to make both distinctions and similarities between adult and child, nature and man, and conscious and intuitive knowledge. The poem is addressed to a child.

Difference Between Men And Women

For centuries, the differences between men and women were socially defined through a lens of sexism, in which men assumed to be superior over women. The vision of equality between the sexes has narrowed the possibilities for discovery of what truly exists within a man and women. The world would be less interesting when everything is the same. Today none of us would argue that men and women are physically different, but they differ emotionally, and mentally. The physical differences are rather obvious and most of these can be seen and easily measured such as Weight, shape, and size.There are many physical differences that are not noticeable. Men are 3o percent stronger especially in upper body strength. On the other hand, women have greater body fat percentages because women have children. No matter how strong men are they will never be able to handle child birth. Men build muscle easily, they have thicker oilier skin, they bruise less easily, and have a lower ability of injuries to t heir extremities. Men and women have different hormone levels such as testosterone, while women have a higher concentration of estrogens.Testosterone is a male sex hormone that is important for sexual and reproductive development. Estrogen is a hormone in women that shapes the characteristic of the body. I can go on and on with many physical differences but lastly men have larger hearts, brains, and lungs. Since their hearts are bigger that means that they are filled with love, care and affection. Their brains are 11-12 percent bigger than women’s so this should mean that they are the smartest creatures ever. Even though they have big hearts and a bigger brain sadly it has nothing to do with intelligence or their emotions.It is for producing more red blood cells because of their muscle mass. Emotionally men and women have a significant difference. I am not a man so I cannot speak for men when I say that men need trust. A man feels trusted when a woman’s attitude is ope n, to trust a man is to believe in his abilities and intentions. Women needs caring, when a man shows interest in a woman’s feelings she feels loved and cared for and becomes more open. Men needs acceptance, men are not very comfortable of being changed. If a woman lovingly receives a man without trying to change him he feels accepted.Women need understanding, when a man listens without judgment, but with empathy she feels heard and understood. When a woman’s need to be heard and understood is fulfilled it is easier for her to accept his needs. A man needs appreciation, when a woman acknowledges the little things her man has done for her he feels appreciated. When he feels appreciated he is encouraged to do more. Now I understand that some guys here are not going to agree with me nor the girls, and I respect that because I can only speak for myself.Mentally men and women differ drastically. Women are better at communicating because of the frontal lobe which is responsi ble for problem solving. The limbic cortex of the female brain is larger than the male counterparts, this provides women with an advantage in problem solving and emotionally. Remember earlier I said that men have bigger brains? Well, the male brain contains more grey matter whereas a female brain contains more white matter. White matter basically increases thoughts more rapidly than males.Females speak from a more emotional perspective. It is due to chemistry and social learning. There is a stereotypical idea that females within the general public that has made it easier for women to openly cry, sympathize, laugh etc without feeling judged or vulnerable like male counterpart might feel in a similar situation. For instance, a man and a woman go on a movie date and there is a sad movie playing; and the woman starts to cry. The man might want to cry to but instead he hides it due to embarrassment. (I don’t know why)Everyone understands that there are plenty of differences betwee n men and women but we all have to realize that God created all of us for a reason. Men and women are totally different but it is more exciting to have varieties rather than everything being the same. As it is written in the Bible men cannot live without women. We need to all face the facts that men and women are different but we should all be treated equally. Guys have you ever had this said to you? You do this like a girl or you do that like a girl.It is not only offensive to guys, but it is offensive to girls as well. Now, girls do handle situations differently. I admit we can get a little feisty. For instance someone throws something at Jessie, Jessie would throw the object back and then proceeds in offensive word play. The same situation applies to Sammie he throws the object back and then laughs it off then it becomes a fun game rather than an unnecessary fight. Men and women do things differently but we still need to respect each other because we are all God’s children .

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.

IT-based solutions, embracing the newest IT developments throughout the whole organisation Essay Example

IT IT-based solutions, embracing the newest IT developments throughout the whole organisation Essay IT-based solutions, embracing the newest IT developments throughout the whole organisation Essay This reports purpose is to act as a summary, highlighting the consequences that will come to Eden Farm, by them implementing IT-based solutions, embracing the newest IT developments throughout the whole organisation. Hardware Systems: Currently the business is using paper based systems. Three purposed hardware systems that can be used by the Eden Farm Organic Foods business are: * Upgrading and purchasing new computers: This will help the business with storing files and important information. It will also allow the company to communicate via e-mail and video conferencing. A good recommendation for the new systems would be to have at least 100GB Hard Drive to store all the relevant data also a RAM of at least 1GB to allow multiple functions to be used. * Increasing capacity Increasing the capacity of the business will speed up production and allow for more sales. Increasing the capacity of the computer systems will greatly increase the amount of functions the computer will be able to do. * Increasing Communications With the company expanding into different parts of the country there will be a need to easily communicate and advise any department of any needs or changes this can be done by creating a network where all the computer systems with in Eden Farm are connected to the same network allowing internal communications. Software Systems: * Application Software This is a single program that can only do a specific task. It is put into two classes general purpose and bespoke. General purpose application software is software that can be used for many different tasks, and because it is general anyone can get this software. Bespoke application software is software that is custom made and meets a single use. It is a one off piece of software. When a peripheral is connected to a computer a driver may need to be installed to run the peripheral, this driver is a piece of software and can be either an application or an operating piece of software. The driver will communicate between the hardware and software. With the companies new systems there will be need for certain software to manage the computers or certain departments. For example advertising department would need to have graphical software. Also all the computers would need security software for both malware protection and protecting peoples information from thieves and hackers. This will gre atly benefit all departments as each one will have specific software needs. Also the security software will deter thieves and hackers from attempting to abuse the systems also the software fills a requirement for the Data Protection Act. * Specialised Support Software This software will be unique to Eden Farm and help them in the first few months of the new changes to allow them to learn and to adapt to the new way the business is run. This will benefit all the staff and allow them to get up to date with the new system * Internet This will enable instant communications between staff and customers it will also allow for advertisements to be placed for all to see. This will promote the business and make transactions stress free for all. Reasoned recommendations about how Eden Farm can use the IT used within the companies above to benefit the employees and management. Recommendation Impact on Organisation As Eden Farm is expanding it may be difficult for them to keep in contact with other departments. Eden Farm should implement a monthly sales report being sent to the main offices like McDonalds do. This will allow them to ascertain which regions are doing the best, what method of selling is making the largest amount like telesales or the internet. Also it will allow them to see what sort of produce people are most interested in. As the business is moving from paper based systems to computer based then up skilling of the staff will be essential. Otherwise the staff will become useless to Eden Farm and there may be cause for redundancies. As Burnley college allows for home and remote working then it is suggested that Eden Farm create a similar method to allow their staff to communicate and gain access to files This will benefit staff as they will be no need to have to go into work to contact or collect important documents and other things. Also it will allow for department interaction so that there is no more lack of communications. Eden Farm can increase their globalisation by setting up an online ordering system, which will allow anyone anywhere to purchase from them, instead of the customers having to call up or visit the shop they will simply use the website. This can increase sales figures and the customer range so that the business can keep on expanding possibly to other countries. A list of risks while using IT that Eden Farm may encounter and how they can be managed. Antivirus packages and Back Ups: A virus checker is a piece of software that prevents viruss wrecking a computer they do this by corrupting work, deleting files and changing settings. They scan the entire computer in all of the files and folders in order to find all if any viruses, when found they can either attempt to heal the file if it is important or delete the file to stop it progressing. It will be necessary to create a scheduled virus scan as all of the computers are at risk of virus and it is the technical support department that must make sure all the computers are free of viruses so that no information can be lost. All the files will need to be backed up so that in the event of data loss the data can be retrieved from a different source, it is necessary for a program to be created for a schedule so that this can be automatically done daily. There are many laws that need to be considered by Eden Farm as they can help protect the companies and its department. These are Data Protection Act 1998 It protects the rights of individuals whos data is stored in both paper based and computer-based ways. It allows individuals to protect themselves and enforce the control of their personal data. The Eight Key Principals of the Data Protection Act: 1. Personal data shall be processed fairly and lawfully 2. Personal data shall be obtained only for one or more specified and lawful purposes, and shall not be further processed in any manner incompatible with that purpose or those purposes. 3. Personal data shall be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed. 4. Personal data shall be accurate and, where necessary, kept up to date. 5. Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes. 6. Personal data shall be processed in accordance with the rights of data subjects under this Act. 7. Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. 8. Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data. Copyright Act 2000- This gives the creator of an original piece work exclusive rights to it usually for a limited period. It generally gives the creator the right to allow others to copy the piece of work. It stops people claiming other peoples work as their own and benefitting from it in any way. Digital Millennium Copyright Act 2000 This makes it illegal for anyone to access copyrighted work by any means necessary. This also protects technology, weapons, designs of ships and devices. Meaning that they too cannot be copied. Computer Misuse Act 1990- This prevents people going on inappropriate sites during work hours. It also protects the computer from any unauthorized entry via hackers who set their computers to decrypt passwords and security measures enabling them to access the data. It also prevents people from putting passwords or security on data that there do not have the right to encrypt like someone elses personal data or someones personal computer. Firewalls This checks all network traffic and does not allow any file or application through if it decides it to be a potential risk. It is basically a barrier to keep hazard files away from a computer. The image shows the flow of a firewall.

A Chronology of the Stone Age

A Chronology of the Stone Age The Stone Age in human prehistory also referred to as the Paleolithic Period, is the period between about 2.7 million and 10,000 years ago. Youll see different dates for the starting and ending dates of the Paleolithic periods, in part because were still learning about these ancient occurrences. The Paleolithic is the time when our species Homo sapiens,  developed into the human beings of today. The people who study the past of humans are called archaeologists. Archaeologists study the recent past of our planet and the evolution of physical human beings and their behaviors. Those archaeologists who study the very earliest human beings specialize in the Paleolithic; scientists who study the periods prior to the Paleolithic are paleontologists. The Paleolithic period begins in Africa with the earliest human-like behaviors of crude stone tool manufacture about 2.7 million years ago  and ends with the development of fully modern human hunting and gathering societies. Domestication of plants and animals marks the beginning of modern human society. Leaving Africa After decades of debate, the majority of scientists are now convinced that our earliest human ancestors evolved in Africa. In Europe, where humans finally arrived after about a million years in Africa, the Paleolithic was marked by a cycle of glacial and interglacial periods, during which time glaciers grew and shrank, covering massive portions of land and forcing a cycle of human depopulation and recolonization. Today scholars divide the Paleolithic into three categories, called Lower Paleolithic, Middle Paleolithic, and Upper Paleolithic in Europe and Asia; and Early Stone Age, Middle Stone Age and Later Stone Age in Africa. Lower Paleolithic (or Early Stone Age) about 2.7 million-300,000 years ago In Africa, where the earliest humans arose, the Early Stone Age begins some 2.7 million years ago, with the earliest stone tools recognized to date in the Olduvai Gorge of East Africa. These tools were simple fist-sized cores and whole flakes created by two ancient hominids (human ancestors), Paranthropus boisei and Homo habilis. The earliest hominids left Africa about 1.7 million years ago, arriving at sites such as Dmanisi in Georgia, where hominids (probably Homo erectus)  made stone tools suggestive of those from Africa. Human ancestors, as a group, are called  hominids. The species that evolved in the Lower Paleolithic include  Australopithecus,   Homo habilis,   Homo erectus,   and  Homo ergaster, among others.   Middle Paleolithic/Middle Stone Age (about 300,000-45,000 Years Ago) The Middle Paleolithic period (ca 300,000 to 45,000 years ago) witnessed the evolution of Neanderthals and the first anatomically and eventually behaviorally modern Homo sapiens. All of the living members of our species, Homo sapiens, are descended from a single population in Africa. During the Middle Paleolithic, H. sapiens first left from northern Africa to colonize the Levant between about 100,000-90,000 years ago, but those colonies failed. The earliest successful and permanent Homo sapiens occupations outside of Africa date to about 60,000 years ago. Achieving what scholars call behavioral modernity was a long, slow process, but some of the first glimmers arose in the Middle Paleolithic, such as the development of sophisticated stone tools, caring for the elderly, hunting and gathering, and some amount of symbolic or ritual behavior. Upper Paleolithic (Late Stone Age) 45,000-10,000 Years Ago By the Upper Paleolithic (45,000-10,000 years ago), the Neanderthals were in decline, and by 30,000 years ago, they were gone. Modern humans spread all over the planet, reaching the Sahul (Australia) about 50,000 years ago, mainland Asia about 28,000 years ago, and finally the Americas, about 16,000 years ago. The Upper Paleolithic is characterized by fully modern behaviors such as cave art, hunting a range of techniques including bows and arrows, and making a wide range of tools in stone, bone, ivory, and antler. Sources: Bar-Yosef O. 2008. ASIA, WEST - Palaeolithic Cultures. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 865-875. Close AE, and Minichillo T. 2007. ARCHAEOLOGICAL RECORDS - Global Expansion 300,000-8000 years ago, Africa. In: Elias SA, editor. Encyclopedia of Quaternary Science. Oxford: Elsevier. p 99-107. Harris JWK, Braun DR, and Pante M. 2007. ARCHAEOLOGICAL RECORDS - 2.7 MYR-300,000 years ago in Africa In: Elias SA, editor. Encyclopedia of Quaternary Science. Oxford: Elsevier. p 63-72. Marciniak A. 2008. EUROPE, CENTRAL AND EASTERN. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 1199-1210. McNabb J. 2007. ARCHAEOLOGICAL RECORDS - 1.9 MYR-300,000 years ago in Europe In: Elias SA, editor. Encyclopedia of Quaternary Science. Oxford: Elsevier. p 89-98. Petraglia MD, and Dennell R. 2007. ARCHAEOLOGICAL RECORDS - Global Expansion 300,000-8000 years ago, Asia In: Elias SA, editor. Encyclopedia of Quaternary Science. Oxford: Elsevier. p 107-118. Shen C. 2008. ASIA, EAST - China, Paleolithic Cultures. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 570-597.

Journal Assignment for documents and videos Essay

Journal Assignment for documents and videos - Essay Example At one vantage point, books are typical form of secondary source. Mostly scholars use primary sources material to make secondary sources for example letters and diaries to write books. It is also easy to determine whether a book functions as a primary source in case of published memoirs, autobiographies, and published documents. Also use of video in class, where the students to can see clearly charts, tables or concept maps are the most significant areas where students can find key ideas and relationship among ideas. In museum graphics organizer are there so that students can answer most historical questions, write connections, and relate to particular observation to larger concepts. Videos also help students to compare and contrast, a strategy that help analyze similarities and differences, this can be applied to in museum exhibitions and resources too. Forms film give the students a tangible feel of what people felt and how things were happening that time. Those videos show clarity to what may seem random happening. Examples of primary source include constitution, pamphlet, treaty, a law, and city council proceedings in political history. In cultural history, we have Novel, dance, music oral traditions, key religious work, and training manual for new converts, visual art, costume, and religious tract. Also in social history, we have Lyrics such as protest songs, laws, college catalogues for curriculum and types of students, letters, biographies, and news reports. According to economic history, primary sources are tax filing, will, and foreclosure records, patent applications Business ledger and contract placards. In military history it includes, map, soldier diary, weaponry, uniform and strategic and tactical plans. Court transcript, judicial ruling, parole officer report, police report in legal history and A law, constitution, pamphlet, treaty, city council proceedings finally in political science. Handling of selected primary documents. Identifying primary sources and using them requires a careful thought and some extra knowledge. Primary sources increase questions, may be among them: primary source is what? What is the level of history in these primary sources among others? They stand for range of concerns from vital studying skills to the nature and historical knowledge. There basic questions we must know their answers so that we can identify source of primary data: 1. Is the source is self-published? 2. What is the level of history does the source belong? 3. Is the source independent? 4. Where did the document originate? 5. The limitations present in the document. 6. Why is the document there? 7. How reliable the document is? All above will determine how we handle our primary document, which are useful in working definitions about historical sources and practical tips for reading primary documents. The theory of primary, secondary, and tertiary sources came from academic discipline of historiography. It gave historians away to indi cate how related was the piece of information to real events . It is vital that the concept is with actions of events but not ideas or theoretical aspects. A primary source has about same time of event, despite the source of contents. Therefore, when a dictionary is a tertiary source, an ancient one is the primary source because it has the meaning of words in ancient world. There is no quaternary source; the sources may be primary, secondar

Congestive heart failure Essay Example | Topics and Well Written Essays - 1250 words

Congestive heart failure - Essay Example This is most applicable to diseases that are most often found among the susceptible members of the population, such as the elderly, the children, and people with compromised immune systems. The need to integrate several concepts makes nursing a dynamic and challenging career. The identification of roles, potential legal issues, and evidence-based practices with regards to the care of patients, particularly those that have congestive heart failure (CHR), as well as the integration of these practices with the conceptual framework of the Helene Fuld School of Nursing (HFSON) shall be discussed in this paper. Congestive Heart Failure as a Health Problem Congestive heart failure (CHF) is one of the most debilitating diseases that affect adults, with up to 670,000 people getting diagnosed annually, as well as one of the primary reasons why people at the retirement age get hospitalized (WebMD, 2012). It can occur either as an acute or chronic condition among susceptible individuals, and it could affect the left, right, or both ventricles of the heart (ADAM, 2012). It is not necessary that all heart failures are the results of heart attacks, arrhythmias, or heart valve diseases, but these can be the major causes for the onset of the disease. Other causes of CHF are: ischemic heart disease; hypertension; alcohol; viral myocarditis; thyroid disease; cytotoxic drugs; familial congenital heart disease; amyloidosis; sarcoidosis; and hemachromatosis (Johnson and Brooksby, 2009). A person with CHF develops a weakened heart, and its thickening and weakening causes it to fail in pumping enough oxygenated blood within the body, which in turn causes the patients to have fatigue and slow movements. Aside from these symptoms, CHF patients also have lung crepitations, pulmodary edema, swollen ankles, enlarged liver, or dyspnea (Paulus, et al., 2007). If the onset of the disease had early prognosis, patients may have better chances of survival and quality of life by undergoing surgic al enhancements of the heart such as bypass surgery or having an electronic pacemaker, and followed up by medications such as ACEI, ARB’s and diuretics. But if not, and the disease has been long term, palliative or end of life care is given to CHF patients (Johnson and Brooksby, 2009). Whether under outpatient, inpatient or palliative care settings, nurses have an important role in providing care for patients with CHF, and they able to give this care by having proper lessons and trainings, as well as being familiar with the guiding principles in the nursing profession. These are usually provided for by the schools that nursing students study in. Integration of the HFSON Conceptual Framework in Handling Patients with CHF The Helene Fuld School of Nursing or HFSON is a college that recognizes nursing as a multi-level career, which is the root of its commitment in advancing licensed practical nurses to associate degree registered nurse level in the short span of one year (Helene Fuld College of Nursing, [HFSON], 2011). Their curriculum is based on the philosophy, the faculty’s beliefs on education, nursing, nursing education, person, health, and environment, and the incorporation of the legal definition of