Effective Marketing Planning Assignment Example | Topics and Well Written Essays - 2000 words

Effective Marketing Planning - Assignment Example formation on step by step ideas and concepts required to achieve the results that are set monthly, weekly or quarterly and identifying the individuals that are responsible for each particular task; and implement, track and modify the marketing plan, this will give information on the implementation of the marketing plan and tracking all the results. The information on modification and change of the plan are derived from this step (Edwards, 2008). The effective marketing planning requires full research of the marketing environment. With an intense research on the marketing environment, effective marketing planning will obviously result. Through following the outlined market plan development above, a well thought marketing plan that have mechanisms of tracking required to modify and analyze the plan as may be needed is achieved. A market research will ensure that the company direction is identified. From a marketing environment, a marketing plan can be informal or formal, however, the r esearch identifies who the company clients are and where they access their information from, as well as how to deliver the company marketing message to the customer (Forth Sector Development 2007). As discussed earlier, an effective marketing planning requires research on marketing environment. There are therefore various considerations made in such research. Some of the things considered in marketing environment research include: insights on the reasons why potential customers may choose the company, this includes the core requirements that the company offering will meet; the target customers, this includes information that relates to the number of potential customers, market characteristics of the target clients; the company competitors, this includes the competitors that the company will... This essay stresses that the effective marketing planning requires full research of the marketing environment. With an intense research on the marketing environment, effective marketing planning will obviously result. Through following the outlined market plan development above, a well thought marketing plan that have mechanisms of tracking required to modify and analyze the plan as may be needed is achieved. A market research will ensure that the company direction is identified. From a marketing environment, a marketing plan can be informal or formal, however, the research identifies who the company clients are and where they access their information from, as well as how to deliver the company marketing message to the customer. As the discussion declares an effective marketing planning requires research on marketing environment. There are therefore various considerations made in such research. Some of the things considered in marketing environment research include: insights on the reasons why potential customers may choose the company, this includes the core requirements that the company offering will meet; the target customers, this includes information that relates to the number of potential customers, market characteristics of the target clients; the company competitors, this includes the competitors that the company will need to take the customers from; and statement of the company brand positioning for the target clients.

Miranda warnings Essay Example for Free

Miranda warnings Essay Miranda warnings were created to protect individuals and their rights against coercive or threatening questioning methods by police officers from Miranda Warning.org(2013). Everyone has heard the â€Å"you have the right to remain silent† speech, so on and so forth. These rights do not just apply to adults but juveniles as well. In the case of the young boy who was arrested standing outside someones home there are four issues that need to be addressed. To the new officer I would address the situation as follows. So during your first arrest there were a few things that need to be addressed as to how it went about. When you were dispatched to the home burglary you approached a young boy outside the home. You arrested him. I would not have just arrested him. Asking him if he lived at the residence, his age, name or who his neighbors are could have given you a good idea if he belonged there. As it seems also without speaking to him until you came to the police station realizing he did not speak English. According to E-how (2013), in order to arrest someone you must have probable cause. You had no evidence or probable cause to believe this boy had anything to do with a past, current or future crime to be committed. It was never indicated the boy had any weapons or tools to access the home. Without probable cause or evidence any kind of information or statements from the boy would not be allowed in a prosecution case. The next issue was that you arrested the boy whom you still have no name or age for and took him to the station without clearing the scene. Protocol for these types of situations is that once either an alarm system is set off or even dispatched from a concerned citizen call you always make sure the home is secure. If that means calling for backup then do so. You secure the person in the squad car, wait for backup and check to see if anyone is home. Check the doors, windows or basement access to ensure nothing is, isnt broken or open. If something is accessible you announce yourself, make entry and clear it for any other suspects. If dispatch is able to contact alarm company or homeowners you wait until they arrive from Protection1 (2013). You do not know if that boy was a lookout or the 3 burglar. If he was the lookout, the other accomplice got away. Or the other person could remain in the house continuing to burglarize and could run into the homeowner. This creates a dangerous situation for each person that we do not need for it could cost lives. When the two of you arrived at the station you could see that the boy did not understand English because you tried to question him. You did know and understand to read the rights to him but failed to get any type of help with a translator. According to Fox News Latino (2013), a court ruled that Miranda Rights were to be read in the accused first native language. You could have requested to use an application from a cell or internet source. You also could have asked to try to locate someone who speaks his language (mandarin).Nothing was done to find a way to translate the warning to get an understanding of the situation. The last issue with the Miranda warnings is that once the family member who came for the boy who spoke English no Miranda Rights were read to either of them. Getting the family member to translate, give information such as a name and age of the boy could be crucial also. You did not read either of them rights or asked if they understood what their rights were before speaking to the family member on behalf of the boy. So this comes back to any information given will not be able to be used in court. The case was handed over to a follow up investigator. Supreme Court (2013) ruled that â€Å"Under federal law, a suspect taken into custody must be read his or her Miranda rights by law enforcement. Certain uses of restraint — handcuffs, a prolonged interrogation, certain surroundings — add up to custody.† How do you think the prosecution will be able to use any information given if you didnt read them their rights? These issues could have been resolved by following home burglary protocol. Checking, clearing the scene for safety issues, hazards or other people. Secondly when going to arrest someone you must follow the law that in regards to probable cause. There must be intent or physical evidence of a crime 4 going to be or already committed. Make sure you have this key element and when in doubt ask for advise. Thirdly it is a federal law to read a suspect his rights before any type of questioning. Failing to do so can result in dismissal of the case and all charges dropped. Even if the boy is a juvenile his rights must still be read if in custody. You arrested him and brought him to the station, hes in custody. Lastly when having an issue of translation with someone who doesnt speak English contact a higher up to see what should be done. You could have tried using an application on a cell phone or internet source to translate his words and yours. Using the family member is a risky chance because they could tell them or you wrong to get the issue dropped. It could steer the investigation in the wrong direction. Letting it slide will not help the situation any nor a possible case against the boy. When ever in doubt reach out for help or advise from another officer, investigator or supervis or. 5 References Arrested without Probable Cause Laws (2013). Retrieved from http://www.ehow.com/list_6806016_arrested-probable-cause-laws.html Fox News Latino (2013). Court Rules Miranda Rights Must be given in Correct Spanish. Retrieved from http://latino.foxnews.com/latino/news/2013/07/16/court-rules-miranda-rights-m ust-be- given-in-correct-spanish/ or http://www.us-english.org/view/124 How Do Police Respond to a Burglary (2013). Retrieved from http://homesecurity.protection1.com/police-respond-burglary/ Miranda Warning Facts (2013). Retrieved from http://www.mirandawarning.org/mirandawarningfaq.html Supreme Court Rules Against NC in Juvenile Miranda Rights (2011). Retrieved from http://www.mcclatchydc.com/2011/06/16/115919/supreme-court-rules-against- nc.html#.UjYT9MPD_IU

Criminology Essays Punishing Treating Preventing

Criminology Essays Punishing Treating Preventing Punishing Treating Preventing Punishing, treating and preventing crime An obvious question to pose regarding offenders is, how can they be prevented from recidivism? Examining the effectiveness of ways in which the judicial system responds to offenders will only enhance the understanding of how reoffending can be removed. One of the many ways in which a judicial system can respond to crime is by imprisoning an offender. Imprisonment can serve a number of possible functions including; retribution, incapacitation, deterrence and reform (Putwain and Sammons, 2002). Whether or not prison works is under constant review and there is much disagreement on which of the possible functions should serve its purpose (Bottomley and Pease, 1986; Home Office, 1994; Zamble, 1990). Together with questioning if it is an effective response to crime, there are numerous psychological effects of imprisonment (Dooley, 1990; Heather, 1977; Rasch, 1981; Zamble and Porporino, 1988). Besides imprisonment, legal systems all over the world have a variety of other means of punishing and rehabilitating offenders. Different countries favour different methods but in Britain and the US, the most common forms of non-custodial sentences are fines (Caldwell, 1965; Feldman, 1993; Walker and Farringdon, 1981), probation (Oldfield, 1996; Roshier, 1995) and community service (Evans and Koederitz, 1983; Schneider, 1986). There is evidence that, for some offenders, these forms of sentence are at least as effective as imprisonment and have a number of additional benefits. In particular, they are cheaper to administer than custodial sentences. You can get expert help with your essays right now. Find out more The various custodial and non-custodial measures employed by judicial systems are designed to serve a number of purposes of which rehabilitation is only one. The failure of judicial sanctions to make a significant difference to crime rates (Lipsey, 1992) has prompted a number of psychologists to put forward rehabilitation programmes based on psychological principles. These differ from judicial sanctions in two important ways (Putwain and Sammons, 2002). Firstly, their aim is solely to reduce the probability of reoffending, rather than exacting justice on the offender. Secondly, they are based on psychological theories of offending instead of the notions of ‘human nature’ on which judicial sanctions are often based. A large number of these interventions have been tried, however those behavioural and cognitive treatments for offending have had the most success for instance; token economies (Ayllon and Milan, 1979; Cohen and Filipcjak, 1971; Hobbs and Holt, 1976), social skills training (Blackburn, 1993; Goldstein, 1986; Spence and Marzillier, 1981) and anger management (Ainsworth, 2000; Novaco, 1975). All such measures, both judicial and psychological are forms of crime prevention insofar as they aim to prevent offenders from committing further crimes. However, this is only one approach to preventing crime and is not what is usually meant by crime prevention. Brantingham and Faust (1976) have made a useful distinction between primary, secondary and tertiary crime prevention. Primary prevention refers to reducing opportunities for crime without reference to the individuals who commit it. Zero tolerance (Bratton, 1998; Sherman, 1997; Wilson and Kelling, 1982) together with environmental approaches such as closed circuit television surveillance (Burrows, 1980; Horne, 1996), target hardening and defensible space (Newman, 1973; Feldman, 1993; Wilson, 1980) are examples. Secondary prevention refers to measures directed at those at risk of becoming involved in crime to prevent them from doing so. Tertiary prevention refers to preventing further criminal behaviour by those who have already offended such as anger management. It is evident that that the utility of judicial measures in preventing reoffending is limited. In particular, for most offenders, imprisonment seems to be no more effective than non-custodial sentencing, which may be seen as preferable, as it is cheaper for the authorities and less detrimental to the offender. There has been inadequate success with psychological interventions, though cognitive-behavioural techniques appear to be more effective than purely behavioural techniques. Finally, it appears that the large range of crime prevention strategies that reduce the incidence of offending have a key impact in decreasing crime in a particular area. Nevertheless, there is evidence that such crime is simply displaced to other areas. Rigorous enforcement of the law, even for minor offences suggests a reduction in crime but only if used in conjunction with other measures to improve the quality of policing in a particular area. Whilst all such measures have some impact albeit minimal in many cases, none can justifiably be called a solution to the problem of crime. References: Ainsworth, P. B. (2000) Psychology and Crime: Myths and Reality. Harlow: Pearson Education Ayllon, T. and Milan, M. A. (1979) Correctional rehabilitation and management: a psychological approach. New York: Wiley. Blackburn, R. (1993) The Psychology of Criminal Conduct. Chichester: John Wiley and Sons Bratton, W. J. (1998) ‘Crime is down to in New York City: Blame the police’ in N.Dennis (ed.) Zero Tolerance: Policing in a Free Society. London: IEA Health and Welfare Unit. Cohen, H. L. and Filipcjak, J. (1971) A new learning environment. San Francisco: Jossey Boss. Bottomley, K. and Pease, K. (1986) Crime and punishment: interpreting the data. Milton Keynes: Open University Press. Brantingham, P. J. and Faust, F. L. (1976) ‘A conceptual model of crime prevention’ Crime and Delinquency, 22, 130-146. Burrows, J. (1980) ‘Closed circuit television and crime on the London Underground’ in R.V.G. Clarke and P. Mayhew (eds) Designing Out Crime. London: HMSO. Caldwell, R. G. (1965) Criminology (2nd Ed). New York: Ronald Press. Evans, R. C. and Koederitz, G. D. (1983) ‘The requirement of restitution for juvenile offenders: an alternative disposition’ Journal of Offender Counselling, Services and Rehabilitation, 7, 1-20. Feldman, P. (1993) The Psychology of Crime. Cambridge: Cambridge University Press. Heather, N. (1977) ‘Personal illness in lifers and the effects of long-term intermediate sentences’ British Journal of Criminology, 17, 378-386. Hobbs, T. R. and Holt, M. N. (1976) ‘The effects of token reinforcement on the behaviour of delinquents in cottage settings’ Journal of Applied Behaviour Analysis, 9, 189-198. Home Office (1994) Criminal Statistics. London: Home Office. Horne, C. J. (1996) ‘The case for: CCTV should be introduced’ International Journal of Risk, Security and Crime Prevention, 1, 317-326. Lipsey, J. W. (1992) ‘Juvenile delinquency treatment: a meta-analytical enquiry into the variability of effects’ in T. Cook (ed.) Meta-Analysis for Explanation: A Casebook. New York: Russel Sage Foundation. Newman, O. (1973) Defensible Space: crime prevention through urban design. New York. Macmillan. Novaco, R. W. (1975) Anger Control. the development and evaluation of an experimental treatment. Lexington: D.C. Health. Oldfield, M. (1996) The Kent Reconviction Survey. Maidstone: Kent Probation Service. Putwain, D. W. and Sammons, A. (2001) Psychology. London: Letts Educational Rasch, W. (1981) ‘The effects of indeterminate detention: a study of men sentenced to life imprisonment’ International Journal of Law and Psychiatry, 4, 417-431. Roshier, R. (1995) A comparative study of reconviction rates in Cleveland.Middlesbrough: Cleveland Probation Service. Schneider, A. L. (1986) ‘Restitution and recidivism rates of juvenile offenders: results from four experimental studies’ Criminology, 24, 533-552. Sherman, L. (1997) ‘Policing for crime prevention’ in L. Sherman, D. Gottfredson, D. MacKenzie, J. Eck, P. Reuter and S. Bushway (eds) Preventing crime: what Works, what doesn’t, what’s promising. Report to the United States Congress prepared for the National Institute of Justice http://www.preventingcrime.org/ Spence, S. H. and Marzillier, J. S. (1981) ‘Social skills training with adolescent male offenders: II Short term, long term and generalisation effects’ Behaviour Research and Therapy, 19, 349-368. Wilson, J. Q. and Kelling, G. W. (1982) ‘Broken Windows’ Atlantic Monthly, 249 (3), 29-38. Walker, N. and Farringdon, D. P. (1981) ‘Reconviction rates of adult males after different sentences’ British Journal of Criminology, 21, 357-360. Zamble, E. (1990) ‘Behavioural and psychological considerations in the success of prison reform’ in J .W. Murphy and J. E. Dison (Eds) Are Prisons any better? 20 years of prison reform. Newbury Park, CA: Sage. Zamble, E. and Porporino, F. J. (1988) Coping, behaviour and adaptation in prison inmates. Berlin: Springer-Verlag.

Eyes in Steinbeck’s The Snake Essay -- Essays Papers

Eyes in Steinbeck’s The Snake Eyes, both human and animal, appear as a predominant motif in John Steinbeck’s â€Å"The Snake.† Eyes serve not only a descriptive function, but signify two different modes of looking. One mode, embodied by Doctor Phillips, is scientific; the other, embodied by his female visitor, is bestial. Doctor Phillips uses sight to exert control over his environment; the woman’s way of looking proves more powerful, however, by achieving a truer understanding of the irrational impulses that govern the natural world. The description of Dr. Phillips’ eyes and the eyes of the woman qualify the two opposing worlds they represent. Dr. Phillips, who represents the scientific world, has â€Å"mild† eyes (74). The adjective â€Å"mild† suggests a lack of emotion; the scientific point of view employed by the doctor is wholly rational, and thus negates irrational emotion. Dr. Phillips’ refusal to acknowledge his emotions is evident in the phrase, â€Å"[he could] not [kill] an insect for pleasure† (80). If the doctor’s â€Å"mild† eyes connote a lack of emotion, then the â€Å"glitter† in the woman’s eyes suggest excitement, arousal, and an embrace of the irrational emotions that the doctor denies (75). The description of the woman’s eyes also indicates the doctor’s inability to comprehend the woman’s mode of looking. The story, though written from a third person perspective, is limited to what the doctor sees, thin ks, and feels; thus, the description of the woman’s eyes arise from his interpretations. Words such as â€Å"dark,† â€Å"veiled,† and â€Å"dusty† (78) are attached to the woman’s eyes in order to suggest mystery. The woman’s eyes seem mysterious to Dr. Phillips because her mode of looking is alien to him. In his first interaction... ...heir eyes and body movements; the doctor is likened to the rat through his â€Å"slight† build and fair hair (74). The rat sees the snake, but remains â€Å"unconcern[ed]† (83). Just as the rat fails to recognize the danger of the snake, Dr. Phillips initially fails to recognize the danger of the woman. He presumes, incorrectly, that she is just like his other visitors. Only too late does he realize that he can neither determine how she â€Å"sees,† nor exert his own mode of looking over her. She forces him to acknowledge a point of view not only different from his own, but more attuned to the essential temperament of the natural world. This temperament is defined by the irrational urges that exist in every living thing, including the doctor himself. Note 1. All references to â€Å"The Snake† are from John Steinbeck, The Long Valley (New York, NY: Viking, 1938): 73-86.

Abb Essay

As a result the front-line profit center managers’ performance is getting affected. * The conflict between long-term technical development and short-term profits is making the situation worse. As per the Business Area’s concern, the COMSYS project should be given priority over other activities as this project, if successfully implemented, would enhance the operations and efficiency of our relays business across the world. However, the development of the project is affecting the daily activities of the company. The problem spilled-over to the regional transmission performance and thus allocation of funds to the project COMSYS (in this case investing in R&D) rises as an important issue to be discussed. * Such an issue increases the difficulty in reaching to a decision. The more time we take in reaching to a conclusion; more will the performance of the company get affected. First of all, we need to ensure that the development of project COMSYS doesn’t affect the operations and performance of the company. Second, we need to allocate suitable resources like funds, workforce etc. or project COMSYS separately. Moreover, from the short-term perspective we need to implement the project as soon as possible as the resources allocated to the project would then be available for daily operations, and from the long-term perspective we would be able to eliminate the compartmentalized framework of the profit centers and thus form a common base of software and hardware. * In the current situation it would be difficult to achieve this goal as the priorities within the organization doesn’t coincide. Project COMSYS is important for long-term development of the organization and, thus, needs sufficient resources for its implementation. I would, therefore, request the committee to take the afore-mentioned points into consideration and carry this discussion forward and helps us to reach to a decision. 2. ABB’s Global Matrix: As mentioned in its annual reports for the year 1988 and 1989, the Chairman(s) has(ve) clearly mentioned about the strategy of â€Å"think global, act local†. Since the merger the ABB group has been following the philosophy of decentralization; its aim to be close to the customer, to have short-lines of communication and decision-making and clearly defined accountability, all are reflected in its matrix structure. The matrix structure was proposed by a 10-person top management so that it enables the group to achieve a balance between its global business focus through its 58 business areas with the market created by the 1300 local companies under the umbrella of several country-based holding companies. The structure focuses on the principles of decentralization and individual accountability with clearly defined responsibilities from business areas heads to regional and front-line profit center managers. The business areas were responsible for carving out strategies while the local companies were responsible for implementing the strategies and achieving the objectives. All the business area heads had additional responsibilities of their national company’s operations. Thus, the overall goal of the top management was to develop managers who can take leadership roles as a result of which â€Å"a self-driven, self-renewing organization† would be formed. One of the main reasons for the success of the matrix structure in ABB was proper communication of the philosophy by the top management to every single employee of the organization. Communicating values to the managers was given priority based on the belief that managers are loyal to values rather than to the company or a particular boss. The core values included quality not only in products but also in the organizational processes and relationships. The management emphasized on dedication to productivity and performance at all levels of the organization. The structure implemented was well in line with the overall strategy of the organization. With rapid acquisitions after the merger ABB grew bigger, spreading its operations throughout the world. The matrix structure, therefore, provided a platform for ABB to absorb the acquired companies and made implementation of its strategies in them easier. One of the important initiatives taken by the top management was to translate the company’s philosophy to specific task requirements for managers at all levels. Throughout the internal restructuring process it was ensured that the organization was not distracted from the market place. Important issues were delegated to teams consisting of front-line managers. The company also had a unique philosophy of resolving of problems wherein the problem, if escalated to the higher level manager, was pushed back to the team to resolve and to reach to a conclusion. This process enabled and enhanced the problem solving capabilities of the managers. In order to implement individual accountability, a transparent reporting system named ABACUS was developed to collect performance data for all the 4500 profit centers in dollar denomination. The business area heads did not stop with just crafting strategies, rather they were personally involved up to some extent in implementing the strategies and policies. The top management, also, was well informed of the daily activities as well as the performance of all its companies. In case any business underperformed, the top management would step in and demand explanation and offer help if needed, thus, giving proper attention to all its businesses. All the above mentioned points explain why ABB was successful with the matrix structures while many could not. Having explained the advantages of the matrix structure, I would like to mention few disadvantages which were prevailing in ABB too. 1. The complex structure with dual hierarchy sometimes leads to confusion and conflicts within the organization resulting in decreased productivity as is visible in case of the COMSYS challenge faced by Don Jans in ABB. . It is sometimes time consuming and delay in taking decision may affect the organization’s performance largely. 3. In such a structure it is difficult to ascertain accountability. The larger the organization, the complex the structure, thus, more difficult is individual accountability. 3. Management roles and responsibilities in ABB and Don Jansâ€℠¢s performance in ABB The management of ABB has been playing a vital role in the post-merger restructuring of ABB. The structure evolved as a pathway for the management to achieve its goal of operating in a global scale. It provides managers the flexibility and autonomy in taking decisions. The management was driven by policies made by the CEO, Percy Barnevik. The frameworks set by Barnevik were well implemented throughout the hierarchy, for example, Barnevik implemented â€Å"7-3 formula† which says that it is better to decide quickly and be right 7 out of 10 times than delaying action in search of a perfect solution. This policy was driven by the principle that the only unacceptable behavior is not doing anything. Under his leadership, the company grew rapidly with numerous acquisitions across the world. Nevertheless, the same philosophy, values were implemented in each of its companies. The matrix structure of ABB defined responsibilities for business area heads to work on the strategy whereas the front-line managers were held responsible for the daily operations of the local company. The managers were provided autonomy to the extent that they had control over their company’s balance sheet such that they inherited their results year to year and, thus, the top management had no say in the decisions regarding their company’s operations. This particular autonomy motivated many managers to perform better and better. As ABB was acquiring companies, it became important for ABB to ensure that the acquired companies imbibed the culture and values of ABB. The management took this as a challenge and ensured this by communicating the strategies and goals of the organization to managers from corporate level to business area heads to country level managers. One such regional manager for the relays division in the Coral Springs, Don Jans, who became part of ABB after the acquisition of Westinghouse in early 1989, had well-received the communication from the head of the ABB’s power transmission segment, Goran Lindahl, where he emphasized on the responsibilities of the local companies to implement the plans and achieving positive results. It was not an easy task for Don Jans and his team from Westinghouse to adapt to the culture of ABB, however, he found the management of ABB much supportive and involved as compared to that by Westinghouse’s. When first exposed to the philosophies of ABB, Don Jans found it to be much different than Westinghouse, where the decisions were taken by the top management, unlike ABB where he had the autonomy of taking the decisions. He found ABB to be much more flexible as the decisions were very much delegated and the organization was result oriented, i. e. he top management continuously monitored results of each of its companies, and would interfere only when the results were not satisfactory. Proper communication of the organization’s strategies to the managers was given importance as they were the ones who were responsible for achieving results. For Don Jans this experience was exhilarating, as he mentions once in a meeting where the corporate managers(for relays business) were presenting to his team â€Å"about how the industry was developing, where ABB wanted to be, how it was going to get there, and so on. †. Such meetings were received in a positive manner as they educated his team about the organization. Moreover, the meeting did not end there, the proposals for investing in relays business by his team were given proper attention, which further encouraged Don Jans to provide better performance. The matrix structure provided Don Jans with the flexibility of operations and taking decisions. Due to which the performance of relays business (of which Don Jans was in charge) had improved. With clear communication from the top management, he was aware of what was required to deliver. He used his experience in the industry to invest in a small-scale in microprocessor relays technologies as he had financial resources at his disposal. He used his freedom to improve the product lines of the relays division by broadening the microprocessor technologies experiment to solid state devices, and thus gave ABB a competitive advantage in the market where other players were taking advantage of the technology. Thus, Don Jans tried to improve the performance of the relays division by leaps and bounds by regular investment in newer and better technologies.

Example University of Maryland Undergraduate Admission Essay

Example University of Maryland Undergraduate Admission Essay Free Online Research Papers Example University of Maryland Undergraduate Admission Essay At the University of Maryland, we value a diverse community. How have your life experiences and background shaped you into an individual who will enrich the University of Maryland community? June 11, 2004, 4:37 a.m. The sun slowly stretches its arms over the horizon getting ready for its daily routine and I am still awake from the darkness of night packing, unpacking, and repacking my bags. The weather was rainy for several days, but it had yet to weather my spirits and discourage my heart that was set on this missions trip. What would the weather be over like over there? I continually pondered on. As the break of day crept nearer and nearer, my anticipation, and eagerness peaked. My behavior was considered odd to some; I went from a usual countdown of days to creating checklist and pacing my bags several weeks before the trip, just to make sure everything would fit. My parents called me paranoid. I just wanted to be prepared; after all, I was going to live in Sells, Arizona for weeks without my family- and I packed accordingly -hoping for the best, yet preparing for the worst. Who knew getting from point A to Point B would have so many other points in between? The first step was to let go of the starting point. My family looked at me as though they would never see me again. The worry they expressed was earnest, yet something inside me felt compelled to push away all my insecurities as we exchanged final farewells. After the missions teams 5 hour plane ride across America to Sells, we were at our final destination. Surprisingly, after the strenuous workout of dragging around heavy luggage with a combination of being sleep-deprived, one look at the few enthusiastic church members was all it took to transfer their contagious energy into my own body. Thousands of miles away from home, I felt as though I just been abducted by aliens and my surroundings were remote and exotic. The foreign sights, exhausting heat and barren land all ticked my senses. Upon arriving at the distination, I observed carefree children playing around under decrepit shelters. Within a few minutes adjustment to the unconventional heat and rough land, I befriended the natives I will live with for the next 2 weeks. Each one of them possessed a unique characteristic, yet, like my friends at home, they all had the same quality in their smile, which never failed to persuade me to return that same genuine smile. However despite their ecstatic surface, deep inside each one of them is a harrowing whimper for help. Many are struggling to escape poverty, gangs, homelessness, drugs and hardships beyond my imagination. Soon I realizing that all our opportunities and possessions are nothing to take for granted, I eventually became more determined then ever to help give b ack to others. The unforgiving sun that awoke me every morning succeeded to disturb my slumber the next morning and haul me out from under my sleeping bag like an uncontrollable magnet. An uncertain anxiety rocked my foundation as I further noticed the vastly different and challenging undertaking to come. But then, my friend Steve greeted me with utmost jubilation and optimism as we set out to tackle another day trying our best to help the children. As we engaged in the natives through conversation, activities and laughs, I couldnt help but stare in admiration for the other missionaries diligence and dynamics. After a couple days of the routine breakfast, bible study and crafts, praise and worship, I became gradually more confident in my abilities to help others. I got in the habit of waking up early and every morning became a race between the sun and me to wake before the other. One morning, upon my victory against the sun, I set out to help my pastor set up the days food and services. In return, I received a gratitude and sense of assurance expressed through my pastor and the other missionaries analogous to the comfort of home and family. However, being on this missionary team with the abused, unfortunate and homeless revealed our purpose was nothing to take lightly. This leadership position was crucial because of the duties that I fulfill for the mission and children. But, I also realized such position holds a greater importance because I am able to be a motivator and influence others in a undertaking to make a difference in old child, an elderly, disabled, and countless others who seek help. By volunteering for this mission, I could give and help a community, and in return a sense of belonging and serving. Then and now, every time I volunteer, my prayer is that I had made even one persons day brighter. Helping the less fortunate was a humbling experience though which I have come to appreciate life and people from many diverse backgrounds. Pushing aside my pride and worries, I committed to every helping pursuit because the smiles and the witness of improvement I get and give in return are priceless and timeless. The thank-yous that I get and the progress I see in the children made every minute of time worthwhile. No longer was I concerned about the torching sunlight, and lack of luxury found at home and difficulties. I devoted every motion and thought into the service and help to the children at hand. It is my continuing hope that children of all ages, locations and nationalities will have the experience in their lives to make a lasting impact on both themselves and those they help. What I thought would be a simple trip of recalling the pre rendered discusses, advice and activities to the needing children extended to one of much more significance, a lesson in life. The new people I met and various profound experiences left my mind perplexed, yet it gave me motivation to view life in a new perspective and live at a new level. I did not need to travel far to apprehend this epiphany because it did not take long to realize how precious every single opportunity and help are . The missionary team I embarked in and the children of Arizona help me realize that everything I have and own should not be taken for granted. By the end of the trip, I learned that I really was immature for thinking I was mature and well of enough to live without the despotic rules of teachers and parents. I never understood the hardships of living a life of the slightest resemblance of some of the kids I had the pleasure and benefit to help and live with. I reached a new level of acceptance and had a much greater appreciation for everyone and everything I had. The end of this journey was the beginning of a much greater one, and just as I prepared myself before enlist in this mission, I was ready to apply what I obtained from this experience to the endurance of my life. Upon returning home, I was able to meet my parents endearing selves one more with a better understanding of the importance of family. I went to school with a greater appreciation for the teachers and their service in education. Upon realizing the importance of everything I have, I was determined to further give back to others indiscriminately. Through my continue involvement of community service, ranging from serving food and music to homeless shelters to help elders play bingo at senior centers, to tutoring elementary kids, I have realized the full truth of Martin Luther Jr.s proclamation: everybody can be great. because anybody can serve. You dont have to have a college degree to serve. You dont have to make you subject and verb agree to serve. You only need a heart full of grace. A soul generated by love. It is my goal to bring this statement to life for as many people as possible and to make a marked difference. By attending University of Maryland, I firmly believe I can further complement my endeavor. Realizing the importance of picturing every opportunity as precious gift, I am confident that I will be able to my pursuit of knowledge to its highest level. I am excited to be immersed in intellectual inquiry that I seek from a college setting and will make myself be known as a disciplined person who tackles challenges and is not satisfied until the best has been achieved. I want to approach the college experience as a time during which I can make a positive contribution to the student body that appreciates the intellectual freedom and thought and captures every leverage opportunity for improvement and help on sight. Through exchange of ideas and collaboration of efforts, I wish to build a promising and fulfilling future where I can not only fulfill my dreams of impacting the lives of people I love, know and live among this world. To me, college is the best opportunity that can be given to a person; I will seize college to make it the pinnacle of my accomplishments. Research Papers on Example University of Maryland Undergraduate Admission EssayThe Spring and AutumnThe Effects of Illegal ImmigrationThe Relationship Between Delinquency and Drug UseThe Hockey Game19 Century Society: A Deeply Divided EraThe Masque of the Red Death Room meaningsComparison: Letter from Birmingham and CritoHarry Potter and the Deathly Hallows EssayTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm X

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Doves Campaign for Real Beauty Case Study Essays Doves Campaign for Real Beauty Case Study Essay Doves Campaign for Real Beauty Case Study Essay TABLE of CONTENTS TOPICPAGE Executive Summary1 Problem Statement2 Situation Analysis: Objectives and Goals, Background, Market and External Environment Analysis2 Situation Analysis: Competition Analysis3 Situation Analysis: S. W. O. T. Analysis4 Situation Analysis: Segmentation Analysis5 Situation Analysis: Consumer Analysis6 Key Success Factors and Uncertainties6 Analysis of Alternative Solutions7 Recommendations9 Action Plan and Contingency Plan10 Bibliography11 Executive Summary Kerstin Dunleavy needs to determine how to maintain the Dove brand’s momentum. The key objectives and goals of the Dove product line is to increase market share, develop a strong marketing campaign, retain functional strengths of the brand, maintain the image of the â€Å"Real Beauty† campaign, and staying ahead of competition. Due to the highly competitive industry, marketing communication is critical to ensure campaign momentum. Kerstin must decide how to keep the drive of the initial campaign going. This will be achieved by introducing a new campaign. Through the use of internet, billboards, and media advertising, sincere communication will be achieved by the use of the concept copy thrust. An analysis of how communication messages will reach target market, what the message should communicate, public relation tactics, and sales promotion will take place in order to ensure the objectives and goals of the second phase of the Dove campaign is successful. Case Study: Dove’s Campaign for Real Beauty Problem Statement: Unilever’s Dove beauty product has proven successful of its relaunch and repositioning strategy. Despite this success, Kerstin Dunleavy needs to determine how to maintain the brand’s momentum while staying ahead of the competition and continuing to redefine beauty by maintaining a sense of integrity in society. Kerstin Dunleavy is required to use different advertising, publicity and sales promotion strategies in order to continue onto phase two of the Dove relaunch campaign. Situation Analysis: Objectives and Goals: Initially, Unilever’s objectives and goals of rebranding Dove’s image were to increase market share, develop a strong marketing campaign and retain the functional strengths of the brand. Because of the success from the societal marketing techniques in Dove’s initial campaign, these objectives have expanded to include maintaining the image of â€Å"Real Beauty†, staying ahead of competition and improving communication about Dove’s products in order to increase the sincerity of their advertisements. Background Analysis: Unilever was one of the largest consumer products companies in the world. The company had modified its branding policies in recent years. These modifications have emphasized brand names and a new public image. Unilever have four product lines that are organized into Cooking and eating, Beauty and Style, Healthy Living and Around the House. The Beauty and Style product line had developed Dove in the United States as a non-irritating skin cleaner. An independent study found Dove to be milder than 17 leading soaps and eventually they expanded its product line to included body wash, facial cleansers, moisturizers, deodorants and hair care products. Revenues from this product line reached $3 billion in 2005. Market and External Environmental Analysis: The beauty industry is highly competitive, with well-supported brands, big advertising budgets and a high degree of product similarity. Because of these factors, marketing and communications are crucial to Dove’s success. The development of a strong ethical position has catapulted Dove into a socially sound campaign. In the beauty industry, there is a misconstrued social image of what beauty is all about. This image has had negative effects on women all over the world. Low self-esteem, narrow definition of beauty, and obesity has been the result of advertising campaigns by beauty product companies. The Dove Research Study provided an opportunity for Dunleavy’s team to recreate the beauty image. This recreation has proven to increase Dove’s social responsibility to help women feel good about themselves again. Dove had developed self-confidence work shops for women and girls, which are in line with its objective of maintaining the â€Å"Real Beauty† image. Using women from different ethnic background is also a good strategy for Dove to continue. This strategy welcomes international women differences and Dunleavy’s team gained a competitive advantage by using women of all shapes, sizes and color. Dunleavy’s team used technology in innovative ways to launch the website campaignforrealbeauty. com, online vote casting, chat rooms, electronic billboards and mobile marketing events. The use of technology to market is becoming increasingly popular and Dunleavy should continue to be cutting edge in this category. The website chat rooms will give light to what women want in products and it will also develop a database to help accessing the target market preferred with mass advertising. Since the Unilever Company sells its products internationally, Dunleavy must be aware of many countries advertising legal requirements. This could pose a challenge from the Western Advertising campaign and the Eastern Advertising campaigns. The Internet campaigns with the new Canadian privacy laws may also have different legal restraints that will need to be carefully researched. For example, some chat forums and personal information may need to be protected. The beauty industry has continued to grow. In fact, even in a recession, the beauty industry has flourished and has not been impacted by a decline. With the advances of new technology and ew product awareness, the beauty product industry has been able to deliver products to its customers at reasonable prices. Competition Analysis: Because the beauty industry is highly competitive with similar products, competitors have turned their advertising emphasis from product-related variables to consumer-related variables. This means appealing to the consumer’s emotional psyche and situational influence has become increasingly important. Dove has stepped out of the box and went against its competitors in order to separate themselves and gain a competitive advantage in order to appeal to these emotional psyches. S. W. O. T Analysis: Strengths:  ·Established in 1957, Dove was found to be milder than 17 leading bars of soap.  ·Unilever is one of the largest consumer product companies in the world.  ·The Dove product is a pioneer of its type of product.  ·Unilever has devoted a big advertising budget to rebrand the Dove line and its product image.  ·The first phase of the relaunch of the brand has proven successful.  ·Unilever has quality products and is well positioned.  ·Dove was the first company to redefine the image of beauty; this gives them the competitive advantage. They are now seen as an industry expert with top-quality brands.  ·The creation of the Self-Esteem fund was established and other Not for Profit groups have flourished and women and girls are feeling better about themselves. Weaknesses:  ·Similar product qualities as competitor’s products.  ·Because Dove was the first to redefine beauty, all eyes are on them as a new industry leader.  ·Highly competitive pricing; therefore, leads to small profit margins Opportunities:  ·Redefining Beauty allowed the Dove campaign to distinguish themselves as a quality product and socially responsible company. The new image of what women perceive beauty to be is an opportunity for Dove to develop a strong ethical position and realign ethical and social strategies with their products.  ·Since the campaign, sales have continued to rise, but high product saturation suggests that the industry is in its maturity stage.  ·Technology has allowed the Dove Campaign to reach women internati onally.  ·Free Media coverage by means of journalists, TV shows (Oprah), high profiled debates, and open forums have given Dove free press on their products and their public image. Threats  ·Highly competitive environment. The relaunch campaign could fizzle away and competitors could imitate Dunleavy’s campaign.  ·Since there is a lot of free media coverage, Dove is unable to control this coverage and some negative publicity could be reflected on them. Segmentation Analysis: Segmentation Chart for Dove Beauty Products SegmentYoung WomenMid Aged WomenPrime Time Women Qualifying Dimensions Who? Girls and Women Age16 to 29Women Age 30-39Women Age 40 and older What? Moisturizing creams, tanning enhancer creams, acne creams, cleansers, SPF ProductsMoisturizing creams, cleaners, SPF productsPro-Age wrinkle creams, cleansers, Oils Why? Used to treat different skin problems at different stages of life. Reduce the acne and moisturizeUsed to treat different skin problems at different stages of life. Example reduce the appearance of the start of fine lines and wrinklesUsed to treat different skin problems at different stages of life. Example reduce appearance of wrinkles TrendsGrowingGrowingGrowing Determining dimensions Benefits soughtTo promote a habit of proper cleaning patterns and applying sunscreenTo promote a habit of applying sunscreen and how to prevent early appearance of wrinklesTo reduce the appearance of wrinkles and to properly moisturize Consumer Analysis: Dunleavy’s first phase of the campaign targeted 30 to 39 year old women. This target market is selected because these women have not yet tried skin-firming products. The broader segment is any woman who uses creams, soaps and lotions. In order to convey its message effectively to its target audience, the Dove Research Study revealed that all women want to be beautiful, but was feeling pressure from beauty product advertising to convey to an unrealistic image of beauty. Unilever used this research and insight to have women look at themselves and open a dialogue on what beauty is. Due to this newfound beauty image, consumers have reacted to the Dove product line by switching from competitor’s products. Consumers are becoming loyal and consumer retention is high. This increase in market share gives Dove an opportunity to retain this specific target market in the future. If consumer retention is achieved, then a new target market could be established for women 40 and older. At this age women would start to see the effects of aging and creams geared specifically to this new stage of life could be promoted. See Exhibit 1 for additional information. Key Success Factors and Uncertainties Key Success Factors. The main factors, which are vital to the success of the continued momentum of Dove’s campaign, need to include a sense of integrity in its repositioning strategy, and to complete a value-driven marketing communication strategy, in order to increase the sincerity of their advertisements. Maintaining the image as the â€Å"industry expert† and â€Å"top-quality† brand is also a key success factor. Key Uncertainties. The biggest uncertainty with the phase two of the relaunch of the Dove Campaign is how the competition will react to the campaign and if they follow suit, what Dove can do to stay a step ahead. Analysis of Alternatives Screening Criteria: Three decision criteria will be applied to each of the suggested alternatives to select the best fit for Dunleavy’s phase two of the relaunch campaign. Those criteria are:  ·the alternatives ability to market effectively to the desired target market.  ·the alternatives ability to effectively convey the sense of integrity and positive attributes of what â€Å"Real Beauty† should portray  ·the alternatives ability to remain an industry expert and product quality image Alternatives: Alternative #1 – Develop and present a strong presentation to continue the â€Å"Real Beauty† campaign Pros:  ·Presentation will convey the positive aspects of the current campaign by highlighting key factors of success. The campaign would continue to be used as a promotional tool, which focuses on the ability to reach a mass target market.  ·A strong social and ethical presence is created and brand loyalty and longevity is established. Cons:  ·Since the campaign has proven to be such a success, competitors may follow suite with a similar campaign and Dove may find themselves blending with them. This alternative is considered to be a viable alternative as it meets all of the decision criteria; however since competition is fierce in this industry, it is likely Dove’s competitors will follow suit and Dove would then lose their competitive advantage. Alternative #2 Develop and present a strong presentation to introduce a new campaign, with the continued use of internet, billboards and media advertising. Special attention will be given to the concept of copy thrust, in order to improve the sincerity and communication that is desired with the Dove products. Pros:  ·Presentation will introduce a new campaign, but focus on key objectives and goals sought by Unilever.  ·Keep ahead of the competition by being unpredictable in its marketing campaigns and also by being an industry leader.  ·Campaign could be directed at a new target market, which would increase market share  ·New campaign can use already established media and technology to promote its products and connect with its target market. Cons:  ·A new advertising campaign can be costly. There is a risk that the new campaign will not be successful and will be over shadowed by phase one of the â€Å"Real Beauty† campaign, that is, high expectations to live up too. This alternative is considered to be a viable alternative as it meets all of the decision criteria, it is considered to be a stronger alternative than alternative #1 because it allows Dove to remain an industry expert and stay a step ahead of its competitors. It also allows Dove to control the communication me ssages to its target customers. Evaluation of alternatives. Alternative 1 satisfies some of the evaluation criteria, by continuing to provide good branding image. It will also continue to enforce the new idea of the â€Å"Real Beauty† image. Alternative 2 is the best option, as it will allow Dove to step ahead and create a new target market. Because of the success of the first campaign, Dove is in the public eye and how messages are reaching the target audience is crucial to keeping the momentum alive. Analysis of Alternatives Decision Matrix To determine the best alternative a weighted decision matrix and rating scale is used. For rating the alternatives, 1 is a low rating and 5 is a high rating. Alternatives Evaluation criteriaWeight12 #1-Market effective the desired target market25%34 #2-Convey a sense of integrity25%34 #3–Retain strength of the Dove brand25%44 #4-Ability to remain an industry expert25%35 Weighted Total 100%. 751. 25 Alternative 2 offers the greatest match to the evaluation criteria as it received the highest weighted total in the decision matrix. Recommendation: While both of the alternatives meet the decision criteria and are considered viable alternatives, a choice between the alternatives should be made based on their order of effectiveness from the decision grid. Alternative two offers an introduction to a new target market, improved communication strategies and maintenance of the â€Å"top brand quality† and â€Å"industry expert† image. Dunleavy needs to follow specific advertising, publicity and sales promotion strategies to ensure the new campaign continues the required momentum that Unilever is looking for. The following action plan will explain how to achieve these desired objectives and goals. Action Plan: Short Term (0-6 months): Analysis of the how the communication messages will reach the target market. Dove’s promotion method should be to communicate brand and product information to its potential target market and influence their behaviour and attitudes. Dove has accomplished this successfully by means of mass selling. This method should be continued in the new campaign as it has the ability to reach a large audience at the same time, which proves to be cost effective. The new campaign should focus on institutional advertising, that is, continue to promote the company’s image and reputation. Since Dove is at the maturity stage and brand insistence is increasing, Dunleavy should promote the new product by reminder advertising. Since the new market of women over 40 is being targeted, the Dove Pro-Age product line should be the main product promoted. The development of new billboards, a new product website, and advertising campaigns are communication tools that need to occur. Analysis of copy thrust, that is, what the message should communicate. Dunleavy needs to listen to the research and use the AIDA model to help guide what messages should be on the Billboards, new website and advertisements. Attention – Continue to use real women in advertising and billboards. Holding Interest – the use of women over 40 is a must and their experiences and attitudes must be portrayed in order to set the tone of the ads desired. Arousing Desire – the desire to stay looking young, yet embracing age will be a key requirement in the ads as well. Obtaining Action – is the desired end result that the Dove product is looking for. By using direct-response ads to encourage consumers to research or encouraging Pro-Age instead of Anti-Age may be a technique to spark buying behaviour and it will keep in line with the original â€Å"real beauty† image. Increase Public Relations Continue to work with media to generate positive publicity of growing old gracefully and embracing the prime time stage of life. This type of advertising strategy has work well for dove in the past and it has many benefits. For example, it is free; highly credible with consumers, uninvasive, and the audience is more attentive. Dove will need to ensure the copy thrust of publicity is what it is intending to say. The one draw back of free publicity is that Dove will not be able to totally control what is said; however, they can steer the media into the right direction. Since the current image of Dove associated with media is favorable, this should be a relatively easy task. Sales Promotion A sales promotion should be used to generate and stimulate the new target market. This can be done by customers going onto the new product website, to access free products or coupons. Sales promotion will only last for a short time, but may entice customers to switch from a competitors brand, or try a new product. Longer Term: Once the communication strategies are in place, Dove should continue to support its Not for Profit groups and foundations. By showing this continued support, Dove is showing how committed they are to ensuring confidence in woman is important to them. This will increase brand insistence, consumer loyalty, and company image. Monitoring website traffic, forums, and comments should also continue. This will give Dove insight to creating new products, and learn the new trends in marketing. Contingency Plan: If the new campaign does not flourish the â€Å"Real Beauty† Campaign should continue and new ideas should be generated in order to stay ahead of competition. Dunleavy needs to be consistent in her communications to the public and each message should be carefully analyzed in order to portray the proper image. Bibliography 1. Perreault, William. , McCarthy, Jerome. , Meredith, Lindsay. , Ricker, Lynne. , (2007). Basic Marketing A Global-Managerial Approach 12th Edition. 2. Web site www. doveproage. com 3. Web site www. campaignforrealbeauty. com

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Information Management Research Paper Example | Topics and Well Written Essays - 1000 words

Information Management - Research Paper Example Business field has experienced many transformations in developed countries over time. One major change is the use of information technology in order to achieve better communication. Written forms of communication for example e-mails, blogs and letters play significant roles in organizations. They enable execution of business issues in a more convenient manner because tasks such as accounting and employee appraisals are effectively undertaken. This paper offers analysis and critique of the association between information science, written communication genres and business aims; furthermore, it addresses issues affected by written communication.Analysis and Critique According to Demarco (2011), information technology is a critical pillar in advancing business operations in current competitive economic world. Critically, organizations who seek to leverage their business performance should comprehensively adopt sound technological methods in daily business transactions. These technological-enabled systems facilitate effective development of customer base through mutual networking and exchange of noble business ideals. For example, most organizations have designed definite e-mail and blog network systems through which communication with clientele is established. The clientele establishment has enhanced productivity and financial growth in most business settings, which has remained a potential element

A Journal opinion article Essay Example | Topics and Well Written Essays - 750 words - 11

A Journal opinion article - Essay Example As compared to the same period last year, JP Morgan registered a reduction in bond trading revenue by 21%. Additionally, the bank revenue obtained from the mortgage reduced to 84%. Major aspect that caused the poor performance by the bank was due to uncertainties that surrounded the US economy as far as lending to consumers and trading volumes are concerned. Being one of the Wall Street banks to post the reduced earnings, JP Morgan indicates how the financial sector has been faced with difficulties in the first quarter of 2014. Additionally, majority of the businesses owned by the bank including the commercial lending and the credit cards indicated low profits. This resulted to reduced total revenue for the bank in the first quarter an aspect that may result in reduction of annual revenue if the trend of the low performance in the financial sector continues in the remaining quarters. According to the bank, the net income fell to $5.27 billion which is equivalent to $1.28 per share fo rm the $6.53bn, or $1.59 per share which was experienced in the same period in 2013. According to the analysts, the bank earning per share was expected to stand at $1.40 per share. However, this was not achieved due to the reduction in net revenue which experienced 8.5% fall to stand at $22.99bn while the bank expected total revenue to stand at $24.53billion. Similarly, in the premarket trading, JP shares reduced by 3.3% to sell at $55.50 deviating from $61 highest prices that the bank has maintained for the last 13 years. This is a major indicator of poor performance of the bank an aspect that may result to low level of trust from the customers as well as investors. Despite the low performance by the JP Morgan, Jamie Dimon, the chief executive officer indicates that the largest bank in US is creating confidence in the country’s economy. As the result of

Teen Pregnancy Essay Example for Free

Teen Pregnancy Essay Teen Pregnancy has always been a sensitive topic to many. Recently though teen pregnancy has become a major problem in society. The question that comes to mind is then, what can be done to reduce the number of teen pregnancies? Whether it be done by way of sexual education programs or other methods it is clear that something must be done. Currently not enough is being done to fight the number of teen pregnancies. â€Å"Teenage pregnancy and birth rates both dropped in the 1990s. Increased use of contraceptives and increased abstinence among teens could explain the decrease. However, the U. S. still has the highest rate of teenage pregnancy among western industrialized nations, 42. 9 births per 1,000 females aged 15-19. In 2002, there were 431,988 births to females under twenty. Four out of ten girls become pregnant by the age of twenty. Eighty percent of these teenage pregnancies are unintended, and 79 percent of pregnant teens are unmarried. The birth rate remains high in low-income, minority neighborhoods, where the birth rate still remains at 153 and 138 births per 1,000 for black and Hispanic teenage girls respectively. Sixty percent of all teenage mothers are in poverty at the time of birth† (Teenage Pregnancy Prevention 1). These numbers plainly show that teen pregnancy is still a major problem. I believe one of the most prominent causes of teen pregnancy is stress. Many teens in today’s society are too stressed by daily life, and could be turning to pregnancies as a way of continuing their â€Å"name†. In a small Massachusetts community where teen pregnancy rates were high it was also noted that their families were also going through a rough patch. An additional cause is that teens do not have enough teaching when it comes to sexual education. Parents need to talk to their children about the dangers of sex. Doing something about this problem is something that many believe involves sexual education. A recent study showed â€Å"A growing number of sex education programs that support abstinence and the use of contraception for sexually active teens have revealed a positive effect† (Sex ed programs actually can work 14). Sex education should be made mandatory in schools. Another method that many adults believe is necessary is making items such as condoms easily available for teens. Some school nurses have gone as far as o pass out condoms to students. This however crosses a boundary with another controversial topic. One Final prevention plan involves everyone who is willing to help, by simply making sure your community clinics and help services are open long enough you can help provided teen in need with a place to go. Teen Pregnancy is a problem that can not be fixed immediately, but by promoting awareness a decline may be in the future. The general public must find a way to help the efforts in whatever means possible. One thing we do know is that without our action this problem will not be changed.

Analysis of Where have all the parents gone

Analysis of Where have all the parents gone   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the movie, Child of Divorce, a young girls parents got divorced; this affected her physically and mentally. This is an example in the society today, as each child sees their parents fighting and arguing, which lead to divorcing, it will affect them as they grow older because a child has to choose between two parents to live with. Nowadays, there is a higher percentage of divorce of a childs parents and others just stayed single. What aspects should of a childs life should be a Parent control? All aspects should be control until a child reaches an independent stage of making the right decisions in his or her life. In addition, what happened to the loving parents? All parents are too busy to have time for their children or have a family dinner every night. Furthermore, what are parents job descriptions? One would be being a role model to their kids so as they grow each kid would be able to follow their parents footsteps to be successful. Another would be to training them as grown, mature and independent person. In the article, Where Have All the Parents Gone? by Barbara Dafoe Whitehead, she talked about the social issue towards children being our future and she expressed her opinions about parents should be responsible for raising their children because most parents are too busy working to be involve in their own childs life, which will cause them to make wrong decisions. Also, as the generation grows, little by little the society changed because parents became brutally murderers to their own children and children rebelled. As a result, I agree with Whiteheads article because parents are responsible for their own childrens actions for them to be independent, spending time with their children will built up a relationship, and teaching them their values will make them appreciate what parents do for them. First, children should be independent by their parents guiding them through their life. [à ¢Ã¢â€š ¬Ã‚ ¦] virtually every child in America grows up in a family with one or more parents. Parents house children. Parents feed children. Parents clothe children. Parents nurture and protect children. Parents instruct children in everything from using a fork to driving (Whitehead 224). This demonstrates that parents are guiding their children from being an immature child to a mature grown up by making feel them the love that parents give them. As the children grows older, they will eventually realized what their parents taught them will be useful and helpful. They could be independent without relying on their parents. Furthermore, it is important that teaching their children from right and wrong, helping them with their decisions from right and wrong will lead to having a trust within themselves, so that they could go on with their own lives with what they learned from their parents. Second, if the parents spend more time with their kids, it will build up a stronger family relationship. [à ¢Ã¢â€š ¬Ã‚ ¦] a second income became essential. [à ¢Ã¢â€š ¬Ã‚ ¦] struggling to pay the bills, l parents seems to be short-changing their children in another way. They werent spending enough time with their kids [à ¢Ã¢â€š ¬Ã‚ ¦] (Whitehead 226). This demonstrates that parents should be able to balance their time for work and family because even though they need to make salary to pay for their bills. There should not be a reason why they can not have time to spend time with their children. Each parents decided to have children for a reason, which is to build a family on their own and to be proud parents when their kids succeed on becoming a doctor, nurse and so forth. In addition, being a parent is not a easy job; however they should think it thoroughly having kids because what is the use of having kids when a parent all he or she does is work and not have time to spend with t heir kids. For example, the parents should be able to teach their kids how to cook, how to bake, help them with their homework and so forth. Therefore, in the future, when their own kids have children, they will imitate what their parents did to them to their children, which is always working and not have time for their children. Third, parents should be teaching their values to their children, so their children will appreciate what parents do for them. [à ¢Ã¢â€š ¬Ã‚ ¦] most important, they werent teaching good values (Whitehead 226). This demonstrates that parents does not have time to even teach their children their values, so how can their children learn from them when they are suppose to be their role models. For example, each parent has different culture or history background, they should teach their children the values of their religion/culture and history of they originated from. In addition, many young women gets pregnant at a young age, which shows that parents should watch over their children more often and protect them for their own safety plus educate them how education is important to finish for their future. Also, it is important to show the significance of the parents values because when the parents die, their children will be able to carry this values and pass it to their future children, so it will be pass through generation by generation. In conclusion, Parents should be able to show their values to their children so they would be more appreciated from their children. There should not be excuses or reasons why parents do not have time for their children. Even though, parents are struggling, they should be able to show their children how they can face their problems without committing crime. Also, parents should be able to express their love for their children, so they can feel the love of their parents. Lastly, educating their children will make them successful, teaching them their values will make them appreciate their parents and have a future. Work Cited Whitehead, Barbara Dafoe. Where Have All The Parents Gone? 75 Readings: An Anthology. 11th ed. Ed. Santi V. Buscemi, Charlotte Smith. Boston: McGraw Hill, 2010.222-229.Print.

The Character Vasia in Boris Pasternacks Doctor Zhivago :: Doctor Zhivago Essays

The Character Vasia in Boris Pasternack's Doctor Zhivago The character Vasia Brykin, in the novel Doctor Zhivago by Boris Pasternack, is created and developed as a symbol of the rampant and chaotic times during the turbulent Russian Revolution. His significance in relation to the overall plot is minor because of his only two sub-chapter appearances, but thematically he works to show the breakdown of the Russian economic and social infrastructure in the country, and the lasting effects it has on the generation of lives that were swept up in its political turmoil. Vasia is introduced in chapter seven, on the train to the Urals, where Yurii Andreievich Zhivago learns of his depressing story. Vasia Brykin's father was killed in the war, and his mother had sent him to be apprenticed to his uncle at age sixteen. One day his uncle was called in by the local soviet authorities to answer some questions, and accidentally walked into the Bolshevik's labor recruitment office, where he was conscripted into forced labor and herded off to a train. Vasia and his aunt went to say farewell the next day, and his uncle pleaded with the guard, Voroniuk, to let him out of the car to see his wife for one last minute. Voroniuk, fearing for his own position, allowed him to leave only if Vasia stayed in his place for insurance. Vasia's uncle never returned, and he cried and pleaded with Voroniuk, but it was to no avail. Physically, Vasia appeared "an attractive boy with regular features who looked like a royal page or an angel of God in a picture" (223). He has red hair, and an unspoiled innocent look to him. On the external, he is a very enthusiastic person, full of compassion and emotion, especially when he speaks of his family and life back in his home village of Veretenniki: That's what I say-Buisky-Buisky village. Of course I know it, that's where you get off the main road, you turn right and right again. That's to get to us, to Veretenniki. And your way must be left, away from the river, isn't it? You know the river Pelga? Well, of course! That's our river. You keep following the river, on and on, and away up on the cliff...(224-225)

Moll Flanders by Daniel Defoe :: Moll Flanders Daniel Defoe Essays

Moll Flanders by Daniel Defoe Three recurring themes in Moll Flanders by Daniel Defoe are greed, vanity, and repentance. Theme is defined as an underlying or essential subject of artistic representation. These three themes play an important role in the development of the story of Moll Flanders.   Ã‚  Ã‚  Ã‚  Ã‚  The first theme, greed, is shown in Moll's acts of prostitution. Moll turns to thievery in many instances to support herself. She also allows her morals to disintegrate; a result of her greediness.   Ã‚  Ã‚  Ã‚  Ã‚  Moll's first act of prostitution is thrust upon her unknowingly. In the beginning of the story, she is living with a gentle woman and her family. One of the brothers takes interest in Moll and seduces her into becoming his lover. "He took these freedoms with me†¦ when this was over he stayed but a little while, but he put almost a handful of gold in my hand†¦" (Defoe 26). Moll lets down her guard and meets with the brother frequently. "†¦ so putting the purse into my bosom, I made no more resistance to him, but let him do just what he pleased and as often as he pleased†¦" (Defoe 30). Later in the story, Moll becomes acquainted with a woman who persuades Moll to work for her as a prostitute. Even though Moll is now married, she agrees to sell her body for profit. "I found presently that whether I was a whore or a wife, I was to pass for a whore here†¦" (Defoe 144). Moll's acts of prostitution show that she will carry out illegal practices in order to get money.   Ã‚  Ã‚  Ã‚  Ã‚  Moll's many instances involving thievery also express the theme of greed. At the end of the story, Moll gives her son a stolen watch. "†¦ I stole it from a gentlewoman's side at a meeting house in London" (Defoe 297). Moll says this is the only thing of value she has to give him. One Christmas Day Moll discovers an unattended silversmith's shop. "I went boldly in and was just going to lay my hand upon a piece of plate, and might have done it and carried it clear off†¦" (Defoe 238). Moll resists the temptation to steal because a nearby shopkeeper rushes over after having seen her enter the empty store. While Moll is living with the old governess she has some luck swindling a man at a gaming-house who seems "†¦to be of more than ordinary fashion†¦" (Defoe 230). Moll wins him some money and secretly keeps a part for herself each time. "†¦he divided it with me, and I brought away 30 (sic) guineas besides about forty-

Java Calendar Tutorial Essay

Introduction This tutorial is designed to provide you with an understanding of the Java Calendar class, it’s backgrounds, purpose and uses. It is created in such a manner as to allow even beginning Java programmers an understanding and feel for the uses of the Java Calendar class. The Java Calendar class was added to the Java Development Kit in JDK 1.1. It is designed to permit the conversion between a specific instance in time and a set of Calendar fields. (Oracle, 2004, 2010) What exactly does this mean? The Calendar class uses a huge array of tables to keep track of time based on daylight savings time, timezones, and calendar history, the calendar class uses a system time to determine where whatever event is being tracked falls on in the internal calendar tables. Some confusion is caused by this as Java does keep track of specific location time, and the programmer needs to keep this in mind when using the Calendar class even when it isn’t relevant to the problem being addressed ( Roedy Green, Canadian Mind Products, 1196-2011). How to use the Calendar Class The Calendar Class and it’s associated methods are used by three methods. The programmer can import the calendar class and whatever specific method or constructor they will use in their program by importing it as importjava.util.specificfunction; For instance, if the programmer wished to set the date within a program, but that was all that was needed, for instance no date specific math was needed as in a log file, then the programmer could use, importjava.util.Calendar.set; If the programmer needs to have greater functionality associated with the dates being used within a program the programmer should use the entire Calendar class. This takes up more space within a program, however provides a much simpler method of calling items from the Java Calendar class as all of it’s functionality is available to the entire program. This format would simply be, importjava.util.Calendar; Finally the programmer can call within the program any specific function required within the Calendar class by using a fully qualified name for the method being used, if the programmer wished to use the set function once within a program and that was all that was needed the programmer could simply use public void java.util.Calendar.set For ease of use of associated Java Calendar methods and constructs however it is generally recommended that the programmer use the import function and import the entire Calendar class. This provides for significantly less time coding, and less possibility of mistakes in typing out commands and code as less code is necessary. Melissa Robinsons Section Every so often a program wishes to know something about a date, such as what day of the week something took place or maybe you would like to know which of the 12 months have 30 days. This can be completed with the Calendar class within the java.util package. The very first thing that should be done is to import the package: import java.util.Calendar; The next thing to do is to get an instance of the Calendar class: Calendar cal = Calendar.getInstance( ); Be aware that the constructor cannot directly be called upon with new Calendar( );, since it’s an abstract class. The next thing to do is set the date and time of what is wanted to know about certain things: cal.set(year,month,day); For the month parameter, January is 0, February is 1, March is 2, etc. The constants Calendar.MONTH can also be used. Each and every calendar has a set of boundaries that are automatically updated when the calendar is altered. The get ( ) method can access these and a set of constants that characterize a number of available fields. So it can be noted that some very precise things can be done with the calendar now. For example, the week of the year that a day falls on can be found by using: int week = cal.get(Calendar.WEEK_OF_YEAR) Or  For example. Use the getActualMaximum() to find the number of days in a  certain month: intdaysInMonth = cal.getActualMaximum(Calendar.DAY_OF_MONTH); Here are some fields that may be useful within the Calendar Class: * DAY_OF_WEEK – Returns the day of the week that a day falls on, 1 through 7 days. * DAY_OF_YEAR – Returns the number of days into the year that the date occurs * WEEK_OF_MONTH – Returns the week number in the current month where the date occurs * DAY_OF_MONTH – Returns the current day of the month Andrew McCutchan’s Section Examples of Calendar Class Use: Below are some typical examples of the usage of the java calendar class. /* Java Calendar Follow along with this example in a text editor to have java show todays date and time. */ import java.util.Calendar; public class JavaCalendar { public static void main (string[] args) { Calendar cal = Calendar.getInstance() ; System.out.println(â€Å"Today is : † + cal.getTime() ) ; By following the formats for cal.get instances mentioned above, one can find the various dates, times, weeks, and months in current formats, or in predetermined periods. This method allows programmers to set specific time constraints when coding for specific results. End of Section Methods Within the Calendar Class There are many methods within the calendar class. Methods are used for querying, setting, and doing arithmetic on the various fields of the date and time. The most commonly used methods are: * add( ) * set( ) * roll( ) References 1. Oracle. (2004, 2010). java.util Class Calendar. Retrieved from http://download.oracle.com/javase/1.5.0/docs/api/java/util/Calendar.html#set(int, int) 2. Roedy Green, Canadian Mind Products. (1196-2011). Calendar : Java Glossary. Retrieved from http://mindprod.com/jgloss/calendar.html

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.