The Abortion Debate Essay - 1454 Words

What is an abortion? An abortion is an operation to prevent women from carrying on with the pregnancy and having a baby. In other words, it means terminating a pregnancy. Also this method is called a birth control. An abortion is a legal procedure that is done around the world. Other countries, they might have different beliefs about an abortion. There is an illegal way of having an abortion. A certified doctor has to do the operation. The illegal way is when an unprofessional person without certificate or license giving the abortion. This method can be fetal and very dangerous. Abortion is the death of a person, a living human being distinct from any other individual on this planet(book 2). The History of the Abortion†¦show more content†¦A lot of people died and more are dying from previous and recent diseases, such as mal-nutrition, hunger and abuse and murder. Abortion is just a legal way of killing more people that just has not developed yet. The Advantages and Disadvantages of Abortions The advantages of an abortion incorporated into situations such as if you want your freedom and do not want the burden of a child, you will be for the right to have an abortion. If you were young and it was a mistake and inconvenient for you, you would not have the baby. If you were rape and that was the outcome and could terminate, you would. These are situation stated in book 1 that show how they were present these similar cases and saw the decision of the abortion becoming legal. Because of the court decision, this is now an advantage for many women who each have situations similar to these (book 1). The disadvantages of an abortion can be the side effects that can occur during and after an abortion. It can be the pain or not being able to become pregnant or carry the fetus for nine months and also death. There can also be psycho-social stress following the abortion. Many women sink into deep depression after realizing that they killed their unborn child (book 6). Another dis advantages is that there are people trying to stop the abortions because they believe that mothers-to-be are killing a ?human child? and should be convicted for a crime. A woman named Virginia Robertson got arrested forShow MoreRelatedThe Debate On Abortion And Abortion1448 Words   |  6 PagesAbortion. This word leaves most people feeling uneasy after just saying it out loud. The discussion of abortion is continuously left open-ended with millions of opinions, arguments, and questions. Abortions occur every single day leaving potential fathers devastated or thrilled, leaving friends and families broken and distraught or in contrast, proud. More importantly, leaving the potential mother uncertain and even destroyed. But with abortion in mind, what is considered wrong and what is consideredRead MoreThe Debate Over Abortion3667 Words   |  15 PagesPolitical Science 101 SBCC April 19, 2015 T/R 11:10 Laws vs. The Right to Life The debate over abortion has divided Americans into polarized sides since the Supreme Court’s 7-2 decision in Roe v. Wade on January 22, 1973, where the Court deemed abortion a fundamental right under the United States Constitution. The lawsuit began when Norma McCorvey became pregnant with her third child in 1969 and could not get a legal abortion in Texas. With her attorneys, they filed a lawsuit. Roe v. Wade reached SupremeRead MoreThe Abortion Debate Essay1652 Words   |  7 PagesThe topic of abortion is one of the most controversial topics affecting our society. The disagreement between for and against abortion has caused hundreds of fights that have even resulted in death. Regardless of what many individuals may accept, fetus removal is not right or off. It is a matter of individual assessment. Consequently, each one side can say with assurance that alternate isnt right. Accordingly the inquiry remains; should premature birth be lawful? Though many people may disagreeRead MoreThe Philosophical Aspects Of The Abortion Debate1672 Words   |  7 Pagesphilosophical aspects of the abortion debate form two logical arguments, which oppose and support abortion. These arguments are based on what is ethical and the rights of an individual. The view that abortion should be illegal rest on the moral right of the life of a human being at or near conception killing an embryo is unjust since it violates the right to life (Hershenov 129). Therefore, the law should prohibit violation of the right to life. The view that abortion should be legal, generally arguesRead MoreEssay about The Abortion Debate706 Words   |  3 PagesThe Abortion Debate There are all kinds of people in the world, and we all have different opinions. In this report I am discussing abortion. You will read about the pros and cons of this subject. Some people think that abortion is wrong; they think that abortion is the killing of innocent children. Other people believe that the unborn child is not actually a human until it takes its first breath of air. Many people think that having an abortion is in a way, murderRead MoreAbortion Is A Never Ending Debate1094 Words   |  5 Pages Amir Azarvana Pols 1101 July 2nd 2015 Abortion. The tittle of the article I will be analyzing is â€Å"republicans seek to put abortion on the front burner in 2016†. The article was published in U.S. News and World Report, written by Tierney Sneed. Abortion is a never ending debate, it is one of the most common medical procedures performed in the United States each year. Abortion is also one of the most debated topics of all time, it is a never ending debate of whether it should be legal for womenRead MoreThe Debate Over The Controversy Of Abortion1600 Words   |  7 PagesWhen taking the emotional aspect out of the abortion argument, what premise would most support individual liberty? The debate over the controversy of abortion continues because of its frequency of occurrence, and the cultural, legal and religious status that varies extensively in different parts of the United States. While the emotional arguments regarding abortion can be compelling, but should have no bearing in the legal discussion, the individualsà ¢â‚¬â„¢ rights to life and liberty should be held aboveRead More The Debate Over Abortion Essay2024 Words   |  9 PagesWith the ongoing debate and the advancement of technology in determining the viability of a fetus, abortion, the ending of a pregnancy by removing a fertilized egg, has become increasingly controversial. The morality of abortion has caused many to separate into opposite sides of the spectrum, pro-life and pro-choice. The arguments over abortion has stirred a continuous debate between a pro-choice stance such as that presented by the analogical reasoning of Thomson or Glover’s examination of socialRead MoreA Comprehensive Review Of The Civil Liberty Debate On Abortion.1500 Words   |  6 PagesA Comprehensive Review of the Civil Liberty Debate on Abortion Of all the issues plaguing the United States, currently and in the past, abortion rights have been one of the most passionately debated civil liberty issues. Edward Sidlow and Beth Henschen define civil liberties as â€Å"Individual rights protected by the Constitution against the powers of the government†(72). Some argue that women should be protected from the powers of government in terms of reproductive rights while others argue thatRead MoreAbortion In The United States Is A Major Topic Of Debate1218 Words   |  5 PagesAbortion in the United States is a major topic of debate in United States politics. People today frequently hear the terms pro-choice and pro-life, which represent the liberal and conservative views on this issue, respectively. First made illegal in the late 1800s, the federal government did not rule that abortion was legal again until the Roe vs. Wade Supreme Court decision in 1973. Despite this ruling, citizens still fight for women’s ability to terminate their pregnancies as they face legislature

Methods of Shielding Design in Computed Tomography Free Essay Example, 1250 words

Different shielding methods in computed tomography are used and shielding should be of different body parts. In this case, we need to have CT for eye shielding which is design to be used in head and facial CT scans. CT for Radio-protective Brassier which has been designed to protect breast tissues. Images will be also be obtained in the views of left lateral, left posterior oblique, right lateral and right lateral oblique until the number reaches 100-k (Jankowski et al. , 2004). During the study period, data will be composed with respect to positive and negative findings depending on the study area. Statistical values will be calculated to recognize modality sensitivity. After the end of data collection and statistical calculations are done, data will be presented in form of chat, tables among others in order to allow easy interpretation by the medical departments in order to make necessary correction with relevance to shielding in computed tomography (Jankowski et al. , 2004). Rese arch Design typeThe objective of conducting this is to identify the coronary artery diseases (CAD) patients because of the high risk of survival of these patients (Jankowski et al. , 2004). We will write a custom essay sample on Methods of Shielding Design in Computed Tomography or any topic specifically for you Only $17.96 $11.86/page

Analysis Of Shakespeare s Romeo And Juliet - 868 Words

FAMILY IS FOREVER When I read Shakespeare, one of the main things I think about is how great women have it today as compared to Shakespeare’s time. While may be arguable that as of recently that we may be living in a post patriarchal society, in Shakespeare’s day the patriarchy was undeniable. Women were property and were utterly controlled by men. They had to look a certain way. act a certain way and most of all be obedient to the men closest to them. The most attractive trait a woman had back in Shakespearean times was being loyal. Today the idea of loyalty for a woman is to be faithful to her man and to look out for his best interests. In Shakespeare, loyalty mostly pertained to the woman’s family. While many would argue that women in Shakespeare are bound to their love interest (everyone points to Romeo Juliet), most actions enacted by women in Shakespeare are actually to protect their family name or to make sure they look good to their father. In most of Shakespeare’s plays, a woman’s loyalty seems to be divided; I believe that in Shakespeare, women characters’ actions can always be tied to their loyalty to their families over their husband/lovers and as a result they get entangled in more conflict. When reading Shakespeare it is important to remember that it is a man’s world and females are just living in it. From the moment they are born they are subject to father and then when they get married they are subject to their father as well as their husband. Linda Boose,Show MoreRelatedAnalysis Of Shakespeare s Romeo And Juliet 980 Words   |  4 Pages Traditional Criticism: a. Plot: This is a progressive plot where the exposition of the characters, setting, and conflict are introduced in the beginning. Then, the story line builds with ideas foreshadowing Sophia death. Florence’s daily encounters and different relationships with every character in the story continue to lead the reader to the climax. After the climax, the story ends, almost happily ever after; however, it does leave the reader unsure if Sophia is finally restful in her grave orRead MoreAnalysis Of William Shakespeare s Romeo And Juliet929 Words   |  4 Pageseventually love him. He believes that her pleasure in his pain might draw her attention towards reading the sonnets, and allow her to know the extent of his affection, which may make her pity his situation somehow transforming into grace and love. Sidney s warns the reader that the only way to fully express his love for Stella in his poetry is to write from his heart. In his first sonnet makes it clear that demonstrates the first of many clashes between reason and passion that appear in the sonnet sequenceRead MoreAnalysis Of William Shakespeare s Romeo And Juliet1654 Words   |  7 Pages by Romeo Fulga Summary of verse 14. Significantly, the names of Christ in this letter reveal his divinity. Previously the title á ½  á ¼Ë†ÃŽ ¼Ã¡ ½ µÃŽ ½ was a title reserved only for God the Father in the Old Testament. This name clearly indicates that Christ is indeed the son of the living God, the second person of the Trinity. Therefore Christ as the being the truth, signifies that He is the certainty of the fulfillment of God’s promises (2 Cor. 1:20) â€Å"For all the promises of God find their Yes in Him. ThatRead MoreAnalysis Of William Shakespeare s Romeo And Juliet2054 Words   |  9 PagesIntroduction â€Å"What’s in a name? That which we call a rose by any other name would smell just as sweet.† This quote from Shakespeare is from the balcony scene when Juliet tells Romeo that his name is meaningless and that he is still a handsome young man and that only their family names are enemies. This same quote can be applied in today’s society in how people address each other based on different situations, especially when addressing women. There are many different titles that can be used to addressRead MoreCharacter Analysis of Romeo in William Shakespeare ´s Romeo and Juliet1270 Words   |  6 Pages Romeo, at the beginning of the play, is a love-struck, immature, and impulsive young man. In the beginning of the play, Romeo believes that he has found the person and place â€Å"where I am in love† speaking of Rosaline, a girl who he barely knows (I.i). Romeo is love-struck and impulsive, saying that about Rosaline after just meeting her. Romeo doesn’t know what real love is, he is just an immature young man who doesn’t see reality as it is. Towards the end of the scene, Romeo sees a new girl namedRead MoreCharacter Analysis on Friar Lawrence in Shakespeare ´s Romeo and Juliet794 Words   |  4 PagesThere are many characters in the play of Romeo and Juliet that have important roles and unique characteristics. One of these characters is Friar Lawrence, a Franciscan monk who is an expert in plants and medicines. While the Friar does not appear in all parts of the play, he acts as an advisor to Romeo and Juliet and gets them married. Being an honest, trustwort hy, and loving friend, Friar Lawrence helps keep Romeo and Juliet together while maintaining his character and not acting dual-sided or havingRead MoreWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. The two children overcome various obstacles such as hiding their chemistry fromRead MoreRomeo And Juliet Film Analysis1647 Words   |  7 PagesDavies, Anthony. The film versions of Romeo and Juliet, Shakespeare Survey 49(1996):153-162 Web. 22 May 2017. 1. In this Journal articles by Anthony Davies, he attempts to trace, compare, and analyze the play of Romeo Juliet’s life throughout cinema. To do this, Anthony does a close reading of four different films directed by Cukor, Zeffirelli, Alvin Rakoff, and the BBC. With these films, Anthony delves into them while dissecting specific scenes to compare how they are different or similarRead MoreRomeo And Juliet Essay1228 Words   |  5 PagesAubrey Bryan. In Romeo and Juliet. Drama for Students. Encyclopedia.com. Web. 04 June 2017. 1. Encyclopedia.com is an online encyclopedia that provides free information, articles, or references from various credible sources such as Oxford University Press and Columbia Encyclopedia. This online encyclopedia does not let anyone rewrite references or information which is what gives this site its credibility, as they make sure information is accurate before publishing. 2. On this online encyclopediaRead MoreWilliam Shakespeare s All The World s A Stage 1540 Words   |  7 PagesMegan Mackey Professor Raja Atallah English 1102 17 April 2017 Research Paper William Shakespeare once said, All the World’s a Stage —and now his quote can be applied to his literature within his tragedies (William Shakespeare 1). The generation of people today have a much different definition of tragedies than people did during the Shakespearean times. Shakespeare’s tragedies involve a protagonist whose character is developed so that it is clear that he is a heroic figure in the setting of the

Cool Hand Luke (Movie) Essay Example For Students

Cool Hand Luke (Movie) Essay Never Say Die!Of all the films that were released in 1967 few had the power and stamina of displaying detailed characterizations in the manner of which Cool Hand Luke did. Its strong message of individuality was a welcomed choice in the 20th centurys most turbulent decade, which of course were the 1960s. Based on the novel by Donn Pearce and adapted for the screen by Pearce and Frank R. Pierson and Oscar nominated for Screenplay Adaptation, Cool Hand Luke opens with a lazy and most effective scene showing Luke Jackson cutting the heads off of parking meters in a drunken haze in the confines of a small southern town. Promptly picked up by the police and sentenced to two years for maliciously destroying public property while under the influence, Luke is transported to a prison camp led by a character named Dragline. Dragline rules with an iron fist over the gang but manages to maintain many friends and constantly earns the respect of his fellow prisoners. The scene in which Luke is brought to prison sets the tone for the entire film as director Stuart Rosenberg sternly outlines the disciplinary policy of the facilitys captain (Strother Martin) and its guards whom the prisoners are told to refer to as boss. Lukes mission is to immediately challenge Dragline for leadership of the gang and a conflicting scene involving a boxing match between the two puts Luke on good terms with the other prisoners and the guards themselves also notice this. Dragline ends up becoming Lukes friend and protector and the film becomes a series of rebellious acts executed by Luke. One somber and heartfelt scene has Luke in contact with his mother who comes to visit him and she is dying, presumably of lung cancer as we see her coughing and chain-smoking her way to the grave. He refers to his mother on a first name basis and the scene has a further impression later in the film as Luke comes to terms with her death. Its one of Newmans finest moments on film. Cool Hand Luke is easily recognizable as social commentary but it also has a sense of humor and knows how to be entertaining on a general level. This is shown in the films most classic scene, the egg-eating contest. Luke challenges the disbelievers in the camp into proving he can eat fifty hardboiled eggs in one hour and every cent in camp rides on his bet. The talented cast of Cool Hand Luke includes such character actors as J.D. Cannon, Lou Antonio, Jo Van Fleet, Wayne Rogers, Ralph Waite, Harry Dean Stanton and a very young looking Dennis Hopper. Director Stuart Rosenbergs heavy handed direction is appropriate for this film which creates a clandestine environment of prison abuse and prisoner defiance and leaves the audience with many questions of whether prison reforms or give its convicts the impression that for every violent action, there can be an act of equally violent reaction.

Plagiarism in Higher Education free essay sample

Dont miss your chance to earn better grades and be a better writer! It may be argued that although politicians do not necessarily write the words themselves, they endorse the words they use. But what if the words themselves are not original? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Devil Patrick, the Massachusetts Governor. Obama admitted he should have acknowledged his source: Education, Business and Society: Contemporary Middle Eastern Issues Volvo. No. 3, 201 0 up. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/1753798101 1070082 was on the stump. [Devil] had suggested that we use these lines and I thought they were good lines ] Im sure I should have didnt this time 1 really dont think this is too big of a deal (Obama cited in Whitefishes, 2008). Published by kind permission of HCI Press. Plagiarism has been defined as the unacknowledged use of someone elses work ] and passing it off as if it were ones own (Park, 2004, p. We will write a custom essay sample on Plagiarism in Higher Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 92) and it is interesting to speculate whether such an excuse would be accepted from a detent by an educational institutions plagiarism committee. Accusations of plagiarism in politics have been made before, Of course, though the outcomes were often different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1 987, another presidential hopeful was forced to abandon his ambitions for high office largely because he had plagiarisms a speech by the British politician Neil Chinook and because of a serious plagiarism incident in his law school years (Sabot, 1998). Ironically, the candidate was none other than Joe Bidden, the man chosen by Obama to e his Vice President In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught cheating or plagiarism can be subject to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (AJAX) can include permanent exclusion from all tertiary education (see for example, Higher Colleges of Technology (HCI), 2008). One question of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less experience and knowledge and who do not use English as their first language, should be held to higher standards of responsibility in communication than those in the highest political offices? Yet, if we make allowances for students who are still learning to orientate themselves in academic discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon. Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the retreat works of their predecessors (Lacked and Tangelo-Long, 2004, p. 37). All the way through the eighteenth and early nineteenth centuries, the study Of rhetoric rather than written language was often the norm, with students required to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41). Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association marked a sire to standardize academic writing and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on nearly universal access to the Internet (Cannon and Neumann, 2002, p. 374). Park (2004, p. 293) refers to the ease of copying I] in a digital world of computers, word processing, electronic sources and the Internet. However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading free films, sharing music and modifying and emailing all kinds of material taken from the web. They have developed highly skilled ways of conducting non-academic research using services such as search engines, social networking sites, bedposts, IRS feeds, discussion boards, etc. With Dealing with plagiarism 167 EBBS 168 hyperlinks allowing them to jump from site to site as though the internet were a single-unified source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as will. I. Am can pick up and rework virtually the entire content of a political speech, and turn it into the award winning song and music video Yes we can, apparently without Beams knowledge or consent ((The) BBC News, 2008). They are not surprised when this video is then embedded in countless websites, with the lyrics of the song posted on music sites without any attribution of the original resource (see for example, Lyricists, n. D). This intellectuality is a perfect example of the postmodern, self-cannibalizing popular culture (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use. Indeed, one study of 2,600 tertiary-level students in the AJAX found that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of AAU students are similar to those of other students around the world Crouched, 2009). Some theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name (Colons, 1995, p. 1). The multiple contributors to Wisped pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes fair use is changing quickly. This is exemplified by the open source movement where material can e downloaded, modified, and shared with minimal and strictly controlled authors rights (See for example, Open Source Initiative, n. D). As Blue (2009) notes, the rules about intellectual property are in flux. Where does this leave educators? Has plagiarism become an irrelevant concept, too outdated in its definition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnnys (2007) argument that in the digital age, writing an Original essay outside Of class for assessment purposes is no longer viable in its current form because f the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to reflect the modern workplace? As Joy moons argues: My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at al, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks. Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic fields of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or Winning hearts and minds in war on plagiarism (Chicks, 2008). In education, plagiarism is seen as a transgression against our common intellectual values, carrying justifiably bad consequences for those guilty of the practice (Sherman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism circumvents the learning process (Spencer, 2004, p. 16). The process Of analyzing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Sherman (2003) notes: [.. .1 ownership over the words you use . Is really at the heart of the learning process. You can read a dozen books about the cold war, but if you cant explain what you have learned to someone else in your own words, no real learning has taken place [.. And you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. 69 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases teachers are not concerned about literary theft, but that their students are kissing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore denying them the opportunit y to learn lessons, improve their study skills, and improve their knowledge and understanding (Lancaster University, 2009, p. ). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one. Students need to learn the importance of academic integrity and understand that it is not just a hoop to e jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors influencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all influence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational conditioning cultural background, motivation, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Rig, 1997). If the tertiary experience is vastly different to students previous educational experience, the motivation for plagiarism again increases. In the AJAX, it is likely, for example, that the students primary and secondary schooling was characterized by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between dents and their Often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be difficult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity. If plagiarism is not defined or academic processes made explicit, then such students will find it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitably 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework Or assignments they Were given were too hard, poorly scaffold, or based on unreasonable expectations of heir abilities (Naiads, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role. For example, unclear and uncommunicative institutional policies with vague definitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. 2002). Some aspects of an organization may unwittingly encourage plagiarism. For example, in contrast to schools, tertiary education institutions in the I-JAW do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades ( Crouched, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers. One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldom, even though the evidence suggested they must eve received plagiarisms work (McCabe, 1993 cited in Schneider, 1999). There are many reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Aura and Kruger, 2001 They may also be wary of making false accusations which potentially undermine their own professional status. Some teachers object to taking on the role of detective or enforcer as it undermines the mentor- student relationship (Schneider, 1 999; Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have sufficiently developed skills to detect plagiarism. Holland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as Are these your own words? ) which can lead to miscommunication with the student about what is acceptable. With so many factors at play, the responsibilities of teachers must be clearly codified if any institutional initiative is to have any success. Plagiarism and SOL/FEEL English for speakers of other languages (SOL) and English as a foreign language (FEEL) contexts may be more pr one to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Holland, 2001; Lie, 2005). Moreover, the cultural conditioning of English as a second language (SSL) and FEEL students has been cited as another contributing factor. Modern (1 995 cited in Lacked and Tangelo-Long. 2004, p. 38) suggests that some societies, including those in the Middle East, value memorization and imitation as the mark of an educated person which may mean that plagiarism is viewed as being less significant. Lie (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that it is based on incorrect information and is presented often via unwarranted jumps in reasoning and conflation of separate issues. More pertinently, perhaps, she goes on to argue that: C.. Even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that SOL students plagiarism. There are many other factors that may motivate SOL students from many Al backgrounds to plagiarism, including a lack of adequate proficiency, lack o f task specific writing skills, and of course, the urge to cheat (p. 239). SOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their first language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by SOL students is also far more likely to be detected because of more prominent differences in engage level and tone between copied and original work. Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. . Using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts Of a text without citing the source, to submitting work from an online paper mill (Rig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental? , the a mount of material that has been plagiarisms, the inclusion of the source in the list of references, the degree to which the plagiarisms material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the first, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the appearance of plagiarisms material is not always a deliberate attempt to cheat. For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Rig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least five words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a deficit in appropriate skills and not intentional academic dishonesty. Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a crime ? the breaking of a rule that has inevitable consequences (Blue, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency. When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who attach their classmates fate from the sidelines. Academic endeavourer must take place within an institutional culture that routinely recognizes and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above. This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 Park (2004, p. 294) describes such an institutional framework for dealing with legalism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature: The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviors. 72 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codification of stakeholder responsibilities, procedures, and penalties. In order for such a framework to e implemented effectively, Park (2004, p. 296) noted that all stakeholders within the institution must understand and appreciate why the fra mework is necessary and how it protects their own interests. A case study Park (2004, up. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework. These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the ALGAE and allow us to examine the viability and efficacy of such a framework for the local context. The Education Department at ABA Dhabi Womens College (ADDS) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the rules of using these appropriately are disseminated, understood, and followed at all times by all of our students. To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCI, Of which ADDS is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences. Consequences of infringements of these rules are outlined in official policies, Student Handbooks (see for example, HCI, 2008), contracts signed by students at the enhancement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the students academic career at HCI. From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks one that is distributed to all education students and the other, more comprehensive and specific, that is used by all education faculty. This shared written documentation enables best practice in assessment to be disseminated and allowed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks reflect the developmental curricular approach of the division as a whole, and so specify the type, nature, and expectations for assessments at each level to scaffold the students ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimizes the students need to seek help through illegitimate means. These handbooks are the basis of communication within the ADDS Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general difficulties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful. The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions o students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate. Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turning, was originally adopted by the department as both a defense against plagiarism and a tool to help students protect themselves against accidental legalism. This proved to be very effective, but unfortunately access to this subsequently became unavailable.

Project Example

Project Example Project – Term Paper Example BUSINESS STRATEGIES By Business Strategies Sales strategy is a deliberate and thoughtful activity that business owners use to achieve their desired goal which is particularly increasing their sales. In this regard, places and time to make a sale are determined through a rational process to facilitate the achievement of the highest profits. To develop a strategy, a plan has to be laid down since it is meant for future objectives. Effective approach involves understanding the target market, networking, and surveys, building relationships, and conducting a follow-up monitoring program. The idea is aimed at attaining the sales opportunities to rigor on what works and to get rid of what does not (Pride & Ferrell 2006, 47). The rationale of sales strategy is to analyze the business sales cycle to meet the long term goals. Categorically, the strategy can be direct or indirect. The former means the sales people are talking directly to the consumers about the product features compared to othe rs, while in the latter case talks on the features unavailable to the competitor’s product or services.To improve sales, business owners must also look on to the best channels of distribution of goods and services to the end-user or ultimate purchaser. This strategy focuses on how to reach the target market, however, to accomplish this, factors that have to be considered include, business location, market location, how to reach the market, stock warehousing, and transportation logistics. Businesspersons debate on whether to distribute their goods or services directly to the consumers or through the middlemen (Pride & Ferrell 2006, 53-63). Nonetheless, the ultimate aim is to reach the consumers faster, efficiently, and with minimal costs involved. It is worth noting that distribution is an important element of marketing in getting the best product to the customer in the right time.Business strategy also requires promotion, which in turn involves public relations, advertisement s, personal selling, and other forms of sales promotions. The marketing out of business is the most costly of all the strategies. Promotion is objected to expanding the customer or client base. It opens new window to opportunities for business growth and development. It, therefore, entails regards to time, labor, and costs. Distribution intermediaries, wholesaler, and retailers must also be contacted through proper communication channels (Pride & Ferrell 2006, 145-152). Direct calls, mails, use of media, social networks, and salespersons are some of the mechanism of updating them or reminding them of the product changes.In conclusion, marketing requires strategies in the various levels of production, warehousing, distribution, sales and promotion, and communication. It is about having the right product of required quantity to the right customer, within the recommended time.List of ReferencePride, w. M., & Ferrell, o. C. (2006). Marketing: concepts and strategies. Boston, Houghton Mi fflin Co.

Strategy Experience Essay Example | Topics and Well Written Essays - 1500 words

Strategy Experience - Essay Example Although these â€Å"snap decisions† created a situation in which the firm was able to react to the sudden changes and unique dynamics of the business environment, they necessarily left me a bit disquieted with regards to the overall quality of the inputs and the data that were being levered as a means of making these decisions. Further, the perennial concern that developed within my mind was whether or not these choices could ultimately have a very strong level of impact upon the longevity and success of the firm; due to the fact that some of the changes and pursuits that were engaged negated ones that had been made previously. Yet, as the process wore on, it became clear and apparent that even though the snap changes that were engaged took place at a dizzying speed, this rate of change was absolutely integral if the firm was indeed to survive in the climate of global business competition. By utilizing up to date information and tracking core levels of data, the meetings were able to present relevant needs that could encourage new levels of efficiency and productivity. Furthermore, a clear and unique distinction was able to be drawn between a long term strategy and short term goals. Further, in the beginning of the process, most stakeholders were unaware of how to incorporate the many different inputs that they received on each and every issue at hand. However, as the process wore on, individuals, myself included, felt more confident and comfortable engaging with the complexities that each decision necessarily portended. This should not be understood to mean that the decisions came to be easier over time; instead, the stakeholders became more familiar with the ways in which individual choices had complex outcomes that would affect other aspects of the company and lead to previously unforeseen consequences for the future. 2. Consider a specific