Avoiding Plagiarism Essays

Avoiding Plagiarism Essays Avoiding Plagiarism Essay Avoiding Plagiarism Essay What do you think are the most difficult aspects of working with sources and making sure you do not plagiarize What steps will you take to ensure that you cite your sources properly Respond to at least two of your classmatesâ„ ¢ postings by Day 7. (You must create one initial post and at least two responses, for a minimum of three posts for this discussion.) TIP: Note that this discussion is asking you to: * Identify what you think are the most difficult aspects of working with sources and making sure you do not plagiarize. * Discuss the steps will you take to ensure that you cite your sources properly. Note: It may be helpful if you type each heading first and then complete the information under each heading. This helps the reader quickly identify your activities and helps you know that you cover all of the requirements for this post. Avoiding Plagiarism Week 4, Discussion 2 Identify what you think are the most difficult aspects of working with sources and making sure you do not plagiarize. The most challenging aspect I find is knowing exactly what common knowledge is and what is not common knowledge. When I took the self-quiz, in our extra reading material this week, I failed miserable. Also, I find it difficult to know precisely how to cite certain information; even if I look it up it can still be tricky to decide which one to use. Discuss the steps will you take to ensure that you cite your sources properly I printed off the APA Common Citation paper that was found in the Ashford Writing Center which I have referred to numerous times. I get lucky in the Ashford Library because some of the sites will tell you how to cite the source in APA format. Also I will request my motherâ„ ¢s help if I am having serious trouble figuring out how to cite a specific citation. The Poor Disguise: Although the writer has retained the essential content of the source, he or she has altered the paperâ„ ¢s appearance slightly by changing key words and phrases. The Labor of Laziness: The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work. The Self-Stealer: The writer borrows generously from his or her previous work, violating policies concerning the expectation of originality adopted by most academic institutions. but still plagiarized! The Forgotten Footnote: The writer mentions an authorâ„ ¢s name for a source, but neglects to include specific information on the location of the material referenced. This often masks other forms of plagiarism by obscuring source locations. The Misinformer: The writer provides inaccurate information regarding the sources, making it impossible to find them. The Too-Perfect Paraphrase: The writer properly cites a source, but neglects to put in quotation marks text that has been copied word-for-word, or close to it. Although attributing the basic ideas to the source, the writer is falsely claiming original presentation and interpretation of the information. The Resourceful Citer: The writer properly cites all sources, paraphrasing and using quotations appropriately. The catch The paper contains almost no original work! It is sometimes difficult to spot this form of plagiarism because it looks like any other well-researched document. The Perfect Crime: Well, we all know it doesnâ„ ¢t exist. In this case, the writer properly quotes and cites sources in some places, but goes on to paraphrase other arguments from those sources without citation. This way, the writer tries to pass off the paraphrased material as his or her own analysis of the cited material. Deciding when to Give Credit Need to Document * When you are using or referring to somebody elseâ„ ¢s words or ideas from a magazine, book, newspaper, song, TV program, movie, Web page, computer program, letter, advertisement, or any other medium * When you use information gained through interviewing another person * When you copy the exact words or a unique phrase from somewhere * When you reprint any diagrams, illustrations, charts, and pictures * When you use ideas that others have given you in conversations or over email No Need to Document * When you are writing your own experiences, your own observations, your own insights, your own thoughts, your own conclusions about a subject * When you are using common knowledge like folklore, common sense observations, shared information within your field of study or cultural group * When you are compiling generally accepted facts * When you are writing up your own experimental results?   Making Sure You Are Safe When researching, note-taking, and interviewing * Mark everything that is someone elseâ„ ¢s words with a big Q (for quote) or with big quotation marks. * Indicate in your notes which ideas are taken from sources (S) and which are your own insights. * Record all of the relevant documentation information in your notes. * Proofread and check with your notes (or photocopies of sources) to make sure that anything taken from your notes is acknowledged in some combination of the ways listed below: * In-text citation * Footnotes * Bibliography * Quotation marks * Indirect quotations When paraphrasing and summarizing * First, write your paraphrase and summary without looking at the original text, so you rely only on your memory. * Next, check your version with the original for content, accuracy, and mistakenly borrowed phrases. * Begin your summary with a statement giving credit to the source: According to Rajan et.al.l, * Put any unique words or phrases that you cannot change, or do not want to change, in quotation marks: Fast, fair and constructive peer review exist throughout our journal management system (IJAET). When quoting directly * Keep the personâ„ ¢s name near the quote in your notes, and in your paper,select those direct quotes that make the most impact in your paper too many direct quotes may lessen your credibility and interfere with your style. * Mention the personâ„ ¢s name either at the beginning of the quote, in the middle, or at the end. * Put quotation marks around the text that you are quoting. * Indicate added phrases in brackets ([ ]) and omitted text with ellipses (. . .). When quoting indirectly * Keep the personâ„ ¢s name near the text in your notes, and in your paper. * Rewrite the key ideas using different words and sentence structures than the original text. * Mention the personâ„ ¢s name either at the beginning of the information, or in the middle, or at that end. * Double check to make sure that your words and sentence structures are different than the original text. Deciding if something is Common Knowledge Material is probably common knowledge if . . . * You find the same information undocumented in at least five other sources. * You think it is information that your readers will already know. * You think a person could easily find the information with general reference sources.

Marriage and Divorce Essay Example | Topics and Well Written Essays - 3000 words

Marriage and Divorce - Essay Example In order to rescue the relationship and reconnect with one’s partner, then it is imperative to get real about it and be totally honest with oneself. To reconnect with a partner, one has to reconnect first with him or herself. The journey starts with you rather than with one’s partner and one has to take the power back, becoming a person who inspires respect, commands quality, and settles only for abiding and active love. To proceed without acknowledging that the fix is dependent on you is a guarantee for failure. Troubled relationships arise when individuals allow themselves to accommodate disappointment, pain and self-destructive attitudes. The individual thus has to reclaim their strength, uplift the people around them and inspire them, through strength of calm and quiet power backed by self-worth and dignity. Troubled relationships do not have victims; the individual set the relationship up in that way. Without adopting a lifestyle that is built to maintain it, it is not possible to carry out a long-term fractured relationship. Dysfunctional relationships with a partner come from a dysfunctional relationship with oneself. While it is impossible to control a partner, it is possible to inspire them and give them a fresh set of stimuli to respond. To emphasize this, an individual, has to make an effort to fix them first before fixing the relationship. There are seven steps to a relationship rescue. Firstly, it concerns definition and diagnosis of where one’s relationship stands at present since it is impossible to change what is not acknowledged. Secondly, the individuals need to forget the myths and rid themselves of wrong thinking. Third, discover negative behaviors and attitudes, as well as the specific ways, which irreparably harms relationships with oneself. Fourth, one needs to internalize personal relationship values that form the new foundation of relationship life. Fifth, learn the formula that aids successful relationships, which is only possible after the first four steps. Sixth, the individual begins the process of reconnection, and finally, they learn how to manage relationships on reconnecting with the partner. Defining the Problem To do this, an individual, needs to decipher what they have done wrong and right, in that relationship, to drive it to the current position (McGraw, 2000). Correct acknowledgement of the plan is vital if one is to make the correct plans to alleviate it. It is important that an individual admit to emotional divorce, as well as relationships that are killing them, their self-value, and worth. The questions that need to be asked include; is one of the partners dumping his or her life frustrations that have nothing to do with the relationship on the other partner? Have you been parents for a considerable amount of time that you forget what being lovers and friends allude to? Have you forgotten how to pay each other attention? Do you have sex any longer? Has anything happened to yo ur levels of intimacy? Are you distant and cold to your partner as a result of old disagreements? Are you a family with two income streams that have not time for the other? Is there tension arising from a previous extra-marital affair by one of the partners? The book contains a detailed self-questionnaire that allows one to create a personal and relationship profile. The book then details five questions that are meant to crystallize the profile of the relationship. First, considering that one definition of love is considering the wellbeing and security of your partner as significant as yours, would you claim that you love your partner? Using this same definition, does your partner love you and why? Knowing the details

The earthquake resistant concrete frame building with special focus on Dissertation

The earthquake resistant concrete frame building with special focus on beams and columns - Dissertation Example In this case the effective flange width should not exceed 1/4th the span of the beam The width of the web portion of the beam plus 16 times thickness of the slab The centre to centre distance between beams T beams should have a flange thickness with minimum one half the width of the web and flange width not more than four times the width of the web Coefficient K, k, j, p, for Rectangular Sections Beams with tensile and Compressive Reinforcing This kind of beams is generally used when the size of the beam is limited. The notations for detailing in both Iranian code and Euro code are same. The only difference is for the effective flange width which for Euro code is â€Å"beff† and for Iranian code b Beam Design According to Eurocode Design load 1.25*35 + 1.5*20 = 73.75 kN/m Bending Moment wl^2/8 = 73.75*6^2/8 = 331.9 kNm Shear Force wl/2 = 73.75*6/2 = 221.25 kN K 0.145 According to the research findings it can therefore be said that special condition should be followed when the beam elements are being designed such as the difference between rectangular beam and flanged beam should be known. Flanged beams are generally the rectangular beams which work with slabs and the part of slab element acts with the top part of the beam. If it is below the flange, then the section needs to be designed by taking into consideration the specific area of concrete section for compression part. The most crucial part in design is the design for flexure and shear. The flexure design has to be repeated twice, one for support condition and another for span condition. Shear force which acts to the beam can have a substantial deformation. This deformation occurs particularly to the both ends of the beam. The ultimate shear capacity Vn of a section of a beam equals the sum of the nominal shear strength of the concrete Vc and the nominal shear strength provided by the reinfo rcement Vs; that is, ÃŽ ¦Vn = Vc = Vs. The factored shear force Vu on a section should not exceed where ÃŽ ¦ = capacity reduction factor (0.85 for shear and torsion). Except for brackets and other short cantilevers, the section for maximum shear may be taken at a distance equal to d from the face of the support. The shear Vc carried by the concrete alone should not exceed 2√fc_ bwd is the width of the beam web and d, the depth of the centroid of reinforcement.

Psychology spec Essay Example for Free

Psychology spec Essay We dont aim to profit from education we want you to. If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you. 1. 2 Why choose Psychology? The revised specification will provide students with a sound understanding of the various methods and approaches in psychology at an introductory level. Knowledge of methods and approaches will be illustrated through various topic areas representing the core areas of social, cognitive, developmental, biological and individual differences. The topic areas have been chosen because of their importance and prominence within the core area and their relevance to everyday life. The specification requires candidates to nderstand ethical issues that must be considered when conducting research in psychology. New content has been introduced, while less popular topics have been removed. Unit 1 of this specification can be delivered as a Short Course. GCSE psychology is no longer tiered; therefore the question papers have been designed to be accessible to candidates of all abilities. . 3 How do I start using this specification? Already using the existing AQA Psychology specification? Register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc, at http://www. qa. org. uk/rn/askaqa. php Information will be available electronically or in print, for your convenience. Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. You can let us know by completing the appropriate Intention to Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website (http://www. aqa. org. uk/admin/p_entries. php). Not using the AQA specification currently? Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres. A small minority are not. If your centre is new to AQA, please contact our centre approval team at [emailprotected] org. uk 1. 4 How can I find out more? Teacher Support You have 24-hour access to useful information and answers to the most commonly-asked questions at Details of the full range of current Teacher Support and CPD courses are available on our web site at http://web. aqa. org. uk/qual/cpd/index. php If the answer to your question is not available, you can submit a query for our team. Our target response time is one day. There is also a link to our fast and convenient online ooking system for all of our courses at http://coursesandevents. aqa. org. k/training 2 Specification at a Glance (Short Course) 4181 Unit 1: aking Sense of other people (41801) Written Paper 1 hour 30 mins 80 marks 100% Candidates answer all questions (Full Course) 4182 Other People 80 marks Unit 2: Understanding Other people (41802) plus For assessments and subject awards after June 2013 there is a requirement that 100% of the assessment is terminal. 3 Subject Content Students should have experience of designing and conducting informal classroom re search using a variety of methods. They will be expected to analyse data collected in investigations at a descriptive level and draw conclusions based on research findings. They will be required to draw on these experiences to answer questions in the examination for these units. In the delivery of these units, it is expected that teachers will seek out contemporary examples of theories and research to develop their candidates understanding of the subject content. 3. 1 Unit 1 Making Sense of Other People Memory Processes of encoding, storage and retrieval. The multi-store, reconstructive and levels of processing explanations of memory. Description and evaluation of studies to investigate explanations of memory. Explanations and studies of forgetting including interference, context and brain damage (retrograde and anterograde amnesia). Eyewitness testimony. description and evaluation ot studies ot tactors which attect the reliability eyewitnesses accounts of people and incidents, including the research by Loftus (1974), Bruce and Young (1998). Contemporary practical applications derived from the explanations of memory and forgetting and their benefits and drawbacks.

Garden for the Blind :: Architecture Design Essays

Garden for the Blind In Sensory Design by Joy Malnar and Frank Vodvarka, a great garden is said to unfold like a narrative, a journey or a piece of music. My hope is that the Garden for the Blind located on the land south of Hume Hall will be such a garden. I think the Garden should be entered through the parking lot, since the ground there is the most level. I think there should be a wooden path with railings on both sides until the garden reaches it’s full width. The path should then change to asphalt or rock, but the wood railing should be continued for a few more feet. There could be an archway over the wooden path, wrapped in Jasmine vines, so that the entrance to the garden can be marked by such a smell. The unrailed but broad path should then travel through the garden. Although unrailed, a system, such as raised edges, should be set in place on both sides of the path, to indicate where it ends and the grass begins. The path will eventually lead to a substantially large fountain in the middle of the Garden. One will know when he or she is in the heart of the Garden when one hears the water, or even feels the mist on his or her face. The fountain should have a ledge wide enough to sit on, with railings to keep one from falling in. The fountain will be in the middle of a paved circle. The circle will have railings around it, except for when it is met up by one of the three main paths: the path from the entrance, the path to the gazebo, and the path to the exit. On the right side of the fountain (when facing it from the entrance) there will be a Gazebo. There will be steps leading up to the Gazebo, since it will be situated on the steep side of the hill. The Gazebo can be a center for

Mcdonalds Global Perspective

McDonald’s Implementation of Current Strategic Plan Synopsis: This is a two page APA citation style essay on Management at McDonald’s. There are eleven sources cited in this essay. The historical thinker whose successes will be correlated to McDonald’s strategic plan is Alexander the Great. The elements involved in organizational strategic planning will be explored. Introduction The strategic plan of McDonald’s has gained worldwide success over the past seventy years of its existence. (McDonald’s, 2012).Mcdonald’s is a worldwide brand which has achieved global recognition of it’s brand and products. McDonald’s began as McDonald’s Bar- B-Q Restaurant in San Bernardino, CA in 1940. Today McDonald’s is a premier global restaurant brand with 330,000 franchises. The McDonald’s franchises attend to over 64,000,000 customers on a daily basis in over 118 countries (McDonald’s, 2012)Alexander the Great was a h istorical thinker who started with a small military force of only 40,000 men and ruled over an empire which extended from the Mediterranean to China.Alexander the Great accomplished this by the application of transactional, transformational and laissez faire leadership (Kilfoil, n. d; Eagley et al. , 2003). Effectively Implementing a Current Strategic Plan in an Organization Both Mcdonald’s and Alexander the Great have gained their successes by application of seven identifiable leadership endeavors which are components of strategic leadership. These components with regards to efficient strategy implementation are: ? Researching a plan of action. ? Formulating a plan of action. Ascertaining strategic orientation including leadership roles. ? Setting equitable organizational limits. ? Efficiently administration of the organizational assets, revenues and liabilities. ? Maintenance of an organizational perspective. ? Promotion of organizational values and ethics (Joomla & Fourie, 2009). These are components of McDonald’s organizational administration (McDonald’s, 2012). Alexander the Great also applied effective organizational management techniques (Kilfoil, n. d. ). In order to properly allocate resources, proper data and research must be acquired.The data for these population studies may be analyzed by application of bar graphs, charts or scatter plots in order to effectively assess data (McCoy & Kinyua, 2012). The elements of organizational culture consists of the physical domains of its framework, semantic regional expressions, ceremonial observances, historical antecedents, belief systems, ethics and mental models. The best manner of shaping corporate culture to fit strategy is to continuously train and educate employees (McShane- Von Glinow, 2002).In exercising strategic leadership, the application of transactional , transformational and laissez faire leadership models are required for the strategic leadership of an organization (Eagly e t al, 2003(. Alexander the Great realized the importance of entertaining his military force with recreational activities *Kilfoil, n. d. ). In order to build a capable organization, the organization must be able to apply leverage to the member’s aptitudes along with the elements of administration, structure and accountability processes and methodologies (Lewis, n. d. . Strategic implementation is the procedure of enabling the organizational management techniques. It is the aggregate of the occupations and perspectives required for the effective implementation of a strategic design (Khaliq, 2011). Best practices are defined by the precise application of aptitudes, implements and strategies which can facilitate the potential of success in a wide range of organizational endeavors. This consists of an empirical process which is supported by organizational consensus. There are five elements to carrying out strategic roles.These elements are processes, individuals, compliance with regulatory statutes, effective administration and the efficient application of technological resources (Span, 2012). A correctly planned extrinsic motivational implementation model is enable organizational managers to provide the most effective tool for encouraging organizational commitment in order to carry out the organizational management objectives (Thompson, 2009). Conclusion The Mcdonald’s organization and the Grecian Empire of Alexander the Great were both able to expand by considering the needs of their members along with the rganizational objectives. The employees and members enable the effective implementation of management policy. In the effective application of strategic leadership with strategy implementation, the empirical outcome has been shown to be successful (Jooste & Fourie, 2009). References Eagly, A. (2003) Transformational, Transactional, and laissez faire leadership styles: a meta analysis comparing men and women. Psychol Bull 2003 Jul; 128(4): 569- 91 http://www. ncbi. nlm. nih. gov/pubmed/12848221 Jooste, C. & Fourie, B. 2009) The role of strategic leadership in effective strategy implementation: Perception of South African strategic leaders. South African Business Review, 13(3) http://www. ajol. info/index. php/sabr/article/viewfile/76341/6679 Khaliq, N. (2011) Business Policy and Strategy http://www. scribd. com/doc/52995555/Business-policy-and-straegy-implemtation Kilfoil, E. (n. d) Alexander the Great http://atschool. eduweb. co. uk/sirrobhitch†¦ /ezra. html Lewis, K. (n. d. ) The Project Capable Organization White Paper Lewis and Fowler, LLC http://www. ewisandfowler. com/white_papers/L%26F_Proj_capable_Org. pdf McCoy, D. & Kinyua, K. (2012) Allocating Scarce Resources Strategically- An Evaluation and discussion of the Global Funds Pattern of Disbursements PLoS ONE May 7(5): 1- 4 Mcdonald’s Food Corp. (2012) History http://www. aboutmcdonalds. com McShane, S. & Von Glinow, M. (2002) Organizational Behavior, Part Four Organizational Processes McGraw Hill Companies, 2002 http://www. govrelations. cornell. edu/govrelations/pdf/upload/organizational_behavior behavor_MCShane_Chap15_VIEW. df Span, S. (2012) Where Are We Going and How Do We Get There? Conducting Strategic Planning Tolere Solutions HR. com http://www. hr. com/en? t=/†¦ s Thompson, A. (2009) Strategia aziendale- Formulazione ed ezecuzione McGraw Hill Companies http://www. ateneonline. it/thompson/studenti/approfondimenti/isbn6622-3_ch12. pdf Weeraretne, D. (2010) Project Management Best Practices- for continuous improvement The Sunday Times, Education http://www. sundattimes. lk/100221/Education/edu05. html

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