Plagiarism Essay Example | Topics and Well Written Essays - 1250 words - 3

Plagiarism - Essay Example one else’s language, ideas, or other original (not common-knowledge) material without acknowledg ­ing its source (Council of Writing Program Administrators, 2003). Nelson and Stepchyshyn have defined plagiarism as the use or close imitation of the language and thoughts of another author and the representation of them as ones own original work (Stepchyshyn & Nelson, 2007). Plagiarism is not a new concept, passing off others’ writings and ideas as one’s own existed even before the internet came into existence. However, the easy access of a variety of materials has caused an increase in plagiarism and it has now become a great cause for concern for universities and academic institutions across the world. About two decades back, plagiarism did not have severe punishments or consequences. However, in today’s scenario plagiarism is very serious offence and can have numerous consequences that include expulsion from the academic institution or a job. Apart from that, the most serious consequence is that the loss of credibility of a writer. One key reason why students indulge in plagiarism could be lack of awareness. As Evan (2000) says, everyone seems to know that plagiarism is wrong, including those who commit the offence, but few know how to completely define it. Many students do not understand that even using their own previous works without citation is plagiarism. This increases the instances of unintentional or accidental plagiarism, where students are not aware of what qualifies as plagiarism. For some students, reproducing large chunks of others’ texts is a way of signalling they know of the existence of this information (Ryan, 2000). Therefore, it is clear that lack of proper awareness is one reason why there is an increase in plagiarism. Ensuring proper awareness and making the students familiar with the various aspects of plagiarism can make the students more conscious and thereby reducing the cases of unintentional plagiarism. Teaching appropriate

The Future of Home Landscape Essay Example | Topics and Well Written Essays - 1500 words

The Future of Home Landscape - Essay Example This discussion stresses that most contemporary land designers have adopted classy home outlooks with emphasis on the exterior outlook of the houses that are made to appear more unique, natural, and attractive. The incorporation of modern elements such as outdoor benches can be useful as meeting places during hot weather; additionally, swimming pools provide exquisite refreshment zones. Formal and ornamental splashes are used to decorate the house and serve human purposes where individuals experience the feeling of change while in the building. The Lurie Garden is an example of exquisite outdoor elements of home landscapes. Despite the modernization of home landscape, the infrastructure faces major challenges regarding the sustainability of their originality in case the indigenous designer is no longer present to oversee maintenance. Most of the previously exquisite features currently appear to be extinct due to negligence.As the paper discusses  in the U.S., landscape architecture is an inherently ephemeral art form that is adapted for the exhibition.   Home landscape designs in modern cities are utilizing the vast amount of waste to turn trash into treasures through recycling and reusing the wastes for exterior decorations.   The outdoor space is given more attention by designers. It is manicured into front lawns, stone paver pathway, and intricate garden designs.  Prospective landscaping architects are aiming to incorporate more beautiful gardens to remodel the exterior appearance of the houses and reduce wastage of space.

Being in a group can have many positive Essay Example for Free

Being in a group can have many positive Essay Being in a group can have many positive effects but I will only list a few. I feel that working in a group is a great way to teach someone because people may learn from each other’s own background and experiences. When you enter the work force you need to be able to express your ideas and thoughts to others in a logical and at the same time pleasant way. While working in groups may be very rewarding it can also go sour, we have all had negative experiences. There are times when the work just cannot be completed when needed; there are times when one person is doing all of the work; there are other times when each member of the group does their own share and then the work is compiled. This doesn’t work because only one student is learning the portions of the subject; and finally, there can be times when the members of the group do not get along and then again the work and the group does not go well together. I think do personality test and grouping people that are alike in one group working on subject a can make this process more streamline. However when doing that you might miss out on thinking outside the box that the group with people in common might tend to do. I recommend that the group sizes to be between three and four people. The reason for this is that a small group is easy to manage and easy to communicate in, whether a person is an extrovert or an introvert. All people must feel reasonably comfortable in order for groups to work proficiently. I believe that the process of using small group’s parallels the process of tutoring someone new in that the comfort level of the workers is increased thus allowing them to be more productive. There are a few areas I think could be improved on in a group I am in at work. TEN WAYS TO CREATE A POSITIVE WORK ENVIRONMENT 1. Build Trust 2. Communicate positively and openly. 3. Expect The Best From Your Staff 4. Create Team Spirit 5. Give Recognition and Appreciation 6. Give Credit and Take Responsibility 7. Be Approachable 8. Provide A Positive Physical Environment 9. Make Staff Evaluations a Positive Experience 10. Make It Fun Everyone wants to be where people are having fun, so make your workplace feel happy and festive. Find reasons to celebrate together, such as birthdays, birth of a baby or grandchild, moving into a new house, etc., and having small parties to celebrate these events. If possible provide a cake, and put up a sign or banner in the break room saying Today We Are Celebrating†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Ask your employees what would be fun for them and then implement what is feasible.

Othello: Moral and Immoral Aspects of the Play Essay -- GCSE Coursewor

Othello: Moral and Immoral Aspects of the Play  Ã‚        Ã‚  Ã‚   Certain aspects of the moral dimension of the Shakespearean tragedy Othello are obvious to the audience, for example, the identity of the most immoral character. Other aspects are not so noticeable. Let us in this essay consider in depth this dimension of the drama.    Francis Ferguson in â€Å"Two Worldviews Echo Each Other† describes the deception of Iago: how he paints as evil a guiltless association between Cassio and Desdemona:    The main conflict of the play is a strange one, for Othello cannot see his opponent until too late. But the audience sees with extraordinary clarity. In Act II Iago tricks Cassio into disgracing himself, and then takes advantage of the guileless affection between Cassio and Desdemona to create, for Othello, the appearance of evil. He explains this scheme to the audience, with mounting pleasure, as it develops; and by Act III he is ready to snare Othello himself. . . .(133)    The moral and immoral dimension of Othello, especially the latter, is enhanced simply by its location in Italy. Louis B. Wright and Virginia A. LaMar in â€Å"The Engaging Qualities of Othello† comment on how the exotic setting of this play satisfied the Elizabethan dramatist’s dream of portraying evil:    Elizabethan dramatists were fond of portraying characters of consummate evil, and if they could lay the scenes in Italy, all the better, because the literature and legend of the day were filled with stories of the wickedness of Italy. [. . .] Venice especially had a glamor and an interest beyond the normal. Every returning traveler had a tall tale to tell about the beauty and complaisance of Venetian women, the passion, jealousy, and quick anger o... ...reenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wright, Louis B. and Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957.      

The Financial Crisis’ Lack of Impact on IB Programs

The past year everyone in Greece is complaining about the financial crisis that hit the country during the autumn of 2009. Although in the beginning most people believed that the country would be able to go through it without major problems, they were soon proven wrong. Not only Greece wasn’t able to manage the crisis but almost faced bankruptcy and had to go under the International Monetary Fund (IMF) in order to survive. The financial measures enforced by the IMF affected the financial situation of all citizens of Greece. Although the richest families even started facing financial problems, the number of students graduating from private schools not only did not have a decrease, but in contrast had a small increase. In Greece, in order to be sure one will study abroad, it would be best the student would follow the International Baccalaureate program, mostly referred to as IB. Since the first year the IB program came to Greece by Moraitis School (1984) the number of students deciding to follow it and go study abroad has been increasing steadily. But not only has the number of students graduating from private high schools increased, during a very severe financial crisis, but the percentage of students going to study abroad through the IB program has remained stable. Despite the fact that the tuition fees for the International Baccalaureate are more than those for the regular Greek high school program offered by private schools. During the academic years prior to the economic crisis, the IB program had a steady increase of 10% when it came to its students. More specifically the academic year 2006/07 the percentage of students attending the program was 50 % and a year later it had come to a total of 60%. A year later, the academic year 2008/09, the percentage of students rose to a 70% and as it was the year before the financial crisis hit the country, it was the last year there was an increase in the number of students applying for the IB program. Since last year, the academic year 2009/10, the percentage of IB students has remained stable at a 60% despite the fact that the economy of the country is in a worse state during the past 6 months. Moraitis School statistics). Mrs. Zalma, a mother of three, out of which the two are graduates and the youngest one will go to university next fall said â€Å"Despite the economic crisis, I agreed with my son to follow the IB program, as I saw that my daughter who graduated from a foreign university has more work opportunities than my older son who finished a Greek university. † The fact that there are more opportunities for a career in foreign countries due to the economic crisis is a major reason why many students decide to go study abroad. Not only because certain specialities are different from country to country (such as law), but also because parents and students do not trust the Greek universities to provide them a high standard certificate, when it comes to universities other from architecture, medicine law and economics. As Mrs. Papadopoulou said, â€Å"I don’t mind paying higher tuition fees for our son’s education in the middle of an economic crisis, as I know he will have a better future than staying to study in Greece, due to the higher standards of the certificates of foreign universities. This is the way most parents sending their children study abroad think, having in mind not what speciality their children are going to choose but if the university they decide to attend to has a good reputation and therefore credibility or not. But this is not only the way of thought of parents that are worried about the future of their children. As mentioned above, it is also the students that nowadays do not trust the power of a certificate from a Greek institution. During the past decade that I have been working for Moraitis School, I have seen more and more students wanting to study abroad, as they do not trust the Greek educational system. They feel more confident having a bachelor degree from foreign universities, especially from the States, United Kingdom and France. † said Mr. Edippidis, maths teacher in Moraitis School. This shows that even students have the same angst as their parents concerning their future and want to go out to the workplace equipped with a strong degree, especially now in the midst of this financial crisis. In order to achieve this and feel confident they choose a more expensive but more promising program to make sure they will have a place in the universities of their choice. This way, as the trust of students towards the Greek universities is fading and the workplace in Greece does not offer the same opportunities as other countries, students and parents turn towards the educational institutes of those countries. And as they feel they will a have a better chance of entering those universities through the IB program, families do not care giving a little more to education, despite the difficult financial situation in Greece.

A Short Note On Diabetes Mellitus Type II - 1041 Words

Introduction: The disease I chose to write on research paper is Diabetes Mellitus Type II. Diabetes is one of the major chronic diseases caused by the insulin resistance that body generates within. It is a serious public health issue currently. There are different types of diabetes we encounter nowadays, but the three main types are Type I, Type II and gestational diabetes (Diabetes Mellitus,2005-2016). The type II diabetes is a non-controlled disease and it is the most common and also known as non-insulin dependent diabetes (Diabetes Mellitus,2005-2016). The impact on the human physiology is by insufficient production of sugar (insulin) in the bloodstream which then over the time damages to other organs. According to Public Health Agency of Canada, 90% to 95% of Canadian population are diagnosed with diabetes, especially with Type II diabetes (PHAC, 2016). It is statically proven that in 2008-09, approximately 2.4 million Canadians from the age group of one year and older are diagnosed with diab etes. In addition, 6.4% of females and 7.2% of males are prevalence in epidemiology to the condition of diabetes (PHAC,2016). Controllable Disease Risk Factors: The controllable risk factors associates with Type II diabetes are weight, smoking, inactivity, high cholesterol, and high blood pressure. The two major risk factors associated with type II diabetes are weight, and inactivity which can easily controlled by making changes to our living style and making dietary changes.Show MoreRelatedA Short Note On Diabetes Mellitus Type II1039 Words   |  5 Pagespaper is Diabetes Mellitus Type II. Diabetes is one of the major chronic diseases caused by the insulin resistance that body generates within. It is a serious public health issue currently. There are different types of diabetes we encounter nowadays, but the three main types are Type I, Type II and gestational diabetes (Diabetes Mellitus,2005-2016). The type II diabetes is a non-controlled disease and it is the most common and also known as non-insulin dependent diabetes (Diabetes Mellitus,2005-2016)Read MoreA Short Note On Diabetes Mellitus And Type II Diabetes1023 Words   |  5 Pages Methodology Diabetes Mellitus is defined as â€Å"a group of metabolic diseases in which the person has high blood glucose (blood sugar), either because insulin production is inadequate, or because the body s cells do not respond properly to insulin, or both† (MacGill, 2016). It is classified into three types. Gestational diabetes manifests in women during pregnancy. There is a high level of blood glucose and the body cannot produce enough insulin to process it. Type I diabetes is also called InsulinRead MoreA Short Note On Diabetes Mellitus Type II1133 Words   |  5 PagesDiabetes Mellitus Type II Diabetes Mellitus (DM) type II is a major issue worldwide; as well as, a major issue here in the United States. According to the CDC (2015), in the U.S., DM is the seventh leading cause of death. Type II DM is associated to obesity as well as genetic factors and age (Whalen, Finkel, Panavelil, 2015). There are many different treatment options for DM. This paper will discuss diabetes and its vast treatment options, including, what to monitor and potential adverse effectsRead MoreDiabetes Mellitus : A Disease Affecting Multi Organ System1190 Words   |  5 PagesDiabetes mellitus or DM is a disease affecting multi-organ systems due to the abnormal insulin production, improper insulin usage or even both. It is a very serious health problem throughout the world effecting thousands of people.A survey conducted in United States showed that almost 6.2% of the population suffers from this disease. It is a matter of great issue that almost one -third of the population is unaware of the dise ase. Incidence Diabetes is actually the fifth leading cause of deathsRead MoreExploring The Negative Effects Of Maternal Obesity1675 Words   |  7 Pagesnormal BMI. By using non probability convenience sampling, they selected a sample size of 220 gravid women: 110 obese women and 110 non-obese women. Their selection criteria included obese women with BMI with more than 29 kg/m square; gestational diabetes (glucose level of 8 mmol/l and 2 hour post glucose level 11mmol/l); and hypertension after 20 weeks of pregnancy. Their BMI was calculated as kg/m squared and grouped into obese (BMI29 kg/m2) and non-obese (BMI 19.8-26 kg/m2). The data was analyzedRead MoreNeeds Artificial Insulin3758 Words   |  16 Pagespancreas digestive cells were gone (died and were absorbed by the immune system) and the only thing left was thousands of pancreatic islets. They then isolated the protein from these islets and behold, they discovered insulin. Note that there are other hormones produced by different types of cells within pancreatic islets (glucagon, somatostatin, etc) but insulin is produced in far greater amounts under normal conditions making the simple approach used by Banting and Best quite successful. Insulin is aRead MoreHLTEN513B Student Assessment Case Studies Essay1357 Words   |  6 Pagesfailure which are evident with Linda’s case? (1 marks each, 6 marks total/ 175 words) 3. Outline the nursing interventions that should be performed when Linda is found bending over the bedside table and provide appropriate rationales. Note any potential risks or complications related to these interventions if applicable. (1 mark each, 10 marks total/ 300 words) 4. Provide three (3) nursing diagnoses (and a rationale for each) that can be made in relation to Linda’s physiologicalRead MoreBenefits Of Physical Training Patients With Diabetes And Chronic Kidney Disease2469 Words   |  10 PagesBENEFIT OF PHYSICAL TRAINING IN PATIENTS WITH DIABETES AND CHRONIC KIDNEY DISEASE. Yetunde M. Fajulugbe Department of Pharmacology and Toxicology, Boonshoft School of Medicine, Wright State University Dayton OH. Keywords: Diabetes, Chronic Kidney Disease, Physical Training, Abstract: Introduction Diabetes occur when there is a combination of inadequate secretion of insulin by the pancreatic beta cells and the peripheral insulin resistance. Insulin resistance leads to a reducedRead MoreDiabetes Type II : Symptoms, Risk Factors, And Treatments3675 Words   |  15 PagesRunning Head: Diabetes Type II Diabetes Type II: Symptoms, Risk Factors, and Treatments Introduction There are three types of diabetes: type 1diabetes and type 2 diabetes, and gestational diabetes. All three are chronic conditions that affect how the body uses blood glucose or blood sugar. The body needs glucose because it is an important source of energy for the cells that make up an individual s muscles and tissues Individuals with diabetes have too much glucose in theirRead MoreCase Study Endocrine Essay6536 Words   |  27 PagesINTRODUCTION Diabetes is a chronic condition involving glucose in the blood. It is caused  by a problem in the way the body makes or uses insulin. Insulin, a hormone that is necessary for glucose to move from the blood to the inside of the cells. The body cannot use the insulin for energy if it cannot get into the cells. Diabetes occurs when the body has too much  blood glucose due to either the pancreas does not produce enough insulin or the body cannot effectively use the insulin produced. In type 2 diabetes

Definition and Examples of English Mental-State Verbs

In English grammar  and speech-act theory, a mental-state verb is a  verb with a meaning related to understanding, discovering, planning, or deciding. Mental-state verbs refer to cognitive states that are generally unavailable for outside evaluation. Also known as a mental verb. Common mental-state verbs in English include know, think, learn, understand, perceive, feel, guess, recognize, notice, want, wish, hope, decide, expect, prefer, remember, forget, imagine, and believe. Letitia R. Naigles notes that mental-state verbs are notoriously polysemous, in that each is associated with multiple senses (Manipulating the Input in  Perception, Cognition, and Language, 2000). Examples and Observations Here are some examples of the usage of mental verbs as well as observations about the rhetorical term. Mental and Performative Meanings [T]he meanings of mental verbs are propositional: when a speaker uses the verb recognize as a mental verb, e.g. in the sentence:  Of course I recognize your handwriting, the speaker refers only to his or her role as the experiencer of a mental process. In contrast, the performative meaning of recognize, as in the sentence I hereby recognize Mr. Smith, presupposes interpersonal elements inherent to the speech act situation, such as the social relationship between the speaker and interlocutors. -Traugott and Dasher Mental State Verbs and Recursion [O]ne of the hallmarks of human language is recursion, or the ability to embed one sentence inside of another sentence, like Russian nested dolls. . . . Mental state verbs such as think and know provide semantic scaffolding for creating complex sentences with embedding.  -Klein, Moses, and Jean-BaptisteMental state verbs can act like action verbs, fitting into the canonical subject-verb format, as in I know that and I think so. But mental state verbs are about the contents of our minds,  which we express as sentences, and so their meaning supports the syntactic process of embedding a sentence in the object position to form sentences like: I know Mommy likes flowers and I think Daddys sleeping. -David Ludden​ Mental State Verbs in Argumentative Speech and Writing Mental verbs are useful for qualifying  facts and opinions; for example, Many people think that, is often more effective in an argument than It is a fact that . . .. The latter, by being an absolute statement, forces the reader into either total agreement or disagreement, while the former allows room for argument. -Knapp and Watkins   The Nonagentive Character of Mental State Verbs [I]n English, the nonagentive character of mental state verbs is manifested by the preference for the dative preposition to rather than the agentive preposition by in the passive (in consequence, the passive is stative): Toms teaching ability is known by all his colleagues. Toms teaching ability is known to all his colleagues. -Croft Auxiliary Verbs Associated With Performative, Mental-State, and Mental-Act Verbs The auxiliaries most associated with performatives are make, give, and issue, whereas the mental-state verbs share have (to have a belief) along with a host of interesting alternatives. One can nourish a hope, cherish a belief, and hide an intention. What we hold in some mental state, we can issue in some illocutionary act. Mental-act verbs, as might be expected, lie in between. Some, such as decide, choose, and identify, share make with performatives, but not issue, except in issuing a decision (in which case the verb functions as a performative). -Lee Learning Mental-State Verbs (Language Acquisition) [A]bstract mental state verbs appear early and are used quite frequently by children as young as 3 and 4 years... Apparently, children (and speakers in general) learn about the invisible referents of mental state verbs by first associating these verbs with the performance of particular sorts of communicative acts, and later focusing the reference of the verb on particularly salient features of those acts--namely, on the mental states of communicative agents... Intuitively, it seems unsurprising that children should master the more formulaic and pragmatically loaded depictive uses of mental state verbs before they take on truly referential and compositional uses; but it is actually not obvious why this should be the case. The fact is, the pragmatic uses are not really so simple. The pragmatics of hedging implicit in the use of a formula like [I think] crucially depends on an ability to calculate the potential risks to oneself and to ones audience involved in an act of assertion. Inasmuch as children are able to use such formulae appropriately in spontaneous discourse, it would seem that they can make such calculations, at least unconsciously. -Israel Displaying Interpretive FunctionStudents of discourse have distinguished exposition styles that call attention to the person and role of the speaker and those that mask or background the speaker. The difference is marked by an absence or presence of frames that comment upon the conversational situation. Some of these frames are obvious, like the introductory, self-deprecating jokes to encourage audience-speaker bonding. Some are subtle, like the use of mental verbs, such as I think that..., or verbs of assertion, such as I contend that... I will refer to mental verbs and verbs of assertion collectively as mental state verbs... [M]ental state verbs allow a speaker to stop short of direct assertion, framing a statement as product of the mind of the speaker rather than presenting it as unfiltered fact in the world. Compare the direct statement, The sky is blue, and the framed statements, The sky seems blue, or I think the sky is blue, or I swear, that sky is blue. The framed statements are said to mark uncertainty because they signal that the assertion reflects a fallible thought process. Although mental state verbs have been classified by some scholars as signs of deference or powerlessness, they are ambiguous and versatile expressions. In my own research, I have found that they can represent not only uncertainty, but also an openness to negotiation in the domains in which they are used and an openness to the thoughts and opinions of a listener... [M]ental state verbs seem directly related to interpretive function, but ambiguously related to the speakers authority and comfort, either as an organizer of the conversational flow or as an interpreter of authoritative texts. -Davis Sources William Croft,  Syntactic Categories and Grammatical Relations: The Cognitive Organization of Information. The University of Chicago Press, 1991Peggy Cooper Davis, Performing Interpretation: A Legacy of Civil Rights Lawyering in  Brown v. Board of Education.  Race, Law, and Culture: Reflections on Brown v. Board of Education, ed. by Austin Sarat. Oxford University Press, 1997Michael Israel, Mental Spaces and Mental Verbs in Early Child English.  Language in the Context of  Use: Discourse and Cognitive Approaches to Language, ed. by Andrea Tyler, Yiyoung Kim, and Mari  Takada. Mouton de Gruyter, 2008Peter Knapp and  Megan Watkins,  Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. UNSW, 2005Benjamin Lee,  Talking Heads: Language, Metalanguage, and the Semiotics of Subjectivity. Duke University Press, 1997David Ludden,  The Psychology of Language: An Integrated Approach. SAGE, 2016​Elizabeth Closs Traugott and Richard Dasher, On the Histo rical Relation Between Mental and Speech Act Verbs in English and Japanese.  Papers from the 7th International Conference on Historical Linguistics, ed. by Anna Giacalone-Ramat et al., 1987