Item 1In the case below, the original source material is given alo.pdf

Item 1
In the case below, the original source material is given along with a sample of student work.
Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
While solitary negative reactions or unjustified suggestions for change have the potential to
dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition
seemed to provide a safe explorative space for learners to try out more reasons for their multiple
solutions. Teachers will rarely give anonymous feedback, but the experience of giving
anonymous feedback may open a social space where learners can try out the reasons for their
suggestions.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-
service teachers' comments in asynchronous computer-mediated communication. Journal of
Educational Computing Research, 43(1), 89-112.
Teachers don't often provide feedback anonymously, but the ability to provide feedback
anonymously may create a context where the rationale associated with specific suggestions can
be more safely explored (Howard, Barrett, & Frick, 2010). However, we cannot assume that all
anonymous online spaces will serve as safe social spaces.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 2
Student Version
But what are reasonable outcomes of the influence of global processes on education? While the
question of how global processes influence all aspects of education (and who controls these
forces) is multidimensional and not completely testable, there appear to be some theories of
globalization as it relates to education that can be empirically examined.
References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of

global forces in education? Educational Research and Evaluation, 15(2), 137-152.
The authors are not alone in asking “what are reasonable outcomes of the influence of global
processes on education?” (p. 138). In fact, this same question provides the basis for the
discussion that follows.
Hints
Item 3
Student Version
Merck, in fact, epitomizes the ideological nature--the pragmatic idealism--of highly visionary
companies. Our research showed that a fundamental element in the "ticking clock" of a
visionary company is a core ideology--core values and a sense of purpose beyond just making
money--that guides and inspires people throughout the organization and remains relatively fixed
for long periods of time.
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New
York, NY: Harper Paperbacks.
Research conducted by Collins and Porras (2002) highlights the importance of establishing and
committing to an ideology comprised of two parts: (1) core values; (2) a core purpose. In my
personal experience it seems easier to define a core ideology than to live it consistently.
References:
Hints
Item 4

Student Version
The concept of systems is really quite simple. The basic idea is that a system has parts that fit
together to make a whole; but where it gets complicated - and interesting - is how those parts are
connected or related to each other.There are many kinds of systems: government systems, health
systems, military systems, business systems, and educational systems, to name a few.
References:
Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa
Educational Foundation.
The fundamental idea of systems, such as corporations and schools, is actually very simple. Each
system has components which interact. What is important is how those components are
connected together.
References:
Hints
Item 5
Student Version
Other major issues involve the accepted methods by which fidelity is measured. There are two
major methods described in the literature for fidelity measurement. The first is through
mathematical measurement that calculates the number of identical elements shared between the
real world and the simulation; the greater the number of shared identical elements, the higher the
simulation fidelity. A second method to measure fidelity is through a trainees' performance
matrix.
References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., & Vincenzi, D. A. (2009). Simulation
fidelity. In D. A. Vincenzi, J. A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors in

simulation and training (pp. 61-73). Boca Raton, FL: CRC Press.
Liu et al. (2009) identified two major methods for measuring fidelity. The first is a mathematical
(objective) method that requires counting "the number of identical elements shared between the
real world and the simulation; the greater the number of shared identical elements, the higher the
simulation fidelity" (p. 62). The second method involves a performance matrix that compares a
human's performance in the simulation with that person's real-world performance, producing an
indirect measure of fidelity.
References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., & Vincenzi, D. A. (2009). Simulation
fidelity. In D. A. Vincenzi, J. A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors in
simulation and training (pp. 61-73). Boca Raton, FL: CRC Press.
Hints
Item 6
Student Version
I accept the point that whenever learning occurs, some medium or mix of media must be present
to deliver instruction. However, if learning occurs as a result of exposure to any media, the
learning is caused by the instructional method embedded in the media presentation. Method is
the inclusion of one of a number of possible representations of a cognitive process or strategy
that is necessary for learning but which students cannot or will not provide for themselves.
References:
Clark, R. E. (1994). Media will never influence learning. Educational technology research and
development, 42(2), 21-29.
Media do not influence learning. Learning takes place because of the instructional methods
represented in the medium which are used, rather than medium itself. It is the instructional
methods which influence learning.
References:
Clark, R. E. (1994). Media will never influence learning. Educational technology research and
development, 42(2), 21-29.

Hints
Item 7
Student Version
Learning is a complex set of processes that may vary according to the developmental level of the
learner, the nature of the task, and the context in which the learning is to occur. As already
indicated, no one theory can capture all the variables involved in learning.
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle,
NJ: Prentice-Hall.
A learning theory, there, comprises a set of constructs linking observed changes in performance
with what is thought to bring about those changes.
References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA:
Allyn & Bacon.
A learning theory is made up of "a set of constructs linking observed changes in performance
with whatever is thought to bring about those changes" (Driscoll, 2000). Therefore, since
"learning is a complex set of processes that may vary according to the developmental level of
the learner, the nature of the task, and the context in which the learning is to occur, it is apparent
that no one theory can capture all the variables involved in learning" (Gredler, 2001).
Hints
Item 8
Student Version
The concept of systems is really quite simple. The basic idea is that a system has parts that fit

together to make a whole; but where it gets complicated - and interesting - is how those parts are
connected or related to each other. There are many kinds of systems: government systems, health
systems, military systems, business systems, and educational systems, to name a few.
References:
Systems, including both business systems, and educational systems, are actually very simple.
The main idea is that systems have parts that fit together to make a whole. What is interesting is
how those parts are connected together.
Hints
Item 9
Student Version
In examining the history of the visionary companies, we were struck by how often they made
some of their best moves not by detailed strategic planning, but rather by experimentation, trial
and error, opportunism, and--quite literally--accident. What looks in hindsight like a brilliant
strategy was often the residual result of opportunistic experimentation and "purposeful
accidents."
References:
When I look back on the decisions I've made, it's clear that I made some of my best choices not
through a thorough analytical investigation of my options, but instead by trial and error and,
often, simply by accident. The somewhat random aspect of my success or failure is, at the same
time, both encouraging and scary.
Hints

Item 10
The technological tools available today for creating computer-based learning materials are
incredibly more powerful than those introduced just a few years ago. We can make our own
movies with camcorders in our homes; we can publish our own books. Soon teachers and
students will be able to use computer-video technology to produce their own learning materials.
All it takes is time, know-how, and some funds.
References:
Frick (1991) claimed that computers would become so powerful that K-12 educators and
students would be able to produce their own multimedia and Web-based learning materials. He
predicted that teachers and students would soon be able to use computer-video technology to
produce their own learning materials. All it would require is time, know-how, and some funds.
References:
Student Version
While solitary negative reactions or unjustified suggestions for change have the potential to
dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition
seemed to provide a safe explorative space for learners to try out more reasons for their multiple
solutions. Teachers will rarely give anonymous feedback, but the experience of giving
anonymous feedback may open a social space where learners can try out the reasons for their
suggestions.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback:
Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of
Educational Computing Research, 43(1), 89-112.

Teachers don't often provide feedback anonymously, but the ability to provide feedback
anonymously may create a context where the rationale associated with specific suggestions can
be more safely explored (Howard, Barrett, & Frick, 2010). However, we cannot assume that all
anonymous online spaces will serve as safe social spaces.
Solution
It is not Plagiarism because the student writer has cited the reference of source which denotes it
is not a paraphrasing plagiarism and he has not made word to word plagiarism because he has
not directly cited the text by removing annotations and attributions. It can be said as paraphrasing
plagiarism, as the student writer has not cited the attribution and author’s contribution. This is
not plagiarism, as the student writer has cited the authors’ work and has not directly cited the
text. This version is word-for-word plagiarism. The student included a portion of the original
author's work in a sentence without using quotation marks.No citation points to author or to the
reference provided. No credit was given to the original author in the text. This is not plagiarism,
as the student writer has cited the authors’ work and has not directly cited the text. This version
is word-for-word plagiarism. The student included a portion of the original author's work in a
sentence without using quotation marks.No citation points to author or to the reference provided.
No credit was given to the original author in the text. This is not plagiarism, as the student writer
has cited the authors’ work and has not directly cited the text. It can be said as paraphrasing
plagiarism, as the student writer has not cited the attribution and author’s contribution. It can be
said as paraphrasing plagiarism, as the student writer has not cited the attribution and author’s
contribution. This version is word-for-word plagiarism. The student included a portion of the
original author's work in a sentence without using quotation marks. No citation points to author
or to the reference provided. No credit was given to the original author in the text.

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Item 1In the case below, the original source material is given alo.pdf