Plagiarism involves copying the work or ideas of others and presenting them as one's own. It is a serious offense in academia that can result in punishment. There are various forms plagiarism can take, such as turning in another's work or copying directly from a source without attribution. While teachers work to detect and prevent plagiarism, an overemphasis on punishment can undermine the student-teacher relationship and learning process. It is better to address the root causes of plagiarism, such as students feeling pressure or lacking writing skills/confidence, and encourage original student work. Teachers can help by focusing on the writing process rather than just the final product and fostering students' pride in their own writing abilities.
The document discusses plagiarism and strategies to prevent it. It defines plagiarism and notes its prevalence in academia. It argues that a focus on catching plagiarism undermines the teacher's role, and suggests addressing the root causes instead. Common causes of plagiarism include not understanding it, feeling pressure or inadequacy, and lack of interest. The document recommends emphasizing writing process over product to build students' confidence and engagement in their own work.
This document provides definitions for 10 vocabulary words: delineate, brawn, nefarious, tout, glutton, enhance, hiatus, efface, hinderance, and vernacular. The words and their meanings are listed without additional context or examples.
Este documento apresenta um roteiro para definir uma arquitetura de software orientada a serviços (SOA) utilizando a gestão de processos de negócio (BPM). O roteiro descreve os principais conceitos de SOA e BPM e como eles agregam valor ao negócio. Também apresenta os elementos e ciclo de vida de uma solução BPM e um guia passo-a-passo para iniciar a definição de uma arquitetura SOA na empresa.
This vocabulary presentation defines 10 words: nefarious means pure evil; a glutton is a person who greedily eats too much; a hiatus is a pause or gap; brawn refers to muscular strength; delineate means to describe or outline precisely; enhance means to improve; to tout is to brag; a hindrance is something that gets in the way or is an obstruction; vernacular refers to common, everyday language; and efface means to erase.
This document discusses plagiarism, providing definitions and examples. It defines plagiarism as stealing another's work and passing it off as one's own by not giving proper credit to the original source. Examples of plagiarism include copying text from websites or other sources without citation, using others' ideas without citation, and turning in the same work for multiple classes. The document advises using proper citations to avoid plagiarism and provides guidance on using in-text citations and creating a works cited page using MLA format.
This document contains a list of vocabulary words including nefarious, glutton, hiatus, brawn, delineate, enhance, tout, hinderance, venacular, and efface. The words cover a range of topics from negative adjectives like nefarious to verbs like delineate and enhance. The list provides a sampling of vocabulary terms.
This document provides information about plagiarism and how to properly cite sources and references in academic work. It defines plagiarism as using another's work without giving them credit. Examples of plagiarism include copying text from websites or other sources without citing them. The document also explains how to avoid plagiarism by using your own words and citing sources, and how to format in-text citations and reference lists. Key aspects covered include using author-date citations in the body of the text and listing full references alphabetically at the end of the paper.
This slide gives you the basic information about the types of photography lenses used worldwide.
Image source: Google Images
*the content provided here has been copied from various sources. no authentication proof is available.
The document discusses plagiarism and strategies to prevent it. It defines plagiarism and notes its prevalence in academia. It argues that a focus on catching plagiarism undermines the teacher's role, and suggests addressing the root causes instead. Common causes of plagiarism include not understanding it, feeling pressure or inadequacy, and lack of interest. The document recommends emphasizing writing process over product to build students' confidence and engagement in their own work.
This document provides definitions for 10 vocabulary words: delineate, brawn, nefarious, tout, glutton, enhance, hiatus, efface, hinderance, and vernacular. The words and their meanings are listed without additional context or examples.
Este documento apresenta um roteiro para definir uma arquitetura de software orientada a serviços (SOA) utilizando a gestão de processos de negócio (BPM). O roteiro descreve os principais conceitos de SOA e BPM e como eles agregam valor ao negócio. Também apresenta os elementos e ciclo de vida de uma solução BPM e um guia passo-a-passo para iniciar a definição de uma arquitetura SOA na empresa.
This vocabulary presentation defines 10 words: nefarious means pure evil; a glutton is a person who greedily eats too much; a hiatus is a pause or gap; brawn refers to muscular strength; delineate means to describe or outline precisely; enhance means to improve; to tout is to brag; a hindrance is something that gets in the way or is an obstruction; vernacular refers to common, everyday language; and efface means to erase.
This document discusses plagiarism, providing definitions and examples. It defines plagiarism as stealing another's work and passing it off as one's own by not giving proper credit to the original source. Examples of plagiarism include copying text from websites or other sources without citation, using others' ideas without citation, and turning in the same work for multiple classes. The document advises using proper citations to avoid plagiarism and provides guidance on using in-text citations and creating a works cited page using MLA format.
This document contains a list of vocabulary words including nefarious, glutton, hiatus, brawn, delineate, enhance, tout, hinderance, venacular, and efface. The words cover a range of topics from negative adjectives like nefarious to verbs like delineate and enhance. The list provides a sampling of vocabulary terms.
This document provides information about plagiarism and how to properly cite sources and references in academic work. It defines plagiarism as using another's work without giving them credit. Examples of plagiarism include copying text from websites or other sources without citing them. The document also explains how to avoid plagiarism by using your own words and citing sources, and how to format in-text citations and reference lists. Key aspects covered include using author-date citations in the body of the text and listing full references alphabetically at the end of the paper.
This slide gives you the basic information about the types of photography lenses used worldwide.
Image source: Google Images
*the content provided here has been copied from various sources. no authentication proof is available.
Plagiarism: A Guide for Students by Dr. William Allan KritsonisWilliam Kritsonis
This document provides a guide for students on plagiarism. It defines plagiarism as failing to properly cite sources, attempting to take credit for someone else's work, or improperly paraphrasing others' work. The document explains that plagiarism is a form of cheating and is prohibited under university policy. It provides tips for students on how to properly cite sources using quotation marks and citations to avoid plagiarism when paraphrasing or quoting others' work. Students who plagiarize risk penalties ranging from failing grades to expulsion from the university.
Plagiarism: A Guide for Students by William Allan Kritsonis, PhDWilliam Kritsonis
This document provides a guide for students on plagiarism. It defines plagiarism as failing to properly cite sources, attempting to take credit for someone else's work, or improperly paraphrasing others' work. The document explains that plagiarism is a form of cheating and is prohibited under university policy. It provides tips for students on how to properly cite sources using quotation marks, paraphrasing in their own words, and citing sources using APA or MLA style. Consequences for plagiarism are also discussed, ranging from penalties to expulsion. The document concludes by emphasizing that plagiarism only hurts students and they should take care to do their own original work.
Pakeeza Shah submitted a technical writing on plagiarism that defines plagiarism and discusses its forms and factors. Plagiarism is presenting another's work as one's own without proper citation or credit. There are many forms of plagiarism, including verbatim copying, paraphrasing without citation, recycling one's own work, ghostwriting, and purloining another's work without permission. Factors that can contribute to plagiarism include ease of online access to information, inability to be creative, lack of understanding of citation practices, poor time management, competitiveness, financial pressures, laziness, temptation of opportunity, and lack of deterrence against getting caught. The document emphasizes providing guidance to students and enforcing
The document discusses how the internet is enabling plagiarism through easy access to information online. It defines different types of copycats and explains what behaviors constitute plagiarism. While copying can help spread ideas, the document notes it can also stifle innovation if students directly copy content without citation. It provides reasons for student plagiarism and surveys that show many students admit to copying content online. Ways to reduce plagiarism discussed include using plagiarism detection software, developing student research skills, and making rules clear.
The document discusses plagiarism, defining it as passing off others' work as one's own without proper citation or credit. It notes that using others' ideas is acceptable in learning as long as proper citation is provided. The document lists examples of plagiarism and provides excuses students sometimes use to justify plagiarism, explaining why these excuses do not absolve one of plagiarism. It states that if plagiarism is found, the student may face penalties from failure in a course to suspension or expulsion.
This document provides information about plagiarism, including what it is, why students should avoid it, and how to properly cite sources and avoid plagiarizing. It defines plagiarism as using others' work without proper citation or attribution. It notes that plagiarism is a form of cheating or theft and can result in penalties. The document offers guidance on properly incorporating references and quotations from sources to avoid plagiarizing.
This document provides guidance to students on understanding and avoiding plagiarism. It defines plagiarism as presenting another's work as one's own without proper citation or credit. Specific examples of plagiarism are discussed, including copying directly from sources, paraphrasing without citation, and colluding with others. The document encourages original work by noting pride in one's own efforts and outlines proper citation techniques to avoid plagiarism when incorporating others' work, such as using quotations and citing all sources. Penalties for plagiarism are also mentioned.
This document discusses internet plagiarism in classrooms. It provides statistics showing that many students admit to plagiarizing in their schoolwork. The document explores reasons for both intentional and unintentional plagiarism. It then offers strategies teachers can use to prevent plagiarism, such as ensuring students understand proper citation practices and giving unique research topics. The document also discusses resources teachers can use to detect plagiarism, such as online plagiarism checking tools and analyzing students' writing styles.
“It’s not plagiarism if it’s on the internet!”Lisa Loffredi
The document summarizes a workshop on preventing plagiarism in secondary classrooms. It defines plagiarism and discusses 10 types of plagiarism. It also provides examples of plagiaristic behaviors and academic dishonesty issues. Additionally, the document offers strategies for creating plagiarism-proof assignments by asking higher-order thinking questions that require analysis, synthesis and evaluation rather than simply reporting facts. Resources for teachers and students on plagiarism prevention are also listed.
This document provides tips and information on plagiarism detection and prevention. It defines plagiarism and discusses reasons why students plagiarize. It also outlines various tools that can help detect plagiarism like TurnItIn and Grammarly. The document educates on proper citation of sources and suggests organizing research to avoid plagiarism through techniques like keeping separate notes, filing cards, and marking direct quotes. Websites with further information on summarizing, paraphrasing, quoting and citing sources are also referenced.
36South African Journal of Science httpwww.sajs.co.zaVol.docxlorainedeserre
This document discusses the rise of academic misconduct in universities, focusing on plagiarism and ghostwriting. It notes that while universities have always had some level of cheating, the internet has enabled new forms of misconduct like plagiarism and the outsourcing of academic work to ghostwriters on a large scale. Ghostwriting services can now quickly and anonymously produce high-quality academic work, making detection very difficult. This undermines the integrity of university degrees. The document examines the issues around plagiarism and ghostwriting in more detail and notes the challenges universities face in addressing this problem.
This document discusses plagiarism and its consequences. It defines plagiarism as stealing others' ideas or words without acknowledgement. Examples of plagiarism include copying text from the internet or others' work without citation. The document notes that plagiarism has negative consequences such as failing courses or legal punishment. It encourages students to avoid plagiarism by doing their own original work and properly citing references.
The INTERLINK instructional plan differs significantly from conventional ESL curriculums by focusing on the learner rather than a prescribed list of content to teach. It emphasizes student-centered, experiential, holistic, needs-based, interactive, and heuristic approaches to learning. Rather than being teacher-centered and focusing on discrete grammar rules, the INTERLINK plan individualizes instruction according to students' needs and involves active engagement through discovery and problem-solving.
The INTERLINK program provides intensive English language training on US university campuses to prepare international students for academic study. The program focuses on experiential learning through student-centered, needs-based classes with small class sizes of 8-12 students. INTERLINK offers housing assistance, including options for dorms, homestays, and independent housing. All INTERLINK centers are accredited by the Commission on English Language Accreditation.
The document provides instructions for setting up a new email account. It explains that the user will receive an email with their username and temporary password. The user then goes to the provided URL to sign in, entering their email address and temporary password. They are prompted to change the temporary password to a new permanent password. Finally, the user can access their email by clicking on Gmail after signing in.
The document outlines the core tenets of an instructional plan, drawing from educational theorists like Carl Rogers and Caleb Gattegno. It discusses that learning is most effective when: (1) relevant to students' interests; (2) external threats are minimized; and (3) self-initiated. The plan focuses on student-centered, experiential learning where students work inductively by using language in context. Drawing from theorists like Krashen and Holt, it emphasizes that students learn best through meaningful use of language and by doing, rather than studying abstract concepts. The role of the teacher is to facilitate learning, provide comprehensible input, and help students become autonomous learners.
1. The document discusses the roles of teachers and learners in the learning process based on the example of a parent teaching a child to ride a bicycle. While a parent may think they are "teaching" the skill, they are actually facilitating the child's learning by providing encouragement, advice, and ensuring safety.
2. The actual learning is done by the child through their own effort, practice, and active participation. No amount of effort by the teacher can impart skills without engagement from the learner.
3. An effective teacher focuses on the affective domain by helping students feel comfortable, motivated, and overcoming obstacles, rather than directly imparting knowledge or skills. Their role is to facilitate conditions for learning.
The document discusses providing feedback on a student's writing assignment. It considers various approaches to feedback and identifies some key issues to focus on, such as prioritizing important problems, giving encouragement, having the student do revision work, and tailoring feedback to individual students' needs. The goal is for feedback to help students learn and improve rather than feel discouraged.
The document discusses the Core Project curriculum approach. It emphasizes that Core Projects provide structure through project ideas and guidelines while allowing freedom as they are templates that can be modified. Core Projects are vehicles for language practice and developing skills through authentic communication rather than objects of learning themselves. The teacher takes on an advisory role, diagnosing needs and providing support, while students work actively on project activities and communication.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-led discovery learning, as well as principles of experiential and inductive learning advocated by Krashen and others.
3. Key ideas discussed include focusing learning on the student rather than the teacher, minimizing anxiety, and acquiring language through meaningful use and interaction rather than explicit instruction.
Plagiarism: A Guide for Students by Dr. William Allan KritsonisWilliam Kritsonis
This document provides a guide for students on plagiarism. It defines plagiarism as failing to properly cite sources, attempting to take credit for someone else's work, or improperly paraphrasing others' work. The document explains that plagiarism is a form of cheating and is prohibited under university policy. It provides tips for students on how to properly cite sources using quotation marks and citations to avoid plagiarism when paraphrasing or quoting others' work. Students who plagiarize risk penalties ranging from failing grades to expulsion from the university.
Plagiarism: A Guide for Students by William Allan Kritsonis, PhDWilliam Kritsonis
This document provides a guide for students on plagiarism. It defines plagiarism as failing to properly cite sources, attempting to take credit for someone else's work, or improperly paraphrasing others' work. The document explains that plagiarism is a form of cheating and is prohibited under university policy. It provides tips for students on how to properly cite sources using quotation marks, paraphrasing in their own words, and citing sources using APA or MLA style. Consequences for plagiarism are also discussed, ranging from penalties to expulsion. The document concludes by emphasizing that plagiarism only hurts students and they should take care to do their own original work.
Pakeeza Shah submitted a technical writing on plagiarism that defines plagiarism and discusses its forms and factors. Plagiarism is presenting another's work as one's own without proper citation or credit. There are many forms of plagiarism, including verbatim copying, paraphrasing without citation, recycling one's own work, ghostwriting, and purloining another's work without permission. Factors that can contribute to plagiarism include ease of online access to information, inability to be creative, lack of understanding of citation practices, poor time management, competitiveness, financial pressures, laziness, temptation of opportunity, and lack of deterrence against getting caught. The document emphasizes providing guidance to students and enforcing
The document discusses how the internet is enabling plagiarism through easy access to information online. It defines different types of copycats and explains what behaviors constitute plagiarism. While copying can help spread ideas, the document notes it can also stifle innovation if students directly copy content without citation. It provides reasons for student plagiarism and surveys that show many students admit to copying content online. Ways to reduce plagiarism discussed include using plagiarism detection software, developing student research skills, and making rules clear.
The document discusses plagiarism, defining it as passing off others' work as one's own without proper citation or credit. It notes that using others' ideas is acceptable in learning as long as proper citation is provided. The document lists examples of plagiarism and provides excuses students sometimes use to justify plagiarism, explaining why these excuses do not absolve one of plagiarism. It states that if plagiarism is found, the student may face penalties from failure in a course to suspension or expulsion.
This document provides information about plagiarism, including what it is, why students should avoid it, and how to properly cite sources and avoid plagiarizing. It defines plagiarism as using others' work without proper citation or attribution. It notes that plagiarism is a form of cheating or theft and can result in penalties. The document offers guidance on properly incorporating references and quotations from sources to avoid plagiarizing.
This document provides guidance to students on understanding and avoiding plagiarism. It defines plagiarism as presenting another's work as one's own without proper citation or credit. Specific examples of plagiarism are discussed, including copying directly from sources, paraphrasing without citation, and colluding with others. The document encourages original work by noting pride in one's own efforts and outlines proper citation techniques to avoid plagiarism when incorporating others' work, such as using quotations and citing all sources. Penalties for plagiarism are also mentioned.
This document discusses internet plagiarism in classrooms. It provides statistics showing that many students admit to plagiarizing in their schoolwork. The document explores reasons for both intentional and unintentional plagiarism. It then offers strategies teachers can use to prevent plagiarism, such as ensuring students understand proper citation practices and giving unique research topics. The document also discusses resources teachers can use to detect plagiarism, such as online plagiarism checking tools and analyzing students' writing styles.
“It’s not plagiarism if it’s on the internet!”Lisa Loffredi
The document summarizes a workshop on preventing plagiarism in secondary classrooms. It defines plagiarism and discusses 10 types of plagiarism. It also provides examples of plagiaristic behaviors and academic dishonesty issues. Additionally, the document offers strategies for creating plagiarism-proof assignments by asking higher-order thinking questions that require analysis, synthesis and evaluation rather than simply reporting facts. Resources for teachers and students on plagiarism prevention are also listed.
This document provides tips and information on plagiarism detection and prevention. It defines plagiarism and discusses reasons why students plagiarize. It also outlines various tools that can help detect plagiarism like TurnItIn and Grammarly. The document educates on proper citation of sources and suggests organizing research to avoid plagiarism through techniques like keeping separate notes, filing cards, and marking direct quotes. Websites with further information on summarizing, paraphrasing, quoting and citing sources are also referenced.
36South African Journal of Science httpwww.sajs.co.zaVol.docxlorainedeserre
This document discusses the rise of academic misconduct in universities, focusing on plagiarism and ghostwriting. It notes that while universities have always had some level of cheating, the internet has enabled new forms of misconduct like plagiarism and the outsourcing of academic work to ghostwriters on a large scale. Ghostwriting services can now quickly and anonymously produce high-quality academic work, making detection very difficult. This undermines the integrity of university degrees. The document examines the issues around plagiarism and ghostwriting in more detail and notes the challenges universities face in addressing this problem.
This document discusses plagiarism and its consequences. It defines plagiarism as stealing others' ideas or words without acknowledgement. Examples of plagiarism include copying text from the internet or others' work without citation. The document notes that plagiarism has negative consequences such as failing courses or legal punishment. It encourages students to avoid plagiarism by doing their own original work and properly citing references.
The INTERLINK instructional plan differs significantly from conventional ESL curriculums by focusing on the learner rather than a prescribed list of content to teach. It emphasizes student-centered, experiential, holistic, needs-based, interactive, and heuristic approaches to learning. Rather than being teacher-centered and focusing on discrete grammar rules, the INTERLINK plan individualizes instruction according to students' needs and involves active engagement through discovery and problem-solving.
The INTERLINK program provides intensive English language training on US university campuses to prepare international students for academic study. The program focuses on experiential learning through student-centered, needs-based classes with small class sizes of 8-12 students. INTERLINK offers housing assistance, including options for dorms, homestays, and independent housing. All INTERLINK centers are accredited by the Commission on English Language Accreditation.
The document provides instructions for setting up a new email account. It explains that the user will receive an email with their username and temporary password. The user then goes to the provided URL to sign in, entering their email address and temporary password. They are prompted to change the temporary password to a new permanent password. Finally, the user can access their email by clicking on Gmail after signing in.
The document outlines the core tenets of an instructional plan, drawing from educational theorists like Carl Rogers and Caleb Gattegno. It discusses that learning is most effective when: (1) relevant to students' interests; (2) external threats are minimized; and (3) self-initiated. The plan focuses on student-centered, experiential learning where students work inductively by using language in context. Drawing from theorists like Krashen and Holt, it emphasizes that students learn best through meaningful use of language and by doing, rather than studying abstract concepts. The role of the teacher is to facilitate learning, provide comprehensible input, and help students become autonomous learners.
1. The document discusses the roles of teachers and learners in the learning process based on the example of a parent teaching a child to ride a bicycle. While a parent may think they are "teaching" the skill, they are actually facilitating the child's learning by providing encouragement, advice, and ensuring safety.
2. The actual learning is done by the child through their own effort, practice, and active participation. No amount of effort by the teacher can impart skills without engagement from the learner.
3. An effective teacher focuses on the affective domain by helping students feel comfortable, motivated, and overcoming obstacles, rather than directly imparting knowledge or skills. Their role is to facilitate conditions for learning.
The document discusses providing feedback on a student's writing assignment. It considers various approaches to feedback and identifies some key issues to focus on, such as prioritizing important problems, giving encouragement, having the student do revision work, and tailoring feedback to individual students' needs. The goal is for feedback to help students learn and improve rather than feel discouraged.
The document discusses the Core Project curriculum approach. It emphasizes that Core Projects provide structure through project ideas and guidelines while allowing freedom as they are templates that can be modified. Core Projects are vehicles for language practice and developing skills through authentic communication rather than objects of learning themselves. The teacher takes on an advisory role, diagnosing needs and providing support, while students work actively on project activities and communication.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-led discovery learning, as well as principles of experiential and inductive learning advocated by Krashen and others.
3. Key ideas discussed include focusing learning on the student rather than the teacher, minimizing anxiety, and acquiring language through meaningful use and interaction rather than explicit instruction.
The document discusses the role of teachers in facilitating learning. It uses the analogy of a parent teaching a child to ride a bicycle to illustrate that teachers can provide support, encouragement and a safe environment for learning, but cannot impart skills themselves, as learning requires active effort by the student. While teachers can help with affective factors, students themselves must develop the psycho-motor and cognitive abilities required.
This document provides an overview of curriculum training module #1. It begins by defining what a curriculum is and then discusses some key differences between a conventional ESL curriculum and the INTERLINK curriculum being presented. Specifically, it notes that a conventional curriculum focuses on what content to teach rather than how students learn. In contrast, the INTERLINK curriculum is designed to be student-centered, experiential, pragmatic, interactive, holistic, needs-based, and heuristic to better facilitate learning. The overall goal is to allow teachers to focus on meeting students' needs rather than following a predetermined teaching agenda.
This tutorial provides an overview of the different online resources and materials available for students, including HTML, Joomla, PDF, and YUDU versions of the student books. It demonstrates how to access and navigate each version, highlighting advantages like interactive features in HTML and full functionality in Joomla. Site Directors are encouraged to familiarize themselves with the resources to train teachers on using them.
The document provides instructions for using an online forum called the Interlink Forum. It describes how to register for an account, log in, navigate through the different sections and boards, start new topics, reply to existing posts, and format text. The forum is intended for communication among teachers at different language centers and includes categories for staff meetings, benchmarks, center discussions, and classroom contributions.
The document discusses Benchmark Sample Committees (BSCs) and the need for holistic assessment rather than mechanical assessment in language learning programs. It explains that BSCs were created to implement holistic assessment through Benchmarks and representative language samples, rather than rubrics, in order to best assess student language proficiency rather than just what was taught.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-initiated learning through discovery and hypothesis formation.
3. Stephen Krashen's theory of language acquisition is covered, distinguishing between acquisition through meaningful interaction versus conscious learning, and emphasizing the role of comprehensible input and low anxiety environments.
The document discusses the role of teachers in facilitating learning. It uses the analogy of a parent teaching a child to ride a bicycle to illustrate that teachers can provide support, encouragement and a safe environment for learning, but cannot impart skills themselves, as learning requires active effort by the student. While teachers can help with affective factors, students themselves must develop the psycho-motor and cognitive abilities required.
This document provides an overview of curriculum training module #1. It begins by defining what a curriculum is and then discusses some key differences between a conventional ESL curriculum and the INTERLINK curriculum being presented. Specifically, it notes that a conventional curriculum focuses on what content to teach rather than how students learn. In contrast, the INTERLINK curriculum is designed to be student-centered, experiential, pragmatic, interactive, holistic, needs-based, and heuristic to better facilitate learning. The overall goal is to allow teachers to focus on meeting students' needs rather than following a predetermined teaching agenda.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Plagiarism
1. PLAGIARISM
P
http://grandstreetlibraryela.wikispaces.com/Plagiarism
p
Presentation by Mark Feder, August 2008, revised April, 2013
2. PLAGIARISM
What is plagiarism? Wikipedia defines it as:
“the unauthorized use or close imitation of the language and thoughts of another author and
the representation of them as one's own original work” *
Wikipedia then goes on to say:
“In the academic world, plagiarism by students is a very serious offense that can
result in punishments such as a failing grade on the particular assignment
(typically at the high school level) or for the course (typically at the college or
university level). For cases of repeated plagiarism, or for cases in which a student
commits severe plagiarism (e.g., submitting a copied article as his or her own
work), a student may be suspended or expelled.”*
*http://en.wikipedia.org/wiki/Plagiarism
#2
3. PLAGIARISM
Some of the forms that plagiarism can take are described in www.plagiarism.org/
All of the following are considered plagiarism:
•turning in someone else's work as your own
•copying words or ideas from someone else without giving credit
•failing to put a quotation in quotation marks
•giving incorrect information about the source of a quotation
•changing words but copying the sentence structure of a source without giving credit
•copying so many words or ideas from a source that it makes up the majority of your work,
whether you give credit or not (see our section on "fair use" rules)*
*http://www.plagiarism.org/learning_center/what_is_plagiarism.html
#3
4. PLAGIARISM
All of us who have taught writing have encountered plagiarism issues and made efforts both
to detect and eliminate plagiarism in student writing. Plagiarism is discussed at staff
meetings and addressed in Classroom Contributions.
A Google search for plagiarism turns up 9,260,000 entries and the Internet is full
of sites that attempt to help teachers detect and prevent student plagiarism. Here
are a few:
http://owl.english.purdue.edu/owl/resource/589/01/
http://www.plagiarized.com/
http://www.doccop.com/
http://www.plagiarism.com/self.detect.htm
#4
5. PLAGIARISM
Cases of plagiarism in academia as well as the real world make the front pages of
newspapers as these headlines show:
Two Students Kicked off Semester at Sea for Plagiarism
Herald sports columnist John Sleeper resigns over plagiarism
McCain faces accusations of Wikipedia plagiarism
#5
6. PLAGIARISM
Virtually every university has a statement or policy on plagiarism, attesting to the prevalence
of the problem.
Illinois State University
Harvard University
University of Pennsylvania
University of Oxford
#6
7. PLAGIARISM
www.co.henry.ga.us/Sheriff/SheriffFieldOps.htm
Concern about plagiarism
sometimes turns teachers into
cops, preoccupied with detecting
plagiarism and punishing the
perpetrators.
…and if you think about it, this is a
fundamental perversion of the role of
the teacher that undermines his or her
ability to foster and facilitate learning.
#7
8. PLAGIARISM
At INTERLINK, our affectively oriented student-
centered approach makes it especially important
for the teacher to be “on the side” of the student
and not to be perceived as someone whose goal
is to “catch” the student in wrongdoing.
So, how can we preserve the nurturing role of the
teacher and yet prevent students from
plagiarizing?
#8
9. PLAGIARISM
A good starting point is to consider why students plagiarize. One answer,
of course, is that human beings are inherently dishonest and without
oversight will try to get away with whatever they can.
Without embarking on a
philosophical exploration of whether
people are good or evil by nature,
such an answer, of course, suggests
that students come to our program
www.dayofgod.net not to actually improve their English
skills but only to trick us into
believing that they have, and runs
counter to the humanistic thesis that
J humans have a natural propensity
J
and desire to learn. impressions-in-time.blogspot.com
#9
10. PLAGIARISM
The most sensible approach
to combating plagiarism is
to first try to understand its
possible causes and then
www.thefreedictionary.com
eliminate them. In this
respect, it is not different
from effectively combating
other social problems such
as drug abuse or teen candygourlay.com
pregnancy.
#10
11. PLAGIARISM
The attempt to eliminate a behavioral problem like plagiarism by criminalizing
it and focusing on apprehending and punishing wrongdoers is almost certainly
doomed to failure because attention and resources are squandered on
secondary matters instead of on the problem itself. Inevitably, measures taken
to apprehend culprits will result in more sophisticated counter-measures to
avoid apprehension and an escalating war between student and teacher.
And the student’s efforts become
centered on avoiding detection
rather than on learning.
P
P www.zmangames.com
p
#11
12. PLAGIARISM
Let’s consider what factors might cause a student to plagiarize.
1. A student may not even recognize that s/he is doing
anything wrong or that s/he in fact plagiarizing
2. A student may not know how to accomplish the task
at hand or may feel inadequate to do so and resort to
plagiarism
3. A student may feel pressured about time and uses
plagiarism as a shortcut
4. A student may not care about learning or
accomplishing anything and just wants an easy way out
www.timeseye.net
#12
13. PLAGIARISM
Teachers and university statements usually address the first factor by defining
plagiarism and giving advice about how to avoid it.
But is it enough to clarify
what plagiarism is and
then warn students to
avoid it?
P
P
http://www.unc.edu/depts/wcweb/handouts/plagiarism.html
#13
14. PLAGIARISM
Why do so many students rely on the writing of others in the first place? Maybe the
prevalence of plagiarism has something to do with the way we teach writing or the
requirements we impose on student writing. For example, how often do writing classes and
textbooks start out by providing a model and telling students to follow that model?
Use this as a
model to write
your own
essay
When we tell students
“Your writing should look
P like this,” are we not
P pushing them towards
P plagiarism?
#14
15. PLAGIARISM
Telling students to follow a model puts pressure on them to produce something that the teacher will
consider acceptable even if the student does not clearly understand what makes it acceptable.
Imitation rather than creation is encouraged and process is subordinated to product. Imposing topics
that students have little knowledge about or interest in only increases the chances that they will look to
external sources for help. Students with limited English proficiency cannot easily separate what is said
from how it is said and will inevitably borrow phrases to express what they do not realize can be
expressed in other ways. And if we are not careful about the kind of feedback we give to students,
we might be sending them the message that their
own language is inadequate and only language
“borrowed” from other sources will meet the test.
Feedback that targets errors and ignores the
positive reduces students’ confidence in
their ability to express things in their own
Pwords and makes them more likely to seek
P words of others.
the
p
#15
16. PLAGIARISM
Time constraints also add to the pressure to plagiarize. When students feel
overwhelmed by the tasks facing them, they will look for ways of getting their
assignments out of the way. Once again, delivering a product becomes more
important than the process of writing and students may be tempted to resort to
plagiarism to just “get the work done.”
When students are excited about what they are
creating and take pride in their work, they are
more likely to be engaged in the process and
less likely to think of a writing assignment as
something to get out of the way.
blog.wolfram.com
#16
17. PLAGIARISM
One of the most powerful things a teacher can do to
www.doritosher.com
prevent plagiarism is to foster students’ confidence in their
own writing ability. The best way to do this is to draw out
what is in the student rather than impose things from the
outside. By starting with a student’s self-expression and
then helping the student improve it, the focus is kept on
process and the unique expression of the individual.
That may seem obvious, but in fact, it is not the typical pattern of writing instruction. Often a
topic is imposed from the outside – a topic that the student may not care about at all and
have nothing to say about. Then the student is told how to address the topic, to use a
particular mode such as descriptive, expository or narrative, to use a framework such as
P chronological or comparative, to use a specified number of paragraphs, to use topic
P sentences, to provide certain kinds of support, etc. Such writing does not come from within
P the student but is imposed from without. It stifles self-expression and impresses on the
p student what a piece of writing should look like, elevating product over process.
#17
18. PLAGIARISM
Objections may be flying that students have to be able to write in a certain style
and way for college classes and that is true. But we prepare students to do that
first and foremost by getting them to be the best possible writers that they can
be, by working from the inside out and not the other way around.
There is another potential objection that should be
addressed here as well – that students must learn
how to use outside sources properly and how to cite
those sources. That is obviously true. Students must
learn these important academic skills. But these
skills must not be confused with writing itself.
http://www.faceandprofile.com/tag/objection
#18
19. PLAGIARISM
If we consider how the instruction of writing is
typically approached in textbooks and in the
classroom, we can see that we teachers are, to a
large extent, responsible for the plague of
plagiarism.
To combat plagiarism, our focus should be on
how students approach the process of writing
rather than on perfecting ways of detecting
and punishing cheating. http://www.igopogo.com/
#19
20. PLAGIARISM
Tips for helping students use their own words and not those of others:
Emphasize process rather than product
Encourage students to tell their own stories and express their own ideas
Help students develop their own unique writing style
Let students practice summarizing events and information in their own words
Provide feedback that helps students develop pride in their own writing
Create strategies for getting students engaged and invested in their writing
Use in-class time for writing projects
Don’t overwhelm students with assignments
Look for ways to tell students what they can do instead of what not to do
Allow as much freedom and autonomy as possible for students to take
P ownership of their writing
P
P
p
#20