This document discusses plagiarism among ESL/EFL students. It notes that plagiarism has become widespread due to the ease of finding and copying information online as well as cultural differences in concepts of authorship. ESL/EFL students in particular struggle with plagiarism unintentionally due to difficulties with writing in English and differences in educational systems. The document recommends several strategies for teachers, such as explicitly teaching what plagiarism is, having students practice note-taking and paraphrasing, and recognizing individual student challenges.
1. vol 11 no 1 mukminatus zuhriyah_the influence of students' creativity_1.14Faisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The Academic writing performance and Spelling Errors Malik Jabr Albalawi مال...malikjabr
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
Teaching English as a Foreign Language to native speakers of Tai languagesThe Free School
This paper discusses the rationale that underpins the design of the: student needs survey, lesson plan template and an introductory lesson plan attached in Annex 1 of this paper. These pedagogical materials assist me when I work as an English language tutor, teaching native speakers of the Tai family of languages, such as “Thai”, “Lao”, “Isan” and “Lue” dialects (Enfield, 2008, pp. 439 & 441). This research paper fills a gap in the pedagogical literature. No contemporary study examines the unique problems that native speakers of the Tai languages face when they study at post-secondary level in courses that use English as the sole or main language of instruction. This paper comprises part of the ‘pedagogical leaderships’ series. In this series, I argue that scholars of critical pedagogy should aim to offer customised examples and practical teaching resources to supplement their peer-reviewed academic publications in order to avoid the ambiguity that is often inherent in abstract discussion.
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
1. vol 11 no 1 mukminatus zuhriyah_the influence of students' creativity_1.14Faisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The Academic writing performance and Spelling Errors Malik Jabr Albalawi مال...malikjabr
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
Teaching English as a Foreign Language to native speakers of Tai languagesThe Free School
This paper discusses the rationale that underpins the design of the: student needs survey, lesson plan template and an introductory lesson plan attached in Annex 1 of this paper. These pedagogical materials assist me when I work as an English language tutor, teaching native speakers of the Tai family of languages, such as “Thai”, “Lao”, “Isan” and “Lue” dialects (Enfield, 2008, pp. 439 & 441). This research paper fills a gap in the pedagogical literature. No contemporary study examines the unique problems that native speakers of the Tai languages face when they study at post-secondary level in courses that use English as the sole or main language of instruction. This paper comprises part of the ‘pedagogical leaderships’ series. In this series, I argue that scholars of critical pedagogy should aim to offer customised examples and practical teaching resources to supplement their peer-reviewed academic publications in order to avoid the ambiguity that is often inherent in abstract discussion.
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Lexical Repetition and Written Text’s Unity from Gender Perspective: A Case o...AJHSSR Journal
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Dr. Lani discusses writing the results and discussion chapters of your dissertation as well as the importance of APA editing when it comes to your research. Tips on successfully defending your dissertation are also emphasized.
SSP is now Intellectus Statistics Software. Intellectus Statistics™ software primarily serves the academic and research communities as a powerful statistical package that can be purchased via four distinct cloud based subscriptions. Learn more here: http://www.statisticssolutions.com/buy-intellectus/
Lexical Repetition and Written Text’s Unity from Gender Perspective: A Case o...AJHSSR Journal
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Dr. Lani discusses writing the results and discussion chapters of your dissertation as well as the importance of APA editing when it comes to your research. Tips on successfully defending your dissertation are also emphasized.
SSP is now Intellectus Statistics Software. Intellectus Statistics™ software primarily serves the academic and research communities as a powerful statistical package that can be purchased via four distinct cloud based subscriptions. Learn more here: http://www.statisticssolutions.com/buy-intellectus/
This powerpoint presentation helps the viewers about the definition of the type of writing: Literary Writing. It also teaches about the description and the format of how to write an Academic Writing.
Every customer will be offered Free Draft before making any payment. The customers need to make payment only after being satisfied with the Draft. Fill in your Free Draft Order form and get it now. Your Free Draft tells you how competent we are in the field of academic writing
How To Write Your Research DissertationChris Jobling
This presentation describes the standard structure of your research dissertation and suggests a methodology for its successful production using modern word processing tools.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Plagiarism Plagiarism is citing other people’s work .docxrandymartin91030
Plagiarism
Plagiarism is citing other people’s work without accrediting it. In school students often have to do some research in which they should write reports containing references for them to acknowledge where they got the entire information from and whose work it is. A couple of a number of people would think that there is no need for this and thus end up leaving out some vital information in their references. Universities should prevent plagiarism by teaching students’ time management and equipping them with skills on plagiarism in their first few weeks for them to have the culture of giving credit to the works involved, and breaking large assignments into smaller steps.
According to Park (2003), plagiarism is defined the theft of words or ideas, beyond what would normally be regarded as general knowledge. On the other hand, Pennybook (1996) writes, “understanding reasons for appreciation of ones work should be taken into consideration.” He found that in China, though the students did the work to completion, there was much difference between what the students presented and what he expected. He further explains that plagiarism needs to be particularized in other ways; in terms of particular cultural and educational context in which it is being discussed, in terms of the nature of the institution and the particular language in which it is seen to be occurring. This is understood as shared language or knowledge and particular language or knowledge.
Park soldiered on to explain how plagiarism was being practiced by students. It is clearly noted that, the easy way to uncover some plagiarism is collaboration or cooperation between students working together, unattributed use of other people’s writings by undergraduates, Master’s students and PhD students, copying of graduate students’ work by supervisors or other members of academic staff and taking credit in research grant application for work done by someone else. This expounds more on the various forms of plagiarism can be done. Most of them involve the overlooked incidents by students and thus may fall under plagiarized work without their real intention. This is quite tricky.
In order to pass this plagiarism phase and start on giving some original work, several problems especially those facing students need to be studied. According to Pennybook, one of them is involves the expectation of students in giving original work, but also expected to acquire a fixed canon of knowledge and a fixed canon terminology to go with it.
Another problem addressed is related to the power relations between different academics and between academics and their students or research assistants. This involves the senior academics or those in with the highest echelon to put their names at the head of the papers yet they had little if any effort added to it. This problem is evident in both those who are ignorant of plagiarism and those who are not.
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HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
1 - The Love of My Life Discuss how T.C. Boyle uses foreshadowin.docxhoney725342
1 - "The Love of My Life"
Discuss how T.C. Boyle uses foreshadowing (Links to an external site.)to establish the plot of "The Love of My Life".
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2- "Hills Like White Elephants"
In the short story, "Hills Like White Elephants" is the female character (the antagonist) deserving of the intentions of the male character (the protagonist). Explain your answer thoroughtly.
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3 - "A Company of Wolves" -
Using indirect characterization, describe how the girl in "A Company of Wolves" defies the typical characteristics of the female protagonist (Links to an external site.).
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4 - "My Life as an Undocumented Immigrant" -
How does the theme of "My Life as an Undocumented Immigrant" clash with the ideal of the American dream?
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5- "The Storm" -
Take a position for or against Calixta's actions. Argue your position using textual evidence to support your answer.
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6 - "The Story of an Hour"
Think about the sequence of events in "The Story of an Hour". Now, discuss the significance and the difference between "Louise" and "Mrs. Mallard"
Surname 1
Students’ Name:
Course:
Professor:
Date:
Straker, John. “International Students participation in higher Education; changing the focus for ‘international student’ to’ participation’.” Journal of Studies in International Education 2016, Vol. 20(4). Web.
In pages 299 to 318, it discusses how individuals have the preconceived idea that international students cannot participate on a similar basis with local students, or attain institutional requirements of full participation, the idea of being branded as international students is what makes them distinct instead of their participation.
The author points out there has been continued literature focusing on the issue of class participation by international students. He states that although this literature is based on why international students may not participate on an equal basis with local students, it has focused on that aspect of ‘international students’ and what makes them distinct instead of focusing on their participation.
The next part of the chapter emphasizes how international students’ differences encourage understanding of their participation in lectures and explains reasons for their poor dialogue. Language barrier is always seen as the main cause of international students’ struggles in studies, in addition to the fact that there is self-criticism by international stu ...
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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1. Plagiarism in ESL/EFL Context
By
Shamaila Ali Hasan
Plagiarism has become a serious issue among academic societies across the world
because most of the students in the higher education levels are aiming to plagiarism to
complete their assignments and research papers. Basically, plagiarism has its roots from
the Latin word “plagiarus” which means “kidnapper” or “abductor.” It is, in academic
dictionary, considered cheating or stealing of other people’s ideas and forming them as
own. Thus it is morally and ethically wrong. In academia, plagiarism is defined as the
quot;use or close imitation of the language and thoughts of another author and the
representation of them as one's own original work (Wikipedia, 2009).
There are a lot of websites established to accommodate this need. Research papers
are sold online and students are told to follow this easy solution to submit term papers
and sometimes whole dissertations (ibid.).
The practice of plagiarism is rampant mainly due to the rapid advancement in
information technology. A lot of information, which includes literary composition,
journal articles as well as practically anybody’s work, is put online, readily accessible to
any interested parties. Other reasons or justifications for plagiarizing include pressure to
meet deadlines, being encumbered by other responsibilities such as working and family
commitments, as well as having poor skills in writing especially for English as Second
Language (ESL) and English as Foreign Language (EFL) students. Regardless of the
reason, it seems that students in higher education do not take the issue seriously enough
(Yusof, 2009).
Among many of the cases cited on plagiarism, Asian students have been
highlighted as one of the largest number contributing to the problem. These students, or
ESL/EFL learners, who study in USA and UK commonly practice plagiarism. ESL
learners, who are relatively new to the language compounded with their lack of
understanding of the western learning culture, find difficulties to grasp the very idea of
plagiarism. It is difficult for them to avoid it and to appropriately write an academic
paper. The concept of plagiarism is confusing among non-westerners especially ESL
learners all around the world. It is undoubtedly a daunting task for ESL learners who are
strangers to the western principles, standards and values to embrace the concept of
plagiarism (ibid.).
It could be argued that plagiarism could be an inherent part of learning by ESL
learners and thus should be tolerated. A form of copying named as patchwriting to
facilitate the writing process. She defines it as a process of “copying from a text, deleting
some words, changing some grammatical structures or substituting words with
synonyms”. “The nature of learning to write is a developmental process...” and explains
that “the concept of patchwriting – which many consider a form of plagiarism – as a
useful learning strategy for ESL students as they move from second-language writing
skills to mature writing” (ibid.).
There is no denying that many institutions across the world have endorsed the
concept of plagiarism and its rulings/punishments. We simply borrowed the definitions of
plagiarism and print those into our academic rules and regulations handbook, including
2. the penalties involved upon getting caught, knowing to a certain degree that the concept
possibly emerged in the west and thus could be challenged. Perhaps it could be said that
we have simply “plagiarized” the concept into our education system. It is due to this
understanding that a new perspective on plagiarism that is solidly based on our cultural
views should be formed (ibid.).
As has been mentioned earlier, the rise in the use of the internet has led to an
increase in plagiarism. It is important that mainstream teachers understand the reasons
why this practice may be widespread among the ESL students in their classes. Plagiarism
by ESL students is rarely as a result of laziness or the inability to think for themselves. If
they find part of a text that conveys the information that they wish to convey or expresses
the idea that they wish to express, it is not surprising that many will simply copy the
passage into their own work. Some of them do not have good enough English to express
themselves to their own satisfaction in their own words; or they feel they haven't been
given enough time to do so. Others may believe that it is showing respect to the author if
they use his or her words without changing them. Many of them have no idea that
plagiarism will be regarded by most of their teachers as a kind of cheating (“ESL students
and plagiarism”, 2009).
There are several approaches that may help to reduce the incidence of plagiarism.
In fact ESL teachers can play a very effective part in getting students out of this.
Teachers may make sure that students know the word “plagiarism”, what it means and
what the school policy is on it. They must have students practice note-taking skills and
get them write the first draft of their reports from notes without referring to the original.
Teachers can also help the ESL students in understanding that the process is often more
important than the product. Particularly in the lower grades it is possible to reward an
original piece of work higher than a more accomplished piece of writing that has been
plagiarized (ibid.).
Teachers should practice with students when and how to cite or quote, when and
how to paraphrase, show them examples in the readings they must do and insist that they
follow the guidance set out in the school's style guide. They must discuss plagiarism with
students as an example of cultural differences, which include eye contact in class and
responding to teachers' questions (ibid.).
Most ESL students think it bad to copy. Several students have serious problems
with mosaic plagiarism; it is often paired with low reading ability and differing notions
about ownership of information and how to incorporate information from outside reading
and still give credit to the original author (Wilkinson, 2008).
There is a significant gap between ESL students’ ability to write personal or
narrative essays, which they can do well, and their ability to write in two of the most
common academic genres in the disciplines summaries, and essays in which students are
able to make connections between the theory presented in readings and lecture without
plagiarizing. “One major obstacle for ESL students trying to write in more academic
genres is the minefield and temptation of plagiarism.” Teachers have a zero tolerance
policy and non-native speakers may not really know what it is. Students often tell that
they really hate to make mistakes; they also feel like they don’t really know how to write
what they are asked to write in class. Even when models are provided, they don’t know
how to begin (ibid.).
3. Teacher should keep track of how much students plagiarize each semester, and try
to control it, although they will still do it. Students write essays in controlled settings
which include writing in class without access to their sources and teacher monitored
writing environments, but still manage to plagiarize. Teacher group at the intermediate
writing level may set a target teaching and learning goal for 0% plagiarism. Even though
ESL depends heavily on in class writing, frequent conferences and repeated practice with
journaling, free writing, and summary writing – students still plagiarize for a variety of
reasons, which includes at least in part, the ability to memorize large blocks of text
(ibid.).
ESL students face many obstacles in their efforts to use an academic register,
write grammatically correct sentences, and transfer writing strategies and genres learned
in ESL classes to mainstream academic coursework. One essential underpinning is the
ability to recognize and avoid plagiarism in their writing. Increasing vocabulary
recognition, focused feedback on rhetorical and sentence level error all form part of the
patchwork that builds the bridge across the gap for students, as do effective use of
classroom technology and interactive websites and databases (ibid.).
However, teacher strategies alone cannot address the problem of plagiarism in
higher education. Teachers should also have realistic expectations of students after one or
two semesters in higher education. It is unreasonable to assume all students can overturn
a lifetime of educational socialization in one or two semesters. Educators should also
understand those second language students’ goals, expectations, and family pressures
may be more rigid than for other students. Students often feel an overwhelming pressure
to do well to please their families since they are paying so much for them to be in schools
(ibid.).
Ideas about culture, ownership and what kind of knowledge is valued also play a
part in why students may be tempted to plagiarize. Teachers should use a combination of
awareness of both sets of challenges while avoiding the easy solution of stereotyping
large groups of individuals in a certain way. Each student will be a result of a complex
interplay of culture, language and individual differences and accordingly should be
guided by teachers with this more realistic paradigm in mind. Students are complex, and
so are the reasons that they may plagiarize (ibid.).
References:
ESL students and plagiarism. (2009). Retrieved April 28, 2009 from
http://esl.fis.edu/teachers/support/plag.htm
Plagiarism. (2009). Retrieved April 28, 2009 from
http://en.wikipedia.org/wiki/Plagiarism
Wilkinson, L. R. (2008). ESL academic writing and plagiarism. Retrieved April 28, 2009
from http://iteslj.org/Articles/Wilkinson-Plagiarism.html
Yusof, Y. D. (2009). A different perspective on plagiarism. Retrieved April 28, 2009
from http://iteslj.org/Articles/Yusof-Plagiarism.html