Plagiarism in the Digital Age: Voices from the Front Lines
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Plagiarism in the Digital Age: Voices from the Front Lines What's Happening on College Campuses Today? A 75-minute Virtual Conference Series of moderated online panel discussions Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers. Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
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The document discusses plagiarism and how the internet has made it easier for students to plagiarize. It provides statistics showing high rates of cheating and plagiarism among students. It also discusses reasons why students plagiarize and offers strategies for preventing plagiarism such as educating students, structuring assignments differently, using plagiarism detection software, and teaching proper citation of sources.
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Feel free to use this presentation, I would like a reference to http://cybercheats.blogspot.com/ if you do.
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The document summarizes research on plagiarism and cheating in high schools. It discusses definitions of plagiarism, reasons why students cheat, data on the prevalence of different types of cheating behaviors, the relationship between beliefs and behaviors, and models of moral functioning. Key findings include that students are less likely to cheat if they believe it is morally wrong or their peers disapprove, and more likely if they endorse rationalizations for cheating or believe peers are cheating.
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Davidson, J. (2004). Lincoln's tall and gangly stature is consistent with symptoms of Marfan syndrome. Journal of Historical Biographies, 12(3), 45-56. http://www.citationmachine.net
Modern Language Association. (2009). MLA handbook for writers of research papers (7th ed.). New York: Modern Language Association of America. http://www.citationmachine.net
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Feel free to use this presentation, I would like a reference to http://cybercheats.blogspot.com/ if you do.
Learning Objectives:
Identify leading causes and types of plagiarism
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· Constructively contribute to plagiarism and academic integrity policies and practices
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- A 2001 survey found that 74% of college students admitted to cheating on a test, 97% admitted questionable academic honesty, and 72% admitted serious cheating on assignments. 52% copied website information without citation and half admitted some plagiarism.
- A 2005 survey found 70% of high school students admitted cheating on a test.
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The document summarizes research on plagiarism and cheating in high schools. It discusses definitions of plagiarism, reasons why students cheat, data on the prevalence of different types of cheating behaviors, the relationship between beliefs and behaviors, and models of moral functioning. Key findings include that students are less likely to cheat if they believe it is morally wrong or their peers disapprove, and more likely if they endorse rationalizations for cheating or believe peers are cheating.
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Davidson, J. (2004). Lincoln's tall and gangly stature is consistent with symptoms of Marfan syndrome. Journal of Historical Biographies, 12(3), 45-56. http://www.citationmachine.net
Modern Language Association. (2009). MLA handbook for writers of research papers (7th ed.). New York: Modern Language Association of America. http://www.citationmachine.net
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Video link :
https://youtu.be/OdS0Yu_uPwE
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Portion explained:
1. Plagiarism- A Malpractice
2. Introduction of Plagiarism
3. Etymology of Plagiarism
4. Is Plagiarism Criminal Act ?
5. Plagiarism academia and journalism
6. Definitions of Plagiarism
7. Forms of academic plagiarism
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- Unintentional plagiarism can occur through carelessness, but it is still considered plagiarism.
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Video link :
https://youtu.be/OdS0Yu_uPwE
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Portion explained:
1. Plagiarism- A Malpractice
2. Introduction of Plagiarism
3. Etymology of Plagiarism
4. Is Plagiarism Criminal Act ?
5. Plagiarism academia and journalism
6. Definitions of Plagiarism
7. Forms of academic plagiarism
8. Sanctions for student plagiarism
9. Plagiarism education
10. Factors influencing students' decisions to plagiarize
11. Self-plagiarism
12. Factors that justify reuse
13. Organizational publications
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The document defines plagiarism as presenting the words, ideas, or creative works of others as one's own. It cites a study that found over half of students admit to some level of plagiarism on written assignments using the internet. The document discusses intentional versus unintentional plagiarism and provides examples of each. It notes the consequences of plagiarism can include failing grades, suspension, or expulsion. The document provides guidance on properly citing sources to avoid plagiarism.
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Plagiarism is presenting others' words, ideas, or creative works as one's own. A study found that 74% of students admitted to serious test cheating and 72% to cheating on written assignments, with over half admitting some level of plagiarism using the internet. Plagiarism can be intentional, such as copying others' work, or unintentional through careless paraphrasing or poor citation. Consequences for plagiarism range from failing grades to suspension or expulsion.
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Plagiarism involves presenting another person's ideas or work as your own without proper citation or acknowledgement. It can be intentional or unintentional. To avoid plagiarism, sources should be cited whenever using others' work, including direct quotes, paraphrased ideas, and information critical to developing one's own ideas. Turnitin is a plagiarism detection service that checks submissions against its database and the internet to generate originality reports for instructors.
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The document discusses plagiarism, including its definition, types, reasons why people plagiarize, and consequences. It notes that the most common website visited by students is www.plagiarismtoday.com. Some of the key types of plagiarism mentioned are copying text verbatim without citation, paraphrasing without citation, and incorporating ideas from conversations without citation. Common reasons for plagiarizing include time pressures and easy access to information online. Consequences include damaged reputations and potential legal or monetary penalties. The document provides tips to avoid plagiarism such as understanding what needs to be cited and restating information in your own words.
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The document defines and discusses plagiarism. It notes that plagiarism involves taking credit for another person's ideas or words without citing the source. There are two types - intentional and unintentional. Plagiarism is considered theft and is unacceptable. The document provides guidance on properly citing sources using quotes, paraphrases and summaries. It emphasizes the importance of citing all sources to avoid plagiarism. Excuses for plagiarizing are also addressed and dismissed. Overall, the document serves to educate on what constitutes plagiarism and how to properly cite sources in work.
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This document provides information about plagiarism and how to avoid it. It begins with some ground rules for the session and then defines plagiarism. It identifies different types of plagiarism such as copying work word for word or paraphrasing without citation. The document explains why plagiarism should be avoided, such as it violating policies. It offers strategies for avoiding plagiarism, such as using own ideas, learning how to cite sources, and understanding voice in assignments. Software for checking plagiarism is also introduced.
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The document discusses plagiarism and proper citation. It defines plagiarism as presenting another's work as one's own without crediting the source. It notes that plagiarism is a form of intellectual theft and academic dishonesty. The document outlines different forms of plagiarism, such as repeating another's words or ideas without acknowledgement. It emphasizes the importance of properly citing direct quotations, paraphrases, information, and ideas that are borrowed from other sources. The document provides examples of correct and incorrect citation formats. It also discusses Shippensburg University's policies regarding plagiarism and academic dishonesty.
I 'plagiarism and its types'
This document discusses different types of plagiarism. It defines plagiarism as passing off another's work as one's own and explains that plagiarism is a form of cheating, theft, and deceit. The document then describes several types of plagiarism including complete plagiarism, direct plagiarism, paraphrasing plagiarism, mosaic plagiarism, self-plagiarism, inaccurate authorship, and accidental plagiarism. For each type, it provides a brief definition and example.
plagiarism
The document discusses plagiarism and how to avoid it. It defines plagiarism as using another person's work without proper citation or credit. Some key points:
- There are different types of plagiarism, including verbatim copying, paraphrasing without citation, and mosaic plagiarism combining sources.
- Unintentional plagiarism can occur through carelessness, but it is still considered plagiarism.
- To avoid plagiarism, students should carefully track and cite all sources used in research, paraphrasing or quoting with attribution.
- Self-plagiarism of previously submitted work must also be properly cited to avoid dishonesty. Following citation guidelines is essential to
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The document discusses the culture of plagiarism in journalism, defining plagiarism and outlining different types. It explores factors that contribute to plagiarism, including personal reasons like avoiding failure, intellectual reasons like easy access to information online, and professional pressures in media industries. To address plagiarism, the document argues for developing non-plagiaristic values at personal and social levels to create a plagiarism-free culture, though this will be difficult. Ideal conditions would involve rethinking what journalism is and establishing it as a conversation.
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The document discusses plagiarism, defining it as taking and using the thoughts, writings, or inventions of another as one's own without proper citation or credit. It notes that a study found 74% of students admitted to serious test cheating and 72% to plagiarism on written assignments. Plagiarism is problematic as it means students fail to achieve learning outcomes and can be treated as academic misconduct, wasting teachers' time and threatening the reputation of educational institutions. The document provides tips to avoid plagiarism such as using quotes and citations properly, paraphrasing in one's own words, and knowing when common knowledge does not require citation. Severe penalties for plagiarism are outlined for both students and teachers.
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Web 2. Tools Every Leader Should Have In Their Backpack
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Sharpe Dublin May07
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This document discusses ways to reduce cheating in online courses. It defines plagiarism and notes that cheating has long been a problem in education. Several reasons for why students cheat are provided, such as ease and peer pressure. The document then outlines multiple layers that can be used to minimize cheating, including careful course design, instructor-student communication, and varied assessment methods. Specific strategies are presented, such as using different assessment tools, monitoring student online activity, and being clear about expectations. Case studies and additional resources on addressing academic dishonesty in online courses are also referenced.
Quoting
The document discusses plagiarism and how the internet has made it easier for students to plagiarize. It provides statistics showing high rates of cheating and plagiarism among students. It also discusses reasons why students plagiarize and offers strategies for preventing plagiarism such as educating students, structuring assignments differently, using plagiarism detection software, and teaching proper citation of sources.
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Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
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Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond ...
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond.
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond.
Challenging Technology
The document discusses challenges of integrating technology into classrooms and provides suggestions to address those challenges. It notes trends in student work like over reliance on copying and pasting without citing sources. It recommends designing lessons with clear objectives tied to curriculum, assessing the process and product, and emphasizing skills like evaluating sources. The document also cautions about assuming the credibility of sources and provides examples of Web 2.0 tools that can be used, like blogs, wikis and podcasts, if guidelines are followed around copyright and plagiarism.
Assessment
The document discusses strategies for effective online assessment to prevent cheating. It reports that cheating is a significant problem, with most students admitting to cheating and faculty not perceiving it as serious. It provides a continuum of cheating behaviors and recommendations to address each, such as using secure systems, random question pools, and plagiarism detection software. Mistakes to avoid when writing objective questions are also outlined, such as redundant choices and negatives in stems. Alternative assessment formats like scenario questions and testlets are proposed.
Nrc2009onlineroleplay
The document summarizes a study where high school students participated in an online role-playing activity to discuss issues around their school's internet policies. The role-play exposed students to multiple perspectives on the issue and tensions in the existing system. By identifying contradictions and employing collaborative arguments, the students were able to achieve some changes to the school's internet policies, such as lifting blocks on certain websites and allowing teacher access to YouTube. The experience enhanced students' sense of agency and awareness of how to effectively enact change through argumentation.
Chickering & gamson 7 principles of technology
This document discusses how new communication and information technologies can be used to advance the Seven Principles of Good Practice in Undergraduate Education. It provides examples of how technologies like email, computer conferencing, and the World Wide Web can strengthen student-faculty interactions, encourage collaboration among students, and support active learning techniques. Specifically, asynchronous communication tools allow for more equitable participation and widespread contributions. Technologies also facilitate study groups and collaborative learning even when students are not physically together. Simulations, interactive resources, and tools for learning by doing expand opportunities for apprentice-like and hands-on learning.
Chickering & gamson 7 principles of technology
This article discusses how new communication and information technologies can be used to implement the Seven Principles of Good Practice in Undergraduate Education. It provides examples of how technologies like email, computer conferencing, and simulations can increase student-faculty interaction, encourage cooperation among students, and support active learning techniques. It also explains how technologies can provide prompt feedback, emphasize time on task, communicate high expectations, and respect diverse talents and ways of learning. The article concludes by noting that technologies alone are not enough and that students, faculty, policies, and funding also need to support applying the Seven Principles when using educational technologies.
Plagiarism as a Threat in Education
Online education in India is suffering from plagiarism menace. However, we can easily combat this problem by using Check for Plag, the Best Anti Plagiarism Software in India. Many academic institutions and corporate houses are using the software. If you need any query, then you can contact on 9818626125. For more information, you can visit: https://check-for-plag.mystrikingly.com/blog/online-education-and-plagiarism-threat
Implementing 7 principles
1) The document discusses how new communication and information technologies can be used to support the Seven Principles of Good Practice in Undergraduate Education. It provides examples of how technologies like email, computer conferencing, and simulations can encourage student-faculty interaction, cooperation among students, and active learning.
2) It argues that technologies are tools that should be used in ways consistent with established best practices in education, rather than assuming they will automatically improve learning. Proper implementation requires support from students, faculty, and administrators.
3) Assessing whether specific technologies actually promote the Seven Principles requires evaluation methods like those developed by the Flashlight Project. Technology alone is not enough - teaching and policies must also align with effective practices
080117 Peeking Over The Horizon
Technology is changing higher education in fundamental ways. It affects how students learn and interact, creating opportunities to enhance communication and connect in new forms. While technology poses threats if institutions do not adapt, it can also leverage existing activities and reduce barriers if universities explore how to integrate it effectively in teaching and learning. Recent studies show most students now use technology extensively, including for academic purposes, indicating it must be addressed as part of the student experience.
Scaling Innovations in Teaching New Literacies
1. Justin Reich presented on scaling innovations in teaching new literacies through a cycle of experimentation and experience.
2. He discussed elements that support a culture of experimentation, including establishing "skunkworks" groups for teacher innovators and providing recognition, leadership opportunities, and ongoing professional development.
3. Reich also emphasized the importance of administrative support, community involvement, sufficient technology resources, internet safety education, and "managed" online systems rather than restrictive filters to encourage responsibility.
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Plagiarism in the Digital Age: Voices from the Front Lines
- 1. Plagiarism in the Digital Age: Voices from the Front Lines
- 2. Plagiarism in the Digital Age: Voices from the Front Lines Moderator: Renee Bangerter, Asst. Professor of English, Fullerton College Donna Bell Academic Integrity Officer Ryerson University William Connolly President Student Council on Academic Integrity, Bentley University Dr. Teresa Fishman Executive Director Center for Academic Integrity, Clemson University Dr. Jon Radue, Professor Brock University Panel: What’s Happening on College Campuses Today?
- 3. -Teddi Fishman, Director Center for Academic Integrity, Rutland Institute for Ethics, Clemson University
- 13. -William Connolly, President Student Council on Academic Integrity, Bentley University
- 21. -Donna Bell, Academic Integrity Officer, Ryerson University
- 33. “ Technology didn’t cause cheating, it only made it easier” (Harned & Sutliff, 2004, Academic Honesty: Teaching Kids Not To Take The Easy Way Out , www.njpta.org/committee/chared3.html )
- 34. -Jon Radue, Brock University, St. Catharines, Ontario, Canada
- 48. We’d Appreciate Your Feedback! http://www.surveymonkey.com/s.aspx?sm=Ux8CJS7AO_2bd5tg5v69VDEw_3d_3d /