Writing an Inquiry Response Business Letter

This guide to responding to inquiry letters is written especially for English language learners. It covers standard structure and phrases used in responses. Inquiries arrive in order to ask for more information about a product or a service. The speed with which you reply, as well as how helpful you are in providing information requested will ensure that your inquiry response is successful. It is very important to make a good impression when responding to inquiries from potential customers. Of course, the best impression will be made by providing the materials or information that the prospective client has asked for, this positive impression will be improved by a well-written response. Business Letter Basics The  basics of business letter writing  are similar for each type of business letter. Remember to place your or your companys address at the top of the letter (or use your companys letterhead), followed by the address of the company you are writing to. The date can either be placed double spaced down or to the right. You can also include a reference number for correspondence. For further types of business letters, use this guide to different types of business letters to refine your skills for specific business purposes such as making inquiries, adjusting claims, writing cover letters, and more. Important Language to Remember The StartDear Mr, Ms (Mrs, Miss—its very important to use Ms for women unless asked to use Mrs or Miss)Thanking the Potential Customer for His/Her InterestThank you for your letter of... inquiring (asking for information) about...We would like to thank you for your letter of... inquiring (asking for information) about...Providing Requested MaterialsWe are pleased to enclose...Enclosed you will find...We enclose...Providing Additional InformationWe would also like to inform you...Regarding your question about...In answer to your question (inquiry) about...Closing a Letter Hoping for Future BusinessWe look forward to... hearing from you / receiving your order / welcoming you as our client (customer).SignatureYours sincerely (remember use Yours faithfully when you dont know the name of the person you are writing and Yours sincerely when you do. Example Jackson Brothers3487 23rd StreetNew York, NY 12009Kenneth BeareAdministrative DirectorEnglish Learners Company2520 Visita AvenueOlympia, WA 98501September 12, 2000Dear Mr. BeareThank you for your inquiry of 12 September asking for the latest edition of our catalog.We are pleased to enclose our latest brochure. We would also like to inform you that it is possible to make purchases online at jacksonbros.com.We look forward to welcoming you as our customer.Yours sincerely(Signature)Dennis JacksonMarketing DirectorJackson Brothers

America Does NOT Need to Drill in the Arctic National...

America Does NOT Need to Drill in the Arctic National Wildlife Refuge Thesis: If the United States is going to choose to conserve energy responsibly, then our governments energies should not be focused on developing oil in the ANWR, but rather on the topics of conservation through higher fuel efficiency standards in vehicles and by developing alternative energy sources. Conservation, fuel efficiency and alternative energy sources are the solutions that will lead us to a long term and sustainable energy future. I. Introduction The Arctic National Wildlife Refuge (ANWR) is located in the northeastern part of Alaska and has been the topic of many recent political and environmental debates. Many of these†¦show more content†¦In the 1940s and 1950s, Secretary of the Interior, Fred Seaton, designated 8.9 million acres of coastal plain and mountains of northeast Alaska as a refuge.[iii] The remaining part of the 23 million acres became multiple use land, which included uses such as oil and gas development and exploration. In 1968 the largest oil field in North America was discovered in Prudhoe Bay also in northern Alaska. Reserves of oil were also believed to exist in what is now known as Arctic National Wildlife Refuge. In 1978-79 the House of Representatives passed legislation designating the refuge as wilderness. The Senate however, required studies of wildlife and petroleum resources and potential impacts of development on the wildlife.[iv] In 1980 President Carter signed Alaska National Inter est Lands Conservation Act into law (ANILCA). ANILCA doubled the size of the refuge, making it roughly 20 million acres and named it the Arctic National Wildlife Refuge (ANWR).[v] The area currently being considered for drilling is also known as the 1002 Area. These 1.5 million acres were not designated as wilderness and were addressed in section 1002 of the ANILCA. Section 1002 discussed the information that Congress would need to obtain before deeming the 1002 area as wilderness.[vi] Inventories of fish, wildlife, and the potential impactsShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesTiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography

Richard Duke Of Yorke monologue from the play by Christopher Marlowe Essay Example For Students

Richard Duke Of Yorke monologue from the play by Christopher Marlowe Essay A monologue from the play by Christopher Marlowe NOTE: This monologue is reprinted from The Works. Christopher Marlowe. Oxford: Clarendon Press, 1910. YORKE: She wolf of France, but worse than Wolves of France: Whose tongue more poison\d than the Adders tooth How ill beseeming is it in thy sex, To triumph like an Amazonian trull Upon his woes, whom Fortune captivates? But that thy face is visard like, unchanging, Made impudent by use of evil deeds: I would assay, proud Queen to make thee blush: To tell thee of whence thou art, from whom derived, Twere shame enough to shame thee, wert thou not shameless. Thy father bears the type of king of Naples, Of both the Sicily\s and Jerusalem, Yet not so wealthy as an English Yeoman. Hath that poor Monarch taught thee to insult? It needs not, or it boots thee not proud Queen, Unlesse the Adage must be verified: That beggars mounted, run their horse to death. Tis beauty, that oft makes women proud, But God he wots thy share thereof is small. Tis Government, that makes them most admired, The contrary doth make thee wondered at. Tis virtue that makes them seem devine, The want thereof makes thee abominable. Thou art as opposite to every good, As the Antipodes are untu us, Or as the south to the Septentrion. Oh Tiger\s heart wrapped in a woman\s hide? How couldst thou drain the life blood of the child, To bid the father wipe his eyes withall, And yet be seen to bear a woman\s face? Women are mild, pitiful, and flexible, Thou indurate, stern, rough, remorseless. Bids thou me rage? why now thou hast thy will. Wouldst have me weep? why so thou hast thy wish. For raging winds blow up a storm of tears, And when the rage allays the rain begins. These tears are my sweet Rutland\s obsequies, And every drop begs vengeance as it falls.

Oil Spills Essays - Ocean Pollution, Hazards, Oil Spill,

Oil Spills Oil is a product used by everyone, but sometimes oil is a problem. An oil spill is a leakage from an oceangoing tanker, pipelines, or other oil sources. Oil spills occur very frequently, and cause enormous ecological harm. About eight million barrels of oil are spilled each year. Tankers usually carry about five-hundred million barrels of oil. Many oil spills, large in land or ocean coverage, have had major impacts on the earth and it's inhabitants. Many animals are die and some are injured in some way. Many plants and animals are endangered, or are now extinct. The largest oil spill to occur was when the Exxon Valdez went aground and covered 4,800 square miles in Prince William Sound, Alaska. This spill killed 35,000 sea birds, 10,000 otters, and at least nine whales. The spill left pools of oil up to three feet on some beaches. In December of 1989, an Iranian tanker leaked 70,000 tons, about 19 million gallons of oil off of the coast of Morocco. In January 1990 a broken Exxon pipeline leaked 567,000 gallons into the New York harbor. In June of 1990, another 260,000 gallons were spilled in New York Harbor. A tanker carrying 38 million gallons of oil caught on fire, and leaked oil into the Gulf of Mexico. This was a very serious threat to local shrimp nurseries and wildlife refuges. In February of 1990, 300,000 gallons leaked from a damaged tanker off Southern California, fouling miles of shoreline. In the Niger River delta, in Nigeria, Shell pipelines have repeatedly burst. In 1970 oil spilled across 8 square km, which remained contaminated for over 20 years. According to the U.S. Coast guard, the incident rate post is only 0.5 spills per year. In fact, there have been no large spills over 5,000 barrels from tankers in the US since 1991. The US Coast Guard data shows that the amount of oil spilled by tankers has decreased dramatically. Worldwide pollution from tanker spills is a relatively minor source of marine pollution. It only represents a small fraction of the oil released to the environment, when it is being compared to industrial waste, non-tanker shipping, and oil seepage from natural resources. Ships are but one part of an overall safety system that includes charting, aids to navigation, the condition of channels, and the resources that the Coast guard can bring to ensure standards are being met. The United States suffers from measurable neglect in portions of it's marine infrastructure. The Refuse Act, which was first enacted in 1899, makes it a crime to allow refuse to enter navigable waters. The Migratory Bird Treaty Act, makes it a crime to kill certain birds. These laws were not intended to apply to an oil spill, but prosecutors use them to intimidate and punish individuals without an obvious connection to a spill. The single most positive improvement that Congress can make to the legal regime, is to amend the Refuse Act and the Migratory Bird Treaty Act, to make them inapplicable to oil spills covered in the Clean Water Act. Oil Spill Wildlife Management (OSWM), in business since 1989, is a wildlife consulting firm. OSWM offers it's clients an alternative to the wildlife dilemma. Donjon Environmental Marine Services is a synergistic organization created to provide the maritime industry with responsive, and cost-effective answers to meet the requirements of The Oil Pollution Act of 1990. Garner Environmental Services provides a 24 hour emergency response for any type of pollution incidents. Garner Environmental Services specializes in the management of disposal of waste streams, and maintains a fleet if equipment and drivers to transport these waste streams from industries on the Gulf Coast. Clean Venture Inc. is a leading contractor in handling waste, and hazardous oil materials. Since, it's establishment, Clean Venture Inc., has responded to more than five thousand oil and hazardous material spills and has performed over ten thousand projects, ranging in size from 1,000 to 3,000,000 dollars. How can we prevent oil spills? The US oil and natural gas industry, supplies more than 65 percent of America's energy. "By nearly every measure, the volume of spills in US waters has been on a steady downward trend since 1973," states Captain James D. Spitzer, the chief of the US Coast Guard's Office of Investigations. Most spills that occur are usually small, based on data from the US Coast Guard. In 1997, more than three-fourths of the spills in US waters were under ten gallons of oil, which is less than a car's fuel tank can hold. From

Heart Of Ethics Essays - Kantianism, Philosophy Of Life, Free Essays

Heart Of Ethics Essays - Kantianism, Philosophy Of Life, Free Essays Heart Of Ethics Misericordia University Heart of Ethics Ethics and morals are a subject that is a matter of perspective and individual thinking. I have chosen the movie Dragon Heart as the subject of this film analysis. Throughout the film there are multiple events that require an ethical decision. The main event that I have chosen to analyze is what the movie actually is about when all the entertainment of the movie is taken out. In the plot summary I will take you through the highlights of what add to the ethical dilemma and how in the end how the main character Bowen chooses to act when asks to choose between two different types of murder. Kant and Aristotles views will be analyzed in regards the ethical dilemma of murder. Plot Summary It all starts with one of the main characters, Bowen, who is a Knight of the Old Code and values honor, valor, and chivalry. He teaches a young prince named Einon the lessons of the Old Code in hopes he will learn to be a better king than his father who rules with tyranny. The ethical portion of the movie begins with Einon riding off on his horse to see a rebellion of peasants that his father has gone to put in their place. During this battle Einons father the king is slain and Einon has a deadly wound. The queen in desperate attempt to save her son makes a request to an old dragon to give half of his heart to Einon. The dragon saves her son with the agreement that the boy be brought up with the Old Code and gives him half of his heart binding them together forever. They are linked is such a way that whatever happens to the boy happens to the dragon and vice versa. As the boy grows he turns into a tormenter just like his father. He enslaves villages and rules with fear. During this time, Bowen feels as though he has failed in raising the boy properly and resigns from the side of Einon. This is where the ethical dilemma grows from as Einon cant be killed or harmed due to having half of a dragon heart. Bowen decides to hunt dragons in hopes to find the one dragon that saved Einon and slay him to save mankind from the tyranny of Einon. Bowen tracks a dragon into a cave and finds himself in a stalemate with the dragon. The dragon explains he is the last dragon and if killed that Bowen would be out of a dragon slaying job. Bowen and the dragon strike a deal to swindle the local villagers out of gold by making them think that Bowen was actually killing the dragon even though he was not. This is one of the smaller ethical issues that appear in the movie. Many villages were scammed in this matter until one village had the scammed revealed to them when the dragon fell into their lake but it wasnt deep enough to cover the dragon. The dragon had to fly away for fear the village would cut him up and use him to feed all its people. These same villagers planned a rebellion against Einon and stormed his castle with the help of Bowen and the dragon. It was during this battle that a priest injured Einon and in doing so caused the dragon to fall within the castle walls and be captured by Einon. Einons mother had arranged that dragon slayers would kill the dragon and thus ending her sons tyranny. However, it was Bowen who with the dragons help killed the dragon thus ending Einons life. Kants View I am going to explore Kants views on ethics and how it relates to the film. Kant practiced Deotology or the view that duty is what determines whether or not an action is moral. Bowen in the story has two possible duties; one he has a duty to his king, as well as having a duty to the villages which the King is enslaving. Kant believed that morality is experienced by a categorical imperative. The categorical imperative is, in fact, the only bases for determining our duties.(Denise, Great traditions in ethics, 2008, p. 144) The first formulation

Intro to Fashion essays

Intro to Fashion essays The scene on the Paris runway has been transformed by floral prints with light and airy dresses. Milans Spring Summer showings concentrate more on detail than on shape and offered colorful styles. Pariss runway exhibit for the Spring and Summer of 2005 included the major designers starting with John Gallianos combination of politics and fashion. Christian Dior focused on femininity, colors and fun. Sex symbol designers such as Ddont tell me what to do attitude by incorporating Flamenco styles with Bohemian flair as his models walked the runway smoking thin cigars. Gautier and Prada are the designers that made an impression on me because they used unique methods of representing their fragments. However, Galliano introduced a more political stance by his Janis Joplin inspired cotton tops and John Lennons Imagine playing in the background. Gallianos political fashion presentation was not to my taste because politics and fashion have no relation. Versace and D ...

Faster, Pussycat Kill Kill (Russ Meyer, 1965) Essay

Faster, Pussycat Kill Kill (Russ Meyer, 1965) - Essay Example Tura Satana, the actress, who plays the main role in the film, has a violent and magnificent appearance. Her makeup is aggressive; she wears black costume and scares off men. What was the main intention of the director, when he showed a woman from a different perspective, than it used to be in the society? Female empowerment can be seen in the aggressive female characters. This is a kind of fantasy, where a female dominatrix leads the whole story. This is a strong female character, which is able to cause a physical damage to a man with her karate moves or with the help of her car, pressing Vegetable to the wall. In such a way, we can claim that the film director created an image of a pop powerful woman, showing her unnatural and weird, but really attracting for the audience. A strong female character has an enormous power influencing men around her. Her appearance is not the main toll for her, but her energy and emotions, which are directed on destruction. All these features enable the main female characters to be violent and aggressive creatures, who want to take power back from men and live on their own, for their own satisfaction. On the one hand, the character of a violent woman is a great social challenge. There is no tenderness or vanilla in these girls†¦They do not make any attempt to be calm housewives, but remain rough and speed up in their cars. In the episode of young man’s spine cracking, there is a great panic and emotional turmoil among the girls. There is a direct juxtaposition of men and women power, when Varla comes to the Old Man and his two sons live. There is an air of danger, but this air is filled with sexual restrain. Billie reveals her libido and wants to stay alone with a handsome young man. On the other hand, the main features of female feelings and emotions are prevented by a potential intention of exploting women. Therefore, there is rather ambiguous feeling after watching this film. I am sure that

Study of unethical business practices Research Paper

Study of unethical business practices - Research Paper Example Unethical means not following permitted standards of social or professional behavior. It is opposed to law or integrity or scruples. (The Free Dictionary by Farlex) WHAT IS MEANT BY "UNETHICAL BUSINESS PRACTICES" Unethical business practices are acts that are contrary to business ethics In today’s world, there is a need do business with an open eye, incessantly measuring & analyzing the consequences & impact of actions and decisions taken .This responsibility is seen to extend ahead of the legal obligation to comply with legislation and seeing organizations taking further initiatives to improve the quality and standard of life for employees and their families as well as for the society at large of their own accord. The companies that carry on are the ones that identify ethical issues and correct them before they become tribulations. Our behavior in the business world is determined by moral values and beliefs. These are the integral part of all the activities that are a part of our business; they are part of our dealings either with other business organizations or with a solitary customer and are embedded in the creation of an idea to its sale. While the goal of all business is to earn profits, it should contribute to the society by ensuring that ethical and just practices are followed. It is important to note that all unethical practices are not illegal, therefore the deciding factor for going for an act is the person’s own conscience. Unveiling of unethical behavior among co-workers actually examines one’s own values and ethical behaviors. After all, unethical behavior that is permissible by law comes in the grey area between what is right and what’s not. Therefore, it is always difficult to make a decision in such situations. Furthermore, perception of ethical and unethical varies from person to person. What is unethical for one person may not be so for someone else. For example, some people don’t consider the act of making long distance call on the company's expense as unethical. WHY ARE UNETHICAL BUSINESS PRACTICES COMMITTED? 1 Stress by the higher management: Pressure from managers is one of the prime reasons why people get involved in unethical practices. The managers in an attempt to achieve better profits for the organization often set targets that are unrealistic and unachievable for the employees. Target and goal setting is a tool that is used for motivating employees but in this case it is just a stress causing factor. Their targets and goals send the following message to their employees: "I want it done, no matter what". Subordinates due to such targets come under intense pressure to meet their targets because their better career prospects rely to a large extent on the achievement of their performance goals. If the goals are not met, then the chances of their career growth are reduced. 2. Personal greed and a desire Personal greed to promote one's career is the other reason that forces people to commit unethical business practices. It has led the current business state of affairs towards unethical business practices, legal consequences and mistrust. Often, top executives are promised huge benefits if they achieve their goals and the

Relationship Between Shape and Diffusion Rate Essay Example for Free

Relationship Between Shape and Diffusion Rate Essay Aim To see whether there is a relationship between the surface area and the diffusion rate Hypothesis I predict that the smaller blocks of agar will turn clear, or diffuse first, as it has a smaller surface area. This is because there is less surface area and volume for the sulphuric acid to diffuse into. Apparatus * Three sizes of agar, 20x20x20mm, 20x20x10mm, 20x20x5mm * 240ml of sulphuric acid [80ml per beaker] * 3 100ml beakers * Tile used for placing the agar * Tissue to wipe off the sulphuric acid off the agar * 3 scalpels * Ruler, measurable in mm * Stop clock * Calculator Method 1. First, cut three pieces of sulphuric acid in the following sizes 20x20x20mm, 20x20x10mm, 20x20x5mm, as accurately as possible 2. Next, fill the three beakers with 80ml of sulphuric acid each 3. Then, prepare the stop clock, and make sure it is has been reset 4. After, place the three blocks of agar into the sulphuric all at the same time, as well as starting the stop clock once the agar is in the sulphuric acid. 5. Carefully stir the three beakers using the scalpels. 6. Watch until one of the blocks have gone completely clear. 7. Once one of the blocks have gone completely clear, stop the stop clock and take out the three blocks of agar and place on the tissue, and wipe off the excess sulphuric acid from the blocks of agar to prevent further diffusion with the two other blocks which have not been fully diffused to fully diffuse 8. Cut the blocks in diagonal, through the middle and using a ruler, measure how much of it has turned clear on each side. 9. Record the data for time taken, and the depth of the clear part on the table. Results Block number 1 2 3 Block dimensions/mm 20x20x20 20x20x10 20x20x5 Predicted order of clearing 3 2 1 Actual order of clearing 3 2 1 Time taken for clearing 8mn56.29s Depth of clear part on block/mm 3 4 5 Surface area/mmà ¯Ã‚ ¿Ã‚ ½ 2400 1600 1200 Volume/mmà ¯Ã‚ ¿Ã‚ ½ 8000 4000 2000 Surface are to volume ratio O:O.3 O:O.4 O:O.6 Conclusion My prediction as to which block will go clear first was correct, being the smaller block, as its surface area to volume ratio was the greatest out of all three, even though there was not much difference between the three values. This is because the third block has a greater surface area for the sulphuric acid to diffuse into the agar, causing the diffusion rate to be greater. The blocks have become clear through diffusion caused by neutralization between the sulphuric acid and the agar, which is an alkaline. Evaluation Quite a few things did not go as planned in this evaluation, but I have come up with ideas on how to improve them if we do an experiment like this again. Firstly, the jelly size may not be accurate from cutting it, and when it has been stirred, bits of it may have chipped off causing a change in its surface area. Next time, to avoid this, we could measure the block of agar more accurately when cutting it, and also be more careful when stirring the agar and stir softer so that no bits may get chipped off. Not only that, but the time we place the three blocks of agar into the sulphuric acid may be different, as well as the time we started the stop clock. Next time, we may possibly find a different method of putting in and taking out the agar so that it remains a fair test, and so that there are less mistakes in the test, which may be reduced by having one person per block of agar and beaker, as well as another person for the stop clock and placing it in and taking it out all at the same time as well as starting and stopping the stop clock. Another complication may have come from the amount of sulphuric acid in each beaker, which may not have been equal. This problem may be reduced by measuring the sulphuric more carefully, maybe with a measuring cylinder before then placing it into the beaker, instead of measuring it into the beaker straight away. Our measurements of the depth of the clear layer of the blocks of agar jelly may have been incorrect as well, and to prevent this, we could possibly use a microscope next time and use a graticule to measure the depth that the jelly has diffused to obtain a more accurate result. The last problem I noticed while doing the experiment was when we were blotting the sulphuric acid off the agar. I found that there may have been some sulphuric acid left on the agar after we have blotted it, which may have caused further diffusion and adjusting our result. This is caused from not blotting off enough sulphuric acid off the agar. Next time, we could carefully blot all the sulphuric acid, and use one piece of tissue for each block of agar so that there is no sulphuric acid on the tissue before blotting each block of agar.

Poes The Cask Of Amontillado: Themes Essay -- essays research papers

Poe's The Cask of Amontillado: Themes UNIVERSIDADE FEDERAL DO PARANà  Curitiba, 8 de outubro de 1996 Curso: Letras - Inglà ªs / Noturno Disciplina: Literatura Norte Americana I Aluno: Anderson Josà © Nogueira TASK: To write a summary theme of Poe's "The Cask Of Amontillado" One of the main themes of Edgar Allan Poe's The Cask Of Amontillado is revenge. In this summary theme I intend to demonstrate how dramatic irony is used all along the short story as a way of reminding us the true intentions of the character who vowed revenge. Firstly I will make a brief summary of the short story: the story is supposed to happen more than a hundred years ago ( it was first published in 1846 ) during Italian Carnival festivities. The main character, a man called Montressor, feels terribly ofended, even insulted by a friend named Fortunato, and firmly decides to take this friend's life. In order to achieve his aim, Montressor elaborates a plan which consists basicaly of two steps: first, to take Fortunato to the catacombs of the Montressors, and second, to arrest Fortunato down there forever. Irony first appears in Fortunato's name, once we are made aware, in the second paragraph, that he is going to be killed, but it ( the irony ) continues pr... Poes The Cask Of Amontillado: Themes Essay -- essays research papers Poe's The Cask of Amontillado: Themes UNIVERSIDADE FEDERAL DO PARANà  Curitiba, 8 de outubro de 1996 Curso: Letras - Inglà ªs / Noturno Disciplina: Literatura Norte Americana I Aluno: Anderson Josà © Nogueira TASK: To write a summary theme of Poe's "The Cask Of Amontillado" One of the main themes of Edgar Allan Poe's The Cask Of Amontillado is revenge. In this summary theme I intend to demonstrate how dramatic irony is used all along the short story as a way of reminding us the true intentions of the character who vowed revenge. Firstly I will make a brief summary of the short story: the story is supposed to happen more than a hundred years ago ( it was first published in 1846 ) during Italian Carnival festivities. The main character, a man called Montressor, feels terribly ofended, even insulted by a friend named Fortunato, and firmly decides to take this friend's life. In order to achieve his aim, Montressor elaborates a plan which consists basicaly of two steps: first, to take Fortunato to the catacombs of the Montressors, and second, to arrest Fortunato down there forever. Irony first appears in Fortunato's name, once we are made aware, in the second paragraph, that he is going to be killed, but it ( the irony ) continues pr...

Bubble Lab

The sugar solution will produce the best quality bubbles because of It's sticky texture. Procedure: First, three cups were labeled as #1, #2, and #3. Next, each cup had one teaspoon of dish detergent and % cup of water added to them and swirled around to have everything mixed. Cup #2 then had half a teaspoon of table sugar added and cup #3 had half a teaspoon of table salt added to them. After that, a straw was dipped Into each solution separately, and blown through In order to make bubbles.Data was recorded while blowing bubbles. Data Table 1: Bubbles using Different Solutions Control Sugar salt Appearance of Solution -Colorless -More translucent than cup one -Cloudy Bubble Size -Generally small -Occasionally medium -Medium sized -Larger than cup one -Medium to large Ease to Blow Bubbles -Easy -Needed to be gentle -Moderately easy -Some strength and speed needed -Dulcet -Needed to be gentle and slow Time Before Bubbles Popped* -5 to 10 seconds -15 to 20 seconds -10 to 15 seconds *Ti me when from when bubble left straw and popped.This Includes If It stuck on objects quality of bubbles. Based off Data Table 1, the sugar solution produced bubbled that lasted for 15 to 20 seconds. Although the salt solution lasted longer than control and created larger bubbles than the sugar, it was often hard to make bubbles unless very gentle blows were used. It can be concluded that adding sugar made the bubbles stronger, while salt was weaker than the sugar, and the control the weakest of all.Conclusion: It was proven that the hypothesis made, â€Å"the sugar solution will produce the best quality bubbles because of it's sticky texture,† did in fact come true. To improve this experiment, it could be done in a windless room as well as launched up higher. This way, the bubbles won't pop because of the wind, and it could take a anger descent before it is popped by the ground or other objects. In addition to this, a larger quantity of salt and sugar could be added in order t o make the changes more drastic and easier to see.Another hypothesis related to bubble making would be â€Å"Using a salt and sugar solution would enhance the quality of bubbles by taking in both the large size of the salt solution and the strength of the sugar solution. † In order to do this, one teaspoons of each, (salt and sugar), would be added to a 2/2 cup of water with one teaspoon of dish detergent. Then, a straw would be dipped in the solution and blown through in order to make bubbles.

Dry Leaves as Sand Substitute for Blocks

Caraga State University Cabadbaran Campus Cabadbaran City Dry Leaves as Sand Substitute for Blocks Submitted by: Dime Rose Diola Jerzeld Villalon Lyka Lou Arogancia Natasha Anne Payot Adviser: Prof. Nathalie Daminar Chapter 1 The Problem Background of the Study A leaf is a lateral photosynthetic appendage of the stem of a plant, commonly broad, flat, thin and of a green color. Leaves (plural) are the â€Å"food factories of plants, the sites where most of the plant’s energy is produced [1]. There are leaves that provide a protective service when a plant is under attack.Leaves may also serve as a storage sites or help obtain food for a plant [2]. For plants, as defense, leaves protect them from enemies such as animals, diseases, and environmental extremes through specific defense mechanism [3]. The most important contributions leaves make to our planet’s ecosystem are through their processing of oxygen and carbon dioxide. Oxygen, though a waste product of photosynthesis is essential to plant, animal, and human survival. As leaves break down carbon dioxide and release oxygen, they also help determine global climate patterns [4].On the other side, a block is a molded rectangular brick of clay or sand enclosed in a molder and hardened for long hours and used as a building and paving material. Bricks were often used for reasons of speed and economy [5]. The researchers aimed to make dry leaves into use not only by preserving it and use as decorations but by making it as one of the main component for concrete blocks. Also, to support the RA 9003 or known as Ecological Solid Waste Management Act for implement. Objectives of the StudyThis study primarily aims to make dry leaves as one of the main component in making concrete blocks to lessen dry leaves in the surroundings since some of us burned dry leaves which disrupt our ecosystem by creating harmful gases through smoke. Since the depletion of the ozone layer is coming to its worst, the researchers fi nd some way to control this problem and to have temporary solution that will lead to a permanent solution on how to lessen dry leaves without burning it or by causing some harm both to the planet and to the people.And to support the waste management campaign in the country. Significance of the Study This study which aimed to find out if the dry leaves can be one of the main components in making blocks is significant to different sectors for various reasons: * Serves as an eye-opener for those who have problems regarding on how to reduce dry leaves in their community/area. * Provides durable and economical product. * Helps in controlling ecological waste. * Provide information to citizens with respect of continuous burning of dry leaves that destroys the planet or causing global warming. * Serve s motivating factor for home owners, construction workers and construction materials manufacturers to strengthen their capabilities for developing blocks and other processes to maximize the u se of dry leaves in the society. Furthermore, the outcome of the study will provide empirical information to policy makers in Ecological Solid Waste Management (RA 9003). Dry leaves are usually burned down elsewhere and eventually produce hazardous gases in the air. Conducting this experiment does not only support RA 9003 but it also opens an avenue to develop technology in bricks in the community.Likewise, this provides all people an opportunity to enjoy living in a clear, clean and hazard-free environment. Scope and Limitation Creating dry leaves as one of the component for concrete blocks is the main concern of this research. This study is limited only in using dry leaves, cement, water and a little use of small stones and if the study is a success, it can be use in constructing buildings. Review of the Related Literature The oldest discovered blocks, originally made from shaped mud and dating to before 7500 B.C and were found at  Tell Aswad, Egypt. The first sun-dry blocks wer e made in Mesopotamia (what is now Iraq), in the ancient city of  Ur  in about 4000  BC, although the arch used for drying the blocks was not actually found. Other examples of civilizations that used mud brick include the  ancient Egyptians  and the Indus[6]. In Europe, blocks were often used for reasons of speed and economy, even in areas where stone was available. The buildings of the Industrial Revolution in Britain were largely constructed of block and timber due to the demand created [7].In  pre-modern China, brick-making or block-making was the job of a lowly and unskilled artisan, but a kiln master was respected as a step above the former [8]. Bricks of concrete with sand aggregate can be made using a simple machine, and a basic assembly line method. A conveyor belt adds the mixture to a machine, which pours a measured amount of concrete into a form. The form is vibrated to remove bubbles. The form is then raised to reveal the wet bricks, spaced out on a plywood s heet. A small elevator then stacks these palettes, after which a forklift operator moves them to the brickyard for drying.Definition of Terms carbon dioxide- a colorless, odorless incombustible gas somewhat heavier than air. In photosynthesis, carbon dioxide and water are absorbed by plants, which synthesize certain carbohydrates and release oxygen into the air. oxygen- odorless, colorless, tasteless, gaseous chemical element that occurs free in the atmosphere. photosynthesis- the production of organic substances, chiefly sugars, from carbon dioxide and water occurring in green plant cells supplied with enough light to allow chlorophyll to aid in the transformation of the radiant energy into a chemical form. zone layer- an atmospheric layer within the atmosphere absorbing ultraviolet radiation and preventing some heat loss from the earth. climate change- is a significant and lasting change in the statistical distribution of weather  patterns over periods ranging from decades to mi llions of years. kiln- a furnace or oven for drying, burning or baking something as bricks, grain or pottery. Chapter 2 Research Methodology Research Design The researchers will use experimental method wherein the study focuses on the acceptability of the said topic.Several data were gathered before coming up with a procedure. Research Instruments Materials used in the study: * Brick molder * Cement * Dry Leaves * Water * Shovel Procedure: 1. Pulverize the gathered dry leaves. 2. Mix the pulverized dry leaves, 3 cups cement and 2 cups water. 3. Using a shovel mix thoroughly then put in a block molder. 4. Shape mixed substance. 5. Wait for the block to dry. Research Locale The study was conducted at one of the researcher’s home in Brgy. 12, Cabadbaran City. The place is complete with materials that are use in the study.

English Contractions for ESL

English Contractions for ESL English contractions are shortened forms of helping or auxiliary verbs in both positive and negative sentences. Contractions are generally used in spoken English, but not in formal written English. However, written English is becoming more informal (emails, notes to friends, etc.) and you will often see these forms in print. Heres an example from a business email: Ive been working on a new project. It hasnt been easy, but next week Ill finish. This example shows three contractions: Ive / hasnt / Ill. Learn the rules of contraction use in English below. Each of the following English contractions includes an explanation of the full form and example sentences to provide context for understanding. Positive Contractions Im : Im waiting for my friend.Ill : Ill see you tomorrow.Id : Id better leave now. OR Id already eaten by the time he arrived.Ive : Ive worked here for many years. Youre : Youre joking!Youll : Youll be sorry!Youd : Youd left before he arrived, hadnt you? OR Youd better hurry up.Youve : Youve been to London many times. Hes : Hes on the phone now. OR Hes been playing tennis since 10 this morning.Hell : Hell be here tomorrow.Hed : Hed prefer to meet you later in the week. OR Hed finished before the meeting began. Shes : Shes watching TV at the moment. OR Shes had a lot of trouble lately.Shell : Shell be at the meeting.Shed : Shed been working for two hours when he telephoned. OR Shed like to have a glass of wine. Its : Its been long time since we saw each other last. OR Its very difficult to concentrate.Itll : Itll be here soon.Itd : Itd be difficult to say no. OR Itd been a long time. Were : Were working hard on the Smith account this week.Well : Well begin when he arrives.Wed : Wed better hurry up if we want to catch the train. OR Wed finished the meeting before you arrived.Weve : Weve been waiting for you! Theyre : Theyre studying German this afternoon.Theyll : Theyll finish soon if they concentrate.Theyd : Theyd eaten their lunch when she stopped by to say hello. OR Theyd rather not come to the meeting.Theyve : Theyve just purchased a new home. Theres : Theres a hotel in the next town. OR Theres been too many telephone calls today!Therell : Therell be a price to pay!Thered : Thered better be a good explanation for this. OR Thered be some reason for that. Thats : Thats been on my mind lately. OR Thats why I cant come.Thatll : Thatll happen sooner than you think.Thatd : Thatd be the reason why. OR Thatd happened before my time. Negative Contractions arent : They arent coming next week.cant : I cant understand you.couldnt : He couldnt get his shoes on!didnt : We didnt visit Rome. We went straight to Florence.doesnt : He doesnt play golf.dont : They dont like cheese.hadnt : I hadnt thought of that!hasnt : She hasnt telephoned yet.isnt : She isnt listening to you.mustnt : Children mustnt play with fire.neednt : You neednt worry about that.shouldnt : You shouldnt smoke cigarettes.wasnt : I wasnt joking when I said that.werent : They werent invited to the party.wont : I wont be able to attend the conference.wouldnt : She wouldnt be surprised if he showed up at the party. Contractions in Speech English learners should become familiar with contractions in order to understand the grammar of what is said quickly. Native English speakers tend to speak quickly and glide over function words such as helping verbs. Most English contractions are contractions of helping verbs, so an understanding of the role these contracted helping verbs play in grammar can help you better understand spoken English. English learners should feel free to use contractions whenever they speak, but the use of contractions is not required. If you prefer to speak using full helping verb forms, continue to do so, but become familiar with contractions in order to help your understanding.

Book Report Mastering Self Leadership Essays

Book Report Mastering Self Leadership Essays Book Report Mastering Self Leadership Essay Book Report Mastering Self Leadership Essay Overall, this is a great book that will definitely help you become a better leader to others, as well as yourself, and will help you achieve your goals. Summary Chapter one explains what leadership is, what the different types of leadership are, and how we all lead ourselves. It is a basis for the rest of the book. Chapter two talks about how both personal and external factors shape our personality. How each individual processes and reacts to what goes on in the world is what our personality is, so the outside world plays a major factor on how we act. Chapter three explains that not everything in life is easy to do and it shows you how to overcome obstacles in life. It starts off by assessing your self-leadership skills with a brief assessment and then goes on to explain how to remove negative cues, implement positive cues, setting specific long and short-term goals, searching and defining purpose in life, and how to achieve your goals using self-reward, self-punishment, and practice. Chapter four goes into depth on the importance of natural reward. Natural reward is getting enjoyment from doing an activity without doing it for the sole purpose f a physical reward. This means that you are doing something because you like to do it, not because you will get pay raise or promotion from it. Chapter four goes onto explain how natural rewards make us feel, why it is important to find natural rewards in activities, and how to find natural rewards in everyday activities. Chapter five focuses on the psychological mindset of a person and how each individual interprets their physical situation differently. Chapter five explains how positive thinking, self-talk, and your beliefs can help or hinder how successful you are at a specific task. Chapter six goes into more detail about the mental part of leadership and introduces mental practice and opportunity thinking. Chapter six shows the steps of mental practice and explains how opportunity thinking can help you throughout life. Chapter seven takes everything from the previous six chapters and explains how it can be used in the team setting. Chapter seven goes over how individual self- leadership is a key to success in the team setting. It also goes over how to balance the me with the we as a team. Chapter eight shows how everything in the previous seven chapters has been applied in various tuitions such as personal problems, athletics, work, and management positions. This is very helpful for people who are skeptical of this book and do not think that these concepts will work. Chapter nine shows us how all four parts of self-leadership influence our behavior and decisions and ultimately determine our destiny. They show a diagram to show how everything is connected and that it all leads to your personal and team effectiveness. In chapter ten, it focuses on how your personal fitness can help or hinder your ability to lead yourself and others. It shows how physical fitness costively affects your ability to think more clearly and to reduce stress quicker. This is essential for business people who work long days and always feel tired. Chapter eleven talks about optimism, happiness, and your personality and how each of the three can affect your self-leadership effectiveness. It talks about how optimism can be learned and it directly relates to how happy a person is. Chapter twelve sums up the book and shows you how everything throughout this book can make you a better person. How useful were the concepts I found the concepts in this book very useful. I have always been the optimistic type of person and since I was little I have been taught that if I dont achieve something, that I just need to work harder to get it. This book, though a little more scientific, pretty much sums up what I have been taught and what I have learned throughout the past 19 years of my life. I love the concept of natural reward because it is very true. Always try to find the silver lining in every situation and by thinking optimistically, have gotten me pretty far. Have been playing baseball and hockey for the past 16 years and have laded in numerous championship games and if there is one thing that I learned from those 16 seasons, it would be that not everything goes your way. Sometimes challenges are thrown at you to test you and you dont always succeed, but regardless if you win or lose, there is always an important positive message to be taken away from it and that is what I got from this book, too. Strengths and Weaknesses I found that there are many more strengths from this book than there are weaknesses. To start with, I thought the way that this book was written was a huge strength for it. I liked how it was almost like you were having a conversation with one of your professors and he was telling you how you could be more successful and then showing you how what theyre saying works by showing you examples of previous people who have been through the same thing. It was really easy to read and even easier to understand the concepts presented. Also thought that defining each individual characteristic of self-leadership and then defining team self-leadership was a strength for this book. Think that if this book tried to define team self-leadership first, cost people would not have gotten the relationship between teams and self- leadership. One thing didnt like was how long and elaborate the chapters were. I understand that putting in examples of people using these concepts is ke y to the reader learning, but just felt that it took too long to try and prove their point. I liked how most of the major concepts were in the beginning of the chapter, but felt that after the first couple pages, the rest of the chapter was just filler. Point of View This book did not change my point of view on achieving goals, but it did reinforce it. The only reason that it did not change my point of view on achieving goals is because it preached my view of achieving goals. Before reading this book, I felt that one of the most important aspects in achieving your goals is your mental approach to the situation. If you feel that your goal is unreachable, then youre never going to reach it. Most people who do achieve their goals have been telling themselves from day one that they were going to do it, and they normally do. This book reinforced that view because it also focused heavily on the importance of your mental approach and how ITIL it is to achieve your goals. Real Life Examples As stated earlier, have been playing baseball and hockey for the past 16 years. I currently play for the Division 1 Club Hockey Team here at WV, too. Throughout my life, I have learned that your mental preparation is just as important, if not more important, than your physical preparation. Whether I am trying out for a team, preparing for a big game, or preparing for a test, I usually have the same mental outlook on the situation. Sadly, I usually go through the same routine before a hockey game that I do before a big test in school. Before a hockey game, along with stretching and warming up, put in my headphones and listen to some music that gets me pumped up until about ten minutes before the game, which is when I switch to some more calming music to level my emotions. I usually do the same thing before a test with the exception that do not stretch or warm up for a test. Instead, I go over any last minute notes and then ease my mind with a shower and then music to keep me calm. Have found that being calm and confident in my abilities sets me up for the best chance at success, whether it is a test or a big game. Therefore, I try to get myself hyped up about the event to get the blood flowing and my intensity up, and then calm it down a little to keep my mind clear for thinking. Along with keeping the same mental approach, I try and keep my physical approach toward my obstacles the same. I like how this book mentioned how fitness is a big part in achieving goals because have been saying that for years. I always thought that taking study breaks and going to work out or even just walking around and getting the blood flowing helped me more than just studying and cramming as much information as possible into my brain. I know that when you are stressed or emotional, you tend to make irrational decisions.

The Starry Night by Vincent Van Gogh Essay Example | Topics and Well Written Essays - 750 words

The Starry Night by Vincent Van Gogh - Essay Example Most nightly features, including the moon, are exaggerated with yellow colour to highlight their effects and create a sense of ease when viewing the picture. The swirling clouds and the radiance surrounding the stars create a sense of movement as if the sky were in constant motion and turbulence. Use of white and yellow attracts the viewer’s attention the sky. This false perception helps maintain the vision of viewers and encourages them to pursue the other elements embodied within the painting. It is possible that bouts of depression and hallucination could be behind his thick and distinctive brushstrokes that further dramatize the painting4. The sky gives way to a number of hills and a small town at their base. In contrast to the vibrant sky, the town appears peaceful with its occupants enjoying a blissful night of sleep. The cooler and darker colours used to paint the town and the hillside could perhaps be a reminder of our vision during childhood of darkness and the nightl y skies5. The much larger and taller church seem to overwhelm every other building in the town and project the notion of tranquillity and peace within the town. The depiction of the church is further symbolic of its significant role in the daily lives of the town’s residents. The size and wobbly portrayal of the cypress trees to the left symbolizes its isolation and embodies a sense of depth within the artwork. Q5 Van Gogh painted the ‘Starry Night’ in 1888 while he was resident in a mental asylum. Rather than being a real life portrait, the painting is a depiction of Van Gogh’s imaginary vision when he looks out of his window. It is evident that this impressionist portrayal is highly creative and casts a heart rendering insight into Van Gogh’s mental health. In fact, Van... Van Gogh completed ‘The Starry Night’ about an year before his death at the mental asylum in Saint-Remy. This painting is widely regarded as the best work of Van Gogh as it depicts his struggles between reality and insanity. This artwork depicts radiant streaks of yellow emanating from the planets that rotate like cartwheels . The scenery seems shaky and in turbulence, although the brightly lit night sky appears calm and restful. ‘Starry Night’ has played a revolutionary role in modern art and has been highly sought after and replicated. In his early years, Van Gogh had wanted to devote his time towards the poor and needy. In fact, his desire for religion and evangelization is believed to be reflected in the eleven stars that occupy the nightly sky in the painting. Experts like (include author) cite Genesis 37-9 as clear evidence towards this connection: "And he dreamed yet another dream, and told it his brethren, and said, Behold, I have dreamed a dream more; and, behold, the sun and the moon and the eleven stars made obeisance to me." In fact, this religious inclination is showcased in earlier paintings such as the 1888 depiction of stars on the Rhone river. Much like the ‘Starry Night’, this painting contains similar features such as night sky being washed with bright streaks of yellow light from several stars. The reflection of the city’s (Arles) lights in the river water instils an added sense of reality into the canvas and maintains the vision of the viewer. This is further enhanced by distant structures that are lit up from the glowing night sky. The ‘Starry Night’ played a key role in the emergence of modern art during the post-impressionist era.

A comparison of the UK housing market with the Bulgarian housing Essay

A comparison of the UK housing market with the Bulgarian housing market - Essay Example Irrespective of the developed, developing or under developed countries, people usually have the habit of taking loans for purchasing or constructing a house. The difficulties in getting loans have prevented people across the world to think about purchasing a home at present and the real estate business people were forced to reduce their activities because of the less demand for buildings. Even though the latter half of 2009 and the beginning of 2010 have shown some sign of a revival, many people are still hesitant in spending much on the housing market. UK and Bulgaria are two European countries in which lot of construction activities were going on earlier. But the global recession has badly affected these countries and the construction sector and the housing market are going through a bad patch. UK is one of the strong and developed countries in the world whereas Bulgaria is economically poor compared to UK. Both the countries have democratic administration at present though the head of UK is the monarch at least on paper. Bulgaria was under communist regime earlier. Stevenson (2010) has reported that the economy is emerging out from recession and grew slightly in the fourth quarter of last year in UK. Moreover, industrial production also increased in last November more than expected (Stevenson, 2010). As per the article Best Bulgarian Real Estate – Your Trust Worthy Bulgarian Real Estate Partner (2008), the Bulgarian property market is the current investment hotspot and offers countless opportunities to any open-minded investor. A recently released report by the European Bank for Development and Reconstruction, property prices in Bulgaria have increased by 145% in the last three years. Moreover the value of the Bulgarian properties has risen 5 times after the country joined the European Union in 2007 (Bulgarian Real Estate

Impact of Evaluations on Principal's Instructional Leadership Capacity Assignment

Impact of Evaluations on Principal's Instructional Leadership Capacity - Assignment Example Nevertheless, we review what we have gathered for their validity and reliability and identify from the research the direction for future research. Validity refers to the ability of a particular research instrument to measure what it purports to measure (Cohen et al., 2005, p. 105). Cohen et al. (2005, p. 105) clarified, however, that there are several types of validity. According to Cohen et al. (2005, p. 105), some of the concepts of validity relevant for research are as follows: content validity, criterion-related validity; construct validity; internal validity; external validity; concurrent validity; face validity; jury validity; predictive validity; systematic validity; catalytic validity; descriptive validity; interpretative validity; theoretical validity; and evaluative validity. Many of the concepts of validity mentioned are discussed in Cohen et al. (2005, p. 105-117). Meanwhile reliability refers to consistency and replicabilty over time (Cohen et al., 2005, p. 117). Accordi ng to Cohen et al. (2005, p. 117), reliability is also concerned with precision and accuracy. They emphasized that â€Å"for research to be reliable it must demonstrate that if it were to be carried out on a similar group of respondents in a similar context, similar results would happen (Cohen et al., 2005, p. 117). Some of the other concepts related with reliability are stability, equivalence, and internal consistency (Cohen et al., 2005, p. 117-120). According to Cohen et al. (2005, p.120-133), validity and reliability should be simultaneously considered in education research. My review of research done on evaluation systems for principals indicate that further research on evaluation systems for principals should be along these lines: 1. Identifying the elements of the principal evaluation systems adopted by schools making great progress in instruction work and the role played by principal evaluation. 2. Identifying whether there is a correlation between academic performance of s chools and the evaluation systems they have adopted for principals. 3. The role played by VAL-Ed or the Vanderbilt Assessment of Leadership in Education or VAL-ED in improving school performance, if any. The VAL-Ed supposedly met the high standards for content validity and reliability among the principal evaluation systems investigated by the New Leaders for New Schools in 2010. 4. The constraints encountered by schools in implementing a good evaluation system for principals. II. Sun and Youngs (2009) Sun and Youngs (2009, p. 2) described their work to have used hierarchical multivariate linear models â€Å"to investigation the relationships between principal evaluation purpose, focus and assessed leadership activities in 13 school district in Michigan†. Sun and Youngs (2009, p. 2) argued that their study found that â€Å"principals were more likely to engage in learning-centered leadership behaviors when the purposes of evaluation included principal professional development , school restructuring and accountability†. However, Sun and Youngs (2009, p. 2) also clarified that when the focus of evaluation was related to instructional leadership in the school setting, the thrust of the school principal activities have been in curriculum design, teacher professional development and evaluation, and monitoring student learning. In

General psychology Essay Example for Free

General psychology Essay Introduction ALMOST CERTAINLY YOU WILL PROBABLY HAVE COME ACROSS THE IDEA OF PLAGIARISM ALREADY. PLAGIARISM IS ABOUT THE PRESENTATION OF OTHER PEOPLES’ WORK AS IF IT IS YOUR OWN, FOR YOUR GAIN. THE IDEAS AROUND PLAGIARISM ARE PRESENTED TO STUDENTS IN MANY DIFFERENT WAYS SOMETIMES PLAGIARISM IS SEEN AS A DREADFUL CRIME. WE WANT TO PRESENT IT HERE IN THE CONTEXT OF AN UNDERSTANDING OF ACADEMIC HONESTY AND WHAT IS TERMED ‘ACADEMIC MISCONDUCT’. YOU NEED TO KNOW ABOUT THESE THINGS BECAUSE THEY SHOULD GUIDE YOUR MANNER OF WORKING IN HIGHER EDUCATION. PLAGIARISM AND CHEATING ARE SERIOUS ISSUES IN HIGHER EDUCATION, AND PLAGIARISM, IN  PARTICULAR, IS INCREASING A GREAT DEAL AT PRESENT. WE WANT YOU TO HAVE THE KNOWLEDGE AND SKILLS AND THE GOOD WORKING HABITS THAT ENABLE YOU TO MAKE EFFECTIVE AND APPROPRIATE JUDGEMENTS IN YOUR WORK. THIS UNIT IS DESIGNED FOR STUDENTS NEAR THE STARTING POINT OF HIGHER EDUCATION STUDIES. IT PROVIDES THE INFORMATION AND SKILLS THAT YOU NEED AT PRESENT – AND YOU WILL HAVE MORE MATERIAL ON THIS TOPIC AT A LATER STAGE, WHEN YOU NEED TO KNOW MORE ABOUT IT. The aim of this unit is to: -HELP YOU TO GET A CLEAR IDEA OF ACADEMIC HONESTY AND ACADEMIC MISCONDUCT -CLARIFY THE MEANINGS OF ACADEMIC MISCONDUCT CHEATING AND  PLAGIARISM AND COLLUSION -PROVIDE YOU WITH INFORMATION THAT YOU NEED IN ORDER TO BE ACADEMICALLY HONEST; -IDENTIFY AND HELP YOU TO ATTAIN THE SKILLS THAT YOU NEED FOR ACADEMIC HONESTY AND GOOD PRACTICE 1 AS WELL AS PROVIDING SOME EXERCISES TO HELP YOU TO LEARN FROM THIS MATERIAL, THIS UNIT IS INTENDED TO BE A RESOURCE TO WHICH YOU MAY WISH TO RETURN FOR GUIDANCE. THE ANSWERS TO THE EXERCISES ARE AT THE END OF THE UNIT. Some points to think about AS A STUDENT YOU SHOULD LEARN ABOUT ACADEMIC HONESTY BECAUSE IT IS AN IMPORTANT ELEMENT OF HIGHER EDUCATION BEHAVIOUR. THERE ARE SEVERAL ASPECTS TO IT. IT INVOLVES: -ENSURING FAIRNESS TO THOSE WHO HAVE PRODUCED NEW KNOWLEDGE AND IDEAS; -ENSURING THAT THE WORK THAT A PERSON SAYS IS HER OWN IS INDEED HER OWN; -THE DISCOURAGEMENT FROM CHEATING TO GAIN UNFAIR PERSONAL ADVANTAGE. THE INTENTION TO DECEIVE STAFF OR THE INSTITUTION IS CENTRAL TO THE ACTIVITY OF THE PLAGIARIST OR CHEAT. HOWEVER, IT IS NOT FAIR ON YOU, AS A STUDENT, IF YOUR FELLOW COLLEAGUES CHEAT AND PLAGIARISE AND THEREBY GET BETTER MARKS. SAM, SUZANNE, IZZY, AND KATRINE ARE IN A LEVEL 1 CLASS AT SOMOUTH UNIVERSITY. THEY ARE ALL STUDYING PSYCHOLOGY AND ARE IN A CLASS OF OVER A HUNDRED AND EIGHTY STUDENTS. THEIR SEMINAR SESSIONS ARE THIRTY IN NUMBER AND SO FAR THEY DO NOT FEEL KNOWN AS INDIVIDUALS BY STAFF. SUZANNE HAS BEEN STRUGGLING BECAUSE SHE, UNLIKE THE OTHERS, DID NOT STUDY PSYCHOLOGY AT SCHOOL. SHE HAS BEEN QUITE DEPRESSED ABOUT IT AND HAS ASKED THE OTHERS FOR HELP. THEY DID WHAT THEY COULD, BUT SHE DID NOT SEEM TO BE ABLE TO TAKE IT IN. AT TIMES SHE TALKS ABOUT LEAVING UNIVERSITY. THEY COME TO THE COURSEWORK ASSESSMENT AT THE END OF LEVEL 1 AND TO EVERYONE’S SURPRISE, SUZANNE COMES OUT WITH ONE OF THE HIGHEST MARKS IN THE CLASS. THE TUTOR PRAISES HER WORK AT THE NEXT SEMINAR AS BEING WELL CONSTRUCTED, AND PARTICULARLY WELL WRITTEN. SUZANNE IS CLEARLY HAPPY AND THEY ALL GO OUT FOR A DRINK IN THE EVENING. UNDER THE INFLUENCE OF A FEW PINTS SHE LETS SLIP THAT SHE PAID ANOTHER STUDENT IN HER HOUSE (FROM LEVEL 2) TO WRITE IT. AFTER THE TIME AND EFFORT THE OTHERS HAVE PUT INTO HELPING SUZANNE, AND DOING THEIR OWN WORK, THE OTHERS FEEL CHEATED BY HER ACTION. THE ATTITUDE TO PLAGIARISM CAN DIFFER IN DIFFERENT CULTURES, FOR EXAMPLE SOMETIMES IT CAN BE CONSIDERED TO BE AN HONOURABLE ACT TO REPRODUCE THE EXACT WORDS OF THE EXPERT TEACHER. IN THE UK THE NORM IS TO EXPECT STUDENTS TO PRODUCE THEIR OWN WORK. THEY WILL, OF COURSE, USE THE WORK OF OTHERS WITHIN THEIR WORK AND WHERE  THIS OCCURS THE OTHERS’ WORK NEEDS TO BE CITED AND WHEN QUOTED, MARKED AS A QUOTATION. SOME INTERNATIONAL STUDENTS MAY NEED TO ADJUST TO UK NORMS WHEN STUDYING HERE. 2 LAU COMES FROM SOUTH EAST ASIA. HE WAS ENCOURAGED TO GIVE GREAT RESPECT TO HIS TEACHERS, THERE AND TO REGARD THEM AS EXPERTS WHOSE WORK WAS TO BE EMULATED. HE IS VERY TAKEN ABACK WHEN HE IS TOLD THAT HIS EXAMINATION PAPER SHOULD EXPRESS MORE OF HIS OWN IDEAS AND SHOULD NOT CONTAIN MATERIAL THAT HE MUST HAVE LEARNT BY HEART FROM HIS LECTURE NOTES. HE FINDS IT HARD TO UNDERSTAND HOW HE, HIMSELF COULD HAVE ANYTHING WORTHWHILE TO SAY AT THIS STAGE. IF YOU ARE AN INTERNATIONAL STUDENT AND FEEL THAT YOU DO NOT UNDERSTAND THE MATERIAL IN THIS UNIT, ASK A TUTOR OR STUDY ADVISOR FOR MORE HELP. Some definitions and explanations WE HAVE SAID THAT THE AVOIDANCE OF CHEATING AND PLAGIARISM IS A MATTER OF HAVING INFORMATION AND A SET OF SKILLS THAT BECOME GOOD HABITS OF WORKING. WE START BY LOOKING AT A SET OF EXPLANATIONS AS PART OF THE INFORMATION, AND THEN YOU WILL BE GIVEN SEVERAL DEFINITIONS. YOU DO NOT NEED TO MEMORISE THESE DEFINITIONS, BUT YOU ARE EXPECTED TO HAVE A WORKING KNOWLEDGE OF THEM. TO START WITH, WE INTRODUCE THE TERM ‘ACADEMIC MISCONDUCT’ TO MEAN THE USE OF  DISHONEST ACADEMIC BEHAVIOUR TO ONE’S OWN BENEFIT. THE TERM INCLUDES CHEATING, PLAGIARISM AND COLLUSION. CLEARLY, SUZANNE ILLUSTRATES ACADEMIC MISCONDUCT IN HER BEHAVIOUR – AND THAT WAS PLAGIARISM. CHEATING IS OFTEN SEEN AS A BEHAVIOUR THAT OCCURS IN EXAMINATIONS, BUT IT IS BROADER THAN THAT. HERE ARE SOME EXAMPLES OF CHEATING BEHAVIOUR. SIMON KNEW THAT OTHERS NEEDED A BOOK IN ORDER TO COMPLETE THE ESSAYS THAT THEY HAD BEEN SET. HE USED THE LIBRARY BOOK HIMSELF, THEN HANDED IT BACK IN (IT WAS A SHORT-TERM LOAN) AND THEN WHEN HE WAS IN THE LIBRARY THE NEXT DAY, TOOK THE BOOK FROM ITS PROPER LOCATION AND PUT IT IN ANOTHER AREA OF THE  LIBRARY. JAMIE WENT INTO THE EXAMINATION WITH TEN KEY NAMES WRITTEN ON HIS ARM IN BALLPOINT PEN JULIETTE WAS DOING A CHEMISTRY DEGREE. HER EXPERIMENT IN CLASS DID NOT GO TOO WELL AND THE DATA SHE ACHIEVED WAS INCOMPLETE. SHE HAD A LOOK AT HER FRIEND’S BOOK AND GOT AN IDEA OF THE APPROPRIATE KIND OF DATA AND MADE SOME UP. CHRISTINA HAD NOT DONE ENOUGH REVISION FOR THE CLASS TEST. SHE TOOK THE DAY OFF, SAYING THAT SHE HAD ‘FLU AND KNOWING THAT SHE WOULD THEN HAVE A BIT MORE TIME TO LEARN FOR THE TEST WHICH SHE WOULD DO LATER. 3 ED HAD A PROJECT IN ENGLISH TO WRITE UP, TO BE HANDED IN AT A PARTICULAR TIME. THERE WAS OTHER ACADEMIC WORK TO BE HANDED IN AT THE SAME TIME AND HE KNEW HE COULD NOT DO ALL OF IT. HE LEFT THE ENGLISH PROJECT UNTIL LAST. AFTER A SESSION IN THE GYM HE COMPLAINED OF A VERY SORE WRIST, PUT A BANDAGE ON IT AND WENT TO SEE HIS TUTOR TO ASK FOR MORE TIME TO COMPLETE THE PROJECT ON THE BASIS THAT HE COULD NOT WRITE VERY QUICKLY AT PRESENT. HIS TUTOR TOLD HIM TO GO TO THE MEDICAL CENTRE AND GET A NOTE. HE CAME BACK TWO DAYS LATER WITH THE PROJECT NOW COMPLETED AND THE WRIST UNBANDAGED AND ‘HEALED’. THE TWO DAYS HAD BEEN VERY USEFUL. ABI WAS ONE OF A GROUP OF STUDENTS WHO WERE WORKING TOGETHER ON A PROJECT  THAT WAS TO BE SUBMITTED JOINTLY. SHE HAD GONE INTO HIGHER EDUCATION PARTLY BECAUSE SHE WANTED TO ENJOY A GOOD SOCIAL-LIFE, AND THE PROJECT WAS NOT GOING TO GET IN HER WAY. WHEN THE OTHER STUDENTS IN THE GROUP MET TO WORK ON THE PROJECT, SHE WOULD CONSTANTLY SAY THAT SHE COULD NOT MAKE IT. THEY GOT ON WITH THE PROJECT, COMPLETED IT AND HANDED IT IN WITH ABI’S NAME ON IT AS WELL. THEY RESENTED HER BEHAVIOUR, BUT BEING IN THE EARLY STAGES OF THEIR PROGRAMME, DID NOT KNOW EACH OTHER VERY WELL AND DID NOT KNOW HOW TO INDICATE ABI’S LACK OF CONTRIBUTION. PLAGIARISM, AS WE HAVE SAID, IS ANOTHER FORM OF ACADEMIC MISCONDUCT AND IT  REQUIRES A RATHER SPECIAL EXPLANATION WHICH IS AS FOLLOWS: THOSE WHO WORK IN HIGHER EDUCATION AND RESEARCH CAN BE SEEN AS WORKING IN A COMMUNITY – THE ACADEMIC COMMUNITY. THIS COMMUNITY HAS A SET OF RULES TO WHICH IT WORKS. ACADEMIC CONVENTIONS ARE THESE RULES AND ACADEMIC MISCONDUCT IS THE BEHAVIOUR THAT CONTRAVENES THESE AGREED RULES. THESE RULES, OBVIOUSLY IDENTIFY CHEATING AS A CONTRAVENTION HOWEVER, THERE ARE ASPECTS OF THESE RULES THAT REFER TO THE ‘OWNERSHIP’ OF IDEAS. ACCORDING TO THESE RULES OR CONVENTIONS, NEW IDEAS ARE TREATED LIKE PROPERTY THAT SOMEONE OWNS. ONE REASON FOR THIS IS THAT THERE ARE REWARDS AND AWARDS (GRANTS, PRIZES, QUALIFICATIONS, DEGREES ETC) GIVEN TO PEOPLE FOR THE QUALITY OF THEIR IDEAS. FOLLOWING FROM THE NOTION OF NEW IDEAS AS PROPERTY, WE CAN CONSIDER THE USE OF UNATTRIBUTED IDEAS FOR THE GAIN OF ANOTHER PERSON, AS A FORM OF THEFT. BY ‘UNATTRIBUTED’, WE MEAN THE LACK OF ATTACHMENT OF A NAME AND SOURCE TO THE IDEA SO IT IS AS IF THE IDEA IS THAT OF THE WRITER. OTHER WORDS FOR ‘ATTRIBUTE’ ARE REFERENCE, ACKNOWLEDGE AND CITE. YOU USUALLY REFERENCE THE IDEA OF ANOTHER IN THE TEXT (WHERE YOU HAVE REFERRED TO THE IDEA, OR QUOTED FROM IT) AND IN A REFERENCE LIST AT THE END OF YOUR WORK. PLAGIARISM IS THE TERM FOR PASSING OFF ANOTHER’S WORK AS ONE’S OWN FOR ONE’S OWN BENEFIT. IT USUALLY THAT OTHERS’ IDEAS HAVE BEEN ‘BORROWED’ WITHOUT BEING REFERENCED TO THE ORIGINAL CREATOR OF THE IDEA. PLAGIARISM OCCURS WHETHER THE ‘PASSING OFF OF THE WORK AS ONE’S OWN’ IS INTENTIONAL OR UNINTENTIONAL. WE HAVE TO SAY THAT PLAGIARISM MAY BE UNINTENTIONAL BECAUSE ANYONE CAN ALWAYS CLAIM THAT ‘S/HE HE DID NOT KNOW ABOUT PLAGIARISM’. 4 CORRESPONDINGLY THEREFORE, TEACHERS AND INSTITUTIONS HAVE TO BE CLEAR THEMSELVES THAT THEY HAVE ENSURED THAT STUDENTS HAVE RECEIVED APPROPRIATE OPPORTUNITIES TO  UNDERSTAND ACADEMIC MISCONDUCT AND TO HAVE LEARNT THE NECESSARY SKILLS TO BEHAVE WITH ACADEMIC HONESTY. BELOW ARE SOME EXAMPLES OF PLAGIARISM: EMMA WAS DOING A LAW DEGREE AND FOUND THAT HER FLAT-MATE HAD DONE THE SAME MODULE THE YEAR BEFORE AND WAS WILLING TO LET EMMA LOOK AT HER ESSAYS – BUT INSISTED THAT SHE SHOULD NOT COPY ANY OF IT. EMMA COPIED A LARGE CHUNK OF ONE OF THEM BECAUSE SHE DID NOT UNDERSTAND THE SUBJECT AND ALTERED A FEW WORDS HERE AND THERE. UNFORTUNATELY FOR HER, SHE DID NOT NOTICE THE FONT WAS DIFFERENT ON THE COPIED CHUNK AND HER PLAGIARISM WAS DETECTED. ANNA HAD WORK TO DO IN CHEMISTRY THAT SHE DID NOT UNDERSTAND. IT WAS ABOUT THE NATURE OF A PARTICULAR REACTION. SHE LOOKED ON THE INTERNET AND FOUND A PIECE OF WRITING THAT WAS EXACTLY WHAT SHE NEEDED – AND CUT AND PASTED IT, ADDING A FEW WORDS OF INTRODUCTION AND CONCLUSION. ANTONIO PHONED HOME TO HIS FRIEND FOR HELP WITH AN ASSIGNMENT IN CIVIL ENGINEERING. HIS FRIEND FOUND A PIECE OF WRITING IN SPANISH. ANTONIO HAD IT TRANSLATED FROM THE ORIGINAL AND SUBMITTED THAT. BILLIE FOUND THAT AN OLD TEXTBOOK ON MODERN HISTORY AT HIS HOME THAT SAID EXACTLY WHAT HE NEEDED TO SAY IN AN ESSAY. HE COPIED IT. THE CHANGE IN STYLE WAS NOTICED BY HIS TUTOR, WHO CHALLENGED HIM. COLLUSION IS A FORM OF PLAGIARISM TOO. SOME EXAMPLES OF COLLUSION ARE: JOANNE WAS STRUGGLING IN HER EDUCATION DEGREE. HER FRIEND WAS DOING A SIMILAR DEGREE AT ANOTHER UNIVERSITY. THEY DECIDED TO CHOOSE THE SAME TOPIC FOR THEIR DISSERTATION AND TO WORK TOGETHER ON IT ASSUMING THAT THEY WOULD NOT BE FOUND OUT BECAUSE THEIR RESPECTIVE DISSERTATIONS WOULD NEVER BE SEEN TOGETHER. STUDENTS IN BUSINESS STUDIES WERE ASKED TO DEVELOP MARKETING STRATEGIES FOR A GIVEN PRODUCT. THEY WERE TOLD THAT THEY SHOULD WORK TOGETHER TO DO THE NECESSARY RESEARCH AND TO DEVELOP A PRESENTATION, BUT THAT THEY SHOULD THEN WORK ALONE IN THE PREPARATION OF THE WRITTEN WORK THAT THEY WOULD HAND IN. KAY WAS IN ONE OF THE GROUPS. SHE HAD NOT DONE HER FAIR SHARE OF THE INITIAL RESEARCH, AND WHEN IT CAME TO THE WRITTEN WORK SHE ASKED ONE OF HER GROUP TO HELP HER. THE COLLEAGUE LEANT KAY HIS COMPLETED WRITTEN WORK, AND SHE COPIED IT, THEN WROTE HER ACCOUNT, VERY HEAVILY BASED ON HIS. SHE SHOWED HIM HER VERY SIMILAR ACCOUNT BEFORE SHE HANDED IT IN – AND THANKED HIM BEFORE HE COULD OBJECT. BOTH OF THEM WERE DEEMED TO HAVE COLLUDED. 5 THE DEFINITION OF COLLUSION STARTS THE SAME AS FOR PLAGIARISM. COLLUSION IS THE  PASSING OFF OF ANOTHER’S WORK AS ONE’S OWN FOR ONE’S OWN BENEFIT AND IN ORDER TO DECEIVE ANOTHER. HOWEVER, IT GOES ON TO SAY THAT WHILE IN THE USUAL DEFINITION OF PLAGIARISM, THE OWNER OF THE WORK DOES NOT KNOWINGLY ALLOW THE USE OF HER WORK, IN A CASE OF COLLUSION, THE OWNER OF THE WORK KNOWS OF ITS USE AND WORKS WITH THE OTHER TOWARDS DECEPTION OF A THIRD PARTY. ON OCCASIONS, TWO PEOPLE MIGHT COLLUDE IN PLAGIARISING ANOTHER PIECE OF WORK. WHEN WE DEFINE COLLUSION, WE NEED TO BE CLEAR WHERE THE BOUNDARIES OF UNACCEPTABLE AND ACCEPTABLE CO-OPERATIVE OR COLLABORATIVE WORK ARE. CO-OPERATION IS SEEN AS OPENLY WORKING WITH ANOTHER OR OTHERS FOR MUTUAL BENEFIT WITH NO DECEPTION OF THE OTHER(S) INVOLVED. CO-OPERATIVE BEHAVIOUR IS A COMMON AND IS USUALLY WELCOMED PRACTICE IN HIGHER EDUCATION. RESEARCH TEAMS RELY ON IT. OFTEN YOU WILL BE TOLD THAT YOU SHOULD WORK TOGETHER TO THE POINT OF WRITING UP AN ASSIGNMENT, AND THEN WRITE IT UP SEPARATELY. HOWEVER, THERE MAY BE LOCAL ‘RULES’ OR DESIGNATIONS OF ACCEPTABLE PRACTICE AND OCCASIONALLY VOCABULARY USE WITH REGARD TO COLLUSION, COOPERATION AND COLLABORATION MAY VARY. IT IS IMPORTANT TO FIND OUT FROM YOUR TUTORS JUST WHAT IS  EXPECTED IN YOUR LOCAL CONTEXT. WHAT IS ACCEPTABLE MAY DIFFER FROM ASSIGNMENT TO ASSIGNMENT. IT IS POSSIBLE THAT ON OCCASIONS YOU WILL BE ASKED TO WORK JOINTLY ON A PIECE OF WRITING – AND CLEARLY, THAT IS ALL RIGHT. RATHER THAN TALKING IN THE NEGATIVE ABOUT THE AVOIDANCE OF COLLUSION OR PLAGIARISM, IT IS USEFUL TO USE THE IDEA OF WORKING WITH ACADEMIC HONESTY. ACADEMIC HONESTY IS WHERE YOU UNDERSTAND ACADEMIC CONVENTIONS AND WORK WITHIN THEM. IN THIS INDEPENDENT STUDY UNIT, WE PUT THE STRESS ON PLAGIARISM. THIS IS BECAUSE PLAGIARISM TAKES MORE EFFORT IN UNDERSTANDING THAN OTHER FORMS OF ACADEMIC MISCONDUCT. THIS IS NOT BECAUSE PLAGIARISM IS NECESSARILY MORE SERIOUS. THE FABRICATION OF DATA – OR MAKING UP OF EXPERIMENTAL RESULTS CAN BE FAR MORE SERIOUS AND HAVE FAR GREATER CONSEQUENCES THAN PLAGIARISM. SO THAT YOU CAN RETURN TO THIS MATERIAL EASILY ON FUTURE OCCASIONS, WE GATHER UP THESE IDEAS AS A SERIES OF DEFINITIONS AND PUT THEM INTO A GLOSSARY IN APPENDIX 1 OF THIS UNIT. Exercise 1: Thinking that you know about plagiarism does not mean that you can always decide what is right YOU HAVE NOW LOOKED AT THE EXPLANATIONS OF ACADEMIC HONESTY AND MISCONDUCT AND HAVE READ ABOUT THE JUSTIFICATION FOR CITATION. IT IS TIME TO TEST YOUR UNDERSTANDING. YOU WILL FIND, IN THE NEXT EXERCISE, THAT THINKING THAT YOU KNOW WHAT PLAGIARISM IS MAY NOT MEAN THAT YOU ACTUALLY KNOW WHAT IT IS WHEN IT COMES TO THE DISTINCTIONS OF RIGHT AND WRONG IN YOUR WORK OR THE WORK OF ANOTHER. SOME 6 OF THE EXAMPLES ARE PLAGIARISM, SOME ARE COLLUSION, SOME ARE CHEATING AND SOME ARE ALL RIGHT. REMEMBER THAT PLAGIARISM OCCURS WHEN THE WORK OF SOMEONE ELSE IS PRESENTED AS ONE’S OWN AND IS NOT ATTRIBUTED TO THE OTHER. ONE OF THE THREE ANSWERS GIVEN (A, B AND C) IS CLOSEST TO THE ANSWER. THE ANSWERS ARE AT THE END OF THE UNIT. 1. JOE HAS AN ESSAY TO PREPARE. HE METICULOUSLY READS BOOKS IN THE LIBRARY, BUT IS NOT SURE FROM WHICH TEXT THE IDEAS HAVE COME, AND WHICH IDEAS WERE HIS OWN. HE LISTS THE RANGE OF BOOKS HE THINKS HE USED IN HIS REFERENCE LIST. a) Not plagiarism but he should have cited the books in the text b) Plagiarism – he should have cited the books in the text c) Not a problem – he cited the books in the reference list 2. JAYNE DOES NOT KNOW HOW TO GET STARTED WITH AN ESSAY – SHE IS IN HER FIRST SEMESTER. SHE DELAYS STARTING IT AND THEN PANICS AND HER FRIEND SHOWS HER HOW SHE CAN BUY AN ESSAY FROM A PAPER MILL WEBSITE. SHE BUYS ONE AND SUBMITS IT (‘ONLY THIS TIME’ SHE SAYS). a) This is not all right but it is cheating, not plagiarism b) Plagiarism – and it is not all right c) Plagiarism but it is all right at this stage, but not later in the programme 3. TERRY AND FRAN LIVE IN THE SAME HOUSE. THEY ARE ON THE SAME COURSE AND HENCE HAVE TO PUT IN THE SAME ASSIGNMENTS. FRAN HAS DIFFICULTIES WITH WRITING BUT SHE REALLY WANTS TO DO WELL IN HER DEGREE. TERRY WOULD LIKE TO GET TO KNOW FRAN BETTER AND SEES THIS AS A WAY OF INCREASING THEIR FRIENDSHIP. HE SUGGESTS THAT SINCE THE CLASS IS LARGE, THEY COULD PUT IN THE SAME ESSAY AND NO-ONE  WOULD NOTICE – AND IN THIS WAY HE ‘HELPS’ OUT FRAN, WHO IS VERY GRATEFUL. a) Fran colluded. Terry did not. b) Terry colluded and Fran did not c) They colluded. 4. MIKE USES THE LIBRARY TO FIND THE RELEVANT LITERATURE TO THE ESSAY THAT HE HAS TO WRITE, THEN, USING ONE OF THE ESSAY SITES, BUYS A SIMILAR ESSAY AND INTEGRATES INTO IT THE MATERIAL THAT HE HAS READ. a) It is certain that Mike plagiarised b) Mike did not plagiarise if he cited the sources and paraphrased appropriately c) Mike has plagiarised because he bought the essay 5. MALACHY FOUND THAT HER FRIEND, WHO HAD DONE THE MODULE LAST YEAR, HAD DONE THE SAME EXPERIMENT. HER FRIEND SUGGESTED THAT MALACHY COULD READ THROUGH 7 WHAT SHE HAD WRITTEN BUT SHE WARNED HER NOT TO COPY IT AS THAT WOULD BE COLLUSION. WITHOUT HER FRIEND KNOWING, MALACHY DID COPY PART OF IT AND PRESENTED IT AS HER OWN. a) Malachy plagiarised her friend’s work b) Malachy and her friend colluded c) Malachy and her friend plagiarised 6. DAMION FINDS THAT AN ESSAY THAT HE HAS DONE IN SCHOOL IS VERY SIMILAR TO ONE HE HAS TO WRITE AT UNIVERSITY. HE USES HIS SCHOOL ESSAY – BUT UNFORTUNATELY HE DOES NOT HAVE THE REFERENCES PROPERLY RECORDED. HE HAS NAMES CITED IN THE TEXT, BUT NOT DETAILS OF THE SOURCES. HE MAKES UP ONE OR TWO AND THINKS THAT  HIS TUTOR WILL PROBABLY NOT WORRY ABOUT THE REST. a) Because it was school work – from a different place, it was all right b) It was all right because it had already been marked c) Damion plagiarised 7. SUE IS A LECTURER. SHE GIVES A LECTURE TO FIRST YEAR STUDENTS ON CELL BIOLOGY AND TALKS A LOT ABOUT CURRENT DEVELOPMENTS IN RESEARCH, BUT DOES NOT GIVE THE REFERENCES TO THE RESEARCH IN THE LECTURE OR ON HANDOUTS. a) Technically Sue plagiarised b) It is all right. If this had been written work, Sue should have cited correctly – but it was oral c) It is all right not to cite if your are a teacher / lecturer in the process of teaching. 8. TIM AND OONAGH ARE WORKING ON THE SAME ESSAY FOR THEOLOGY. OONAGH FINDS A GOOD WEBSITE THAT IS VERY HELPFUL. IT PROVIDES GOOD MATERIAL ON THE SUBJECT ON WHICH THEY ARE WRITING. SHE TELLS TIM ABOUT IT. THEY BOTH DOWNLOAD CHUNKS OF IT. OONAGH CUTS AND PASTES INTO HER ESSAY AND PUTS A REFERENCE TO THE SITE IN HER REFERENCE LIST. TIM PARAPHRASES FROM THE MATERIAL, ACKNOWLEDGES IT IN THE TEXT AND IN HIS REFERENCE LIST. THE TUTOR WOULD NOT HAVE NOTICED THE SIMILAR MATERIAL BUT FOR THE FACT THAT THE TWO ESSAYS WERE ADJACENT TO EACH OTHER IN THE PILE. a) Tim and Oonagh colluded b) Tim and Oonagh plagiarised. c) Only one of them plagiarised 9. IN STATISTICS, GEMMA HAS A PROJECT THAT INVOLVES USE OF A QUESTIONNAIRE TO FIND OUT WHAT TELEVISION PROGRAMMES HER FRIENDS WATCH AT A PARTICULAR TIME IN THE EVENING. THIS WILL GENERATE DATA FOR STATISTICAL ANALYSIS. SHE IS ILL FOR A FEW DAYS AND IS RUNNING LATE. SHE MAKES UP SOME OF THE RESPONSES AND USES THEM. a) Gemma plagiarised 8 b) Gemma cheated c) Gemma colluded 10. HARRY INTEGRATES INTO HIS ESSAY, A CHUNK OF HANDOUT MATERIAL FROM HIS LAST YEARS WORK. HE ALTERS SOME WORDS TO FIT BETTER AND SPLITS THE MATERIAL WITH TWO SECTIONS OF HIS OWN WRITING. a) Harry plagiarised. b) It is all right to quote from handout material without citation c) It would have been all right if Harry had rewritten it more in his own words 11. JAMIE HAS AN ESSAY TO WRITE IN PHILOSOPHY. HE IS NOT VERY GOOD AT WRITING AND HAS DEVELOPED A STYLE WHEREBY HE COPIES DOWN APPROPRIATE QUOTATIONS (CITING THEM APPROPRIATELY) AND THEN PARAPHRASES THE CONTENT OF THE QUOTATION IN THE NEXT PARAGRAPH AS A KIND OF SUMMARY, STEERING THE MEANING TOWARDS ANOTHER QUOTATION AND SO ON. a) So long as Jamie paraphrases appropriately, he is not doing anything wrong b) Jamie is plagiarising c) Jamie should be using appropriate methods of referencing 12. FOR SOPHIA, ENGLISH IS A SECOND LANGUAGE. SHE WANTS TO SUCCEED AND GOES TO A FRIEND WHO SPEAKS BETTER ENGLISH. HER FRIEND GOES THROUGH HER WHOLE ESSAY, CORRECTING THE LANGUAGE ALL THE WAY THROUGH. a) What Sophia is doing is understandable. It is all right b) What Sophia and her friend are doing is not all right. It is a form of collusion c) What Sophia is doing is not all right. It is cheating 13. BILLIE, ED AND JAKE LIVE ARE FOLLOWING THE SAME MODULE. THEY HAVE A PIECE OF WORK TO DO AND GET TOGETHER TO DISCUSS IT. THEY TALK ABOUT THE CONTENT AND DECIDE EACH TO FOLLOW UP TWO REFERENCES AND THEN TO MEET AGAIN TO TALK ABOUT. WHAT THEY HAVE FOUND. THIS REDUCES THE VOLUME OF READING THEY WILL HAVE TO DO. THEY MEET AGAIN, LISTEN TO EACH OTHER’S DESCRIPTIONS AND WRITE NOTES AND THEN WRITE THE ESSAY SEPARATELY. THEY REFERENCE THE MATERIAL, WHETHER IT IS WHAT THEY HAVE READ OR WHAT THEY HAVE HEARD DESCRIBED. a) Billie, Ed and Jake are colluding b) They are not doing anything wrong if co-operative study is acceptable to the tutor c) Billie, Ed and Jake are deceiving their tutor and therefore cheating 14. LUI FINDS SOME INFORMATION AT A WEBSITE THAT SAYS EXACTLY WHAT HE WANTS TO SAY. IT IS SIX LINES OF TEXT WHICH HE PUTS INTO QUOTATION MARKS. HE CUTS AND PASTES IT BUT BY MISTAKE LEAVES THE ORIGINAL FONT. HE CITES IT IN THE TEXT AND PUTS THE WEBSITE ADDRESS IN THE REFERENCE LIST WITH THE DATE OF ACCESS. HIS TUTOR CALLS HIM IN†¦ 9 a) Lui cheated b) He plagiarised c) What Lui did is all right. 15. CHARLIE KNOWS A REALLY GOOD WEBSITE THAT WILL HELP HIM A GREAT DEAL IN THE PROJECT WORK THAT HIS HAS BEEN SET. HE IS WORKING IN A TEAM, BUT THE WORK THAT THE TEAM DOES MUST BE WRITTEN UP SEPARATELY. INITIALLY HE MENTIONS THE WEBSITE, BUT GIVES NO ADDRESS – AND THEN REALISES THAT HE WOULD PREFER TO USE IT AS A REFERENCE FOR HIS INDIVIDUAL WORK. WHEN THE OTHERS ASK FOR DETAILS OF THE SITE, HE IS VAGUE AND THEN GIVES THE WRONG WEB ADDRESS TO THEM. a) Charlie is rightly not colluding with his team b) Charlie is not working co-operatively in his team c) Charlie is plagiarising – and it is just as well he did not pass on the information 16. AARON IS WRITING UP A REPORT. HE FINDS A TEXT BOOK THAT IS NOT THE ONE USED IN CLASS AND USES IT TO GET MUCH OF THE INFORMATION THAT HE REQUIRES. HE REFERS TO THE WORK OF JONDA (1998) THAT IS DESCRIBED AND REFERENCED IN THE TEXTBOOK. ARON CITES JONDA IN THE TEXT AND THEN REFERENCES IT TO THE TEXT BOOK IN HIS LIST OF REFERENCES. a) Aaron is behaving with academic honesty, his citations are fine b) Aaron is technically plariarising – he should have cited the original source, not the textbook c) Aaron is colluding with the writer of the textbook 17. TOM FINDS A HELPFUL ARTICLE IN A JOURNAL. HE PHOTOCOPIES IT AND COPIES FROM IT INTO HIS ESSAY, ALTERNATING SENTENCES OF THE ARTICLE WITH HIS OWN WORDS, AND NEVER COPYING MORE THAN A LINE WITHOUT ADDING HIS OWN WORDS OR ALTERING WORDS FROM THE TEXT. HE CITES THE ARTICLE IN HIS BIBLIOGRAPHY, BUT NOT IN THE TEXT BECAUSE HE DOES NOT FEEL THAT HE MAKES A SUFFICIENTLY SPECIFIC REFERENCE TO IT. a) Tom is cheating. b) Tom is plagiarising c) Tom is writing a good essay. He has properly cited the reference in his bibliography 18. AMY OMITS TO ACKNOWLEDGE THE MATERIAL THAT SHE HAS QUOTED. IT WAS A MISTAKE. a) Amy made a mistake and because she is a first year that is all right b) Amy plagiarised. c) Amy did not plagiarise because not referencing was unintentional 10 Exercise 2: What reasons do students give for academic misconduct? THINK OF FIVE EXCUSES THAT STUDENTS MIGHT MAKE FOR PLAGIARISING, COLLUDING OR CHEATING. SOME EXCUSES ARE UNDERSTANDABLE BUT THEY ARE AGAINST THE ACADEMIC CONVENTIONS THAT WE MAINTAIN WITHIN AN ACADEMIC COMMUNITY. THERE IS A LIST OF POSSIBLE RESPONSES AT THE END OF THE UNIT – THOUGH YOU MAY HAVE THOUGH OF OTHERS. The further information and skills that you need for academic honesty WE HAVE SAID THAT YOU NEED SOME INFORMATION, A SET OF SKILLS AND ASSOCIATED GOOD HABITS FOR YOUR ACADEMIC WORK. WE HAVE DESCRIBED ABOVE THE BASICS OF WHAT YOU NEED TO KNOW ABOUT ACADEMIC MISCONDUCT, PLAGIARISM AND COLLUSION BUT BEFORE WE LOOK AT THE SKILLS AND GOOD HABITS, THERE IS MORE TO SAY ABOUT WHY WE REFERENCE MATERIAL (REMEMBER REFERENCING, ACKNOWLEDGEMENT AND CITATION MEAN THE SAME THING). Further reasons for referencing. WE SAID ABOVE THAT WHEN WE USE THE IDEA OF ANOTHER, WE REFERENCE IT AND INDICATE THE SOURCE OF IT. IN TERMS OF PLAGIARISM, THIS IS IN ORDER TO DEMONSTRATE THAT IT IS AN IDEA THAT WAS GENERATED BY ANOTHER PERSON – AND TO ACKNOWLEDGE THAT PERSON FOR THE IDEA. HOWEVER IT IS ALSO IMPORTANT TO REFERENCE AN IDEA IN ORDER TO SHOW ANOTHER PERSON HOW TO FIND THAT IDEA SHOULD S/HE WANT TO SEEK READ MORE OF IT. IN ACADEMIC WRITING, IN ORDER TO FURTHER YOUR OWN THINKING, IT IS USUAL TO FOLLOW UP REFERENCES THAT SOMEONE ELSE HAS GIVEN IN THEIR REFERENCE LIST. SEEKING AND FINDING INFORMATION BECOMES A KIND OF TRAIL. SO A SECOND REASON FOR REFERENCING IS TO ENABLE OTHERS TO FIND THE IDEAS FOR THEMSELVES IN ORDER TO SEEK MORE INFORMATION. THE THIRD REASON FOR REFERENCING IS SO THAT ANYONE READING YOUR WORK (SUCH AS A TUTOR) CAN SEE HOW YOUR THINKING HAS BEEN DEVELOPED. WHEN YOU DO ACADEMIC WRITING YOU WORK WITH YOUR OWN IDEAS AND THOSE OF OTHERS IN ORDER TO RESPOND TO THE TASK SET. IT IS NOT USUALLY JUST A MATTER OF ‘WRITE AS MUCH AS YOU CAN ABOUT†¦(SOMETHING)’ IN HIGHER EDUCATION, BUT THE QUESTION OR TASK WILL REQUIRE YOU TO ‘MANIPULATE’ WHAT YOU KNOW – TO EXPLAIN, TO COMPARE OR COMPARE AND CONTRAST AND SO ON. WHEN YOU USE THE IDEAS OF OTHERS, IT IS IMPORTANT FOR YOUR TUTOR TO BE ABLE TO SEE HOW MUCH YOU HAVE READ, WHAT YOU HAVE READ AND HOW YOU HAVE USED AND MANIPULATED THE IDEAS IN ORDER TO MEET THE TASK SET IN THE ASSIGNMENT. LOOKING AT A REFERENCE LIST FOR THIS PURPOSE IS A FORM OF EVALUATION 11 YOU MAY THINK THAT SUCH EVALUATION ONLY HAPPENS WHEN YOU ARE A STUDENT. THIS IS NOT THE CASE. ACADEMIC AND RESEARCH WRITING IN JOURNALS AND BOOKS IS ALSO SUBJECTED TO EVALUATION – THIS TIME BY PEERS. SUCH RESEARCH WRITING USUALLY DEVELOPS NEW KNOWLEDGE. ONE OF THE WAYS IN WHICH THIS NEW KNOWLEDGE CAN BE. JUDGED BY THOSE WHO MIGHT USE IT, IS BY LOOKING AT THE LIST OF REFERENCES TO SEE WHAT KIND OF IDEAS HAVE FORMED THE BASIS TO THE NEW KNOWLEDGE. SOMETIMES THIS ‘BASIS’ IS IN THE FORM OF WHAT WE WOULD CALL ‘EVIDENCE’. MANY ACADEMICS WILL TURN TO THE REFERENCE LIST AS SOON AS THEY ARE GIVEN SOMETHING TO READ – IN ORDER TO SEE WHAT WORK THIS IS BASED ON. What do you not have to reference? NOT ALL IDEAS ARE CONSIDERED TO BELONG TO OTHERS. MOST OF WHAT WE KNOW IS ‘COMMON KNOWLEDGE’. THIS IS KNOWLEDGE THAT IS IN ‘EVERYDAY’ USE, OR IS IN THE COMMON DOMAIN OR IT IS KNOWLEDGE ABOUT WHICH WE COULD SAY THAT MOST PEOPLE. AGREE. IT IS THE SORT OF KNOWLEDGE THAT IS FOUND IN REFERENCE BOOKS IN ENCYCLOPEDIAS OR DICTIONARIES. WE DO NOT NEED TO REFERENCE COMMON KNOWLEDGE, THOUGH USUALLY, IF YOU DO TAKE A DEFINITION FROM A DICTIONARY, YOU WILL CITE ITS SOURCE SO THAT OTHERS CAN FIND IT. WE DO NOT NEED TO REFERENCE IDEAS THAT ARE GENUINELY OUR OWN EITHER. IF THE IDEA IS ONE GENERATED BY YOU, BUT THAT YOU HAVE DESCRIBED IN YOUR OWN WORK ELSEWHERE, THEN IT IS GOOD PRACTICE TO REFERENCE IT TO THE FIRST OCCASION ON WHICH IT HAS BEEN USED (IE TO YOUR OWN NAME). THIS MAY BE MAINLY SO THAT OTHERS CAN FIND IT FOR INFORMATION PURPOSES. THE RULES ABOUT CITATION OF LECTURE AND HANDOUT MATERIAL ARE MORE FUZZY – TECHNICALLY YOU SHOULD SAY WHERE YOU HEARD ABOUT AN IDEA AS MUCH AS WHERE YOU READ ABOUT IT. HOWEVER, SOMETIMES THAT WOULD GET RIDICULOUS. IMAGINE HOW YOU WOULD MANAGE A QUESTION IN AN EXAM THAT ASKS YOU TO DESCRIBE SOMETHING THAT HAS BEEN DESCRIBED IN THE LECTURE. IT COULD BECOME VERY DIFFICULT. YOU NEED TO ASK YOUR LECTURERS AND TUTORS WHAT PRACTICE TO FOLLOW HERE. THEY MAY FEEL THAT YOU DO NOT NEED TO CITE LECTURES, BUT THAT YOU SHOULD CITE HANDOUT MATERIAL – AND THEY MAY NOT ALL AGREE ON THE SAME RESPONSE. IN ALL OF THIS YOU MAY NOT ALWAYS BE SURE WHETHER OR NOT TO CITE. A RULE BY WHICH TO WORK IS – IF IN DOUBT, CITE! SO – TO SUMMARISE: THERE ARE AT LEAST THREE REASONS WHY WE REFERENCE MATERIAL – -TO DEMONSTRATE THAT WE HAVE USED ANOTHER’S IDEA; -TO SHOW ANOTHER WHERE TO FIND THE SOURCE OF THE IDEAS USED; -TO ALLOW ANOTHER TO EVALUATE THE QUALITY OF OUR REASONING. The skills that you need 12 IN TERMS OF SKILLS, YOU NEED TO BE ABLE TO: -DIFFERENTIATE MATERIAL THAT NEEDS CITATION FROM THAT THAT DOES NOT NEED CITATION; -USE IN-TEXT REFERENCING; -WRITE AN APPROPRIATE REFERENCE LIST AND UNDERSTAND THE DIFFERENCE. BETWEEN THIS AND A BIBLIOGRAPHY; -DEVELOP GOOD HABITS OF RECORD-KEEPING; -WORK APPROPRIATELY WITH QUOTATIONS; -MANAGE THE PRESENTATION OF OTHERS’ IDEAS IN WRITTEN WORK. (THE LIST IS MODIFIED FROM CARROLL, 2002) The ability to differentiate material that needs attribution from that that does not need attribution; YOU NEED TO KNOW AND TO BE ABLE TO DISTINGUISH BETWEEN WHAT DOES AND DOES NOT REQUIRE CITATION – THE FOLLOWING DO NOT NEED TO BE CITED: -COMMON KNOWLEDGE – WHICH WE HAVE DEFINED AS THAT IN EVERYDAY USE, IN THE COMMON DOMAIN; -FACTS THAT ARE GENERALLY AGREED, OR THAT ARE COMMON TO A VARIETY OF SOURCES; -PERSONAL IDEAS, SUGGESTIONS ETC. THE FOLLOWING NEED TO BE CITED: -DIRECT QUOTATIONS; -REFERENCES TO OTHERS’ IDEAS EXPRESSED ORALLY OR ON PAPER OR WEB-BASED MATERIALS ETC; -REFERENCES TO A REFERENCE ALREADY CITED BY ANOTHER IN A TEXT; -PARAPHRASES, PRECIS AND SUMMARIES OF OTHERS’ QUOTATIONS OR IDEAS; -OTHERS’ STATISTICS, FIGURES, CHARTS, TABLES, PICTURES GRAPHS ETC; -REFERENCES TO MATERIAL WITHIN AN EDITED TEXT. CLEARLY IT REQUIRES JUDGEMENT TO DECIDE WHAT DOES AND DOES NOT NEED TO BE CITED – AND IF IN DOUBT, CITE! Use of in-text referencing THIS IS A MATTER OF UNDERSTANDING HOW TO CITE IN TEXT AND HOW TO CONSTRUCT A  REFERENCE LIST. THERE ARE DIFFERENT CONVENTIONS, AND SOMETIMES THERE ARE VARIABLE INTERPRETATIONS OF THE CONVENTION ADOPTED. SOME USE REFERENCE LISTS AT THE END OF THE TEXT, SOME WORK WITH FOOTNOTES OR ENDNOTES THAT ARE LINKED FROM THE TEXT BY NUMBER OR LETTER. 13 E. G. (1) OR (A). IN THESE CASES, THE DETAILS OF NAME, DATE AND SOURCE ARE EITHER AT THE BOTTOM OF THE PAGE OR LISTED BY NUMBER OR LETTER SEQUENCE AT THE END OF THE ARTICLE OR BOOK. REFERENCES MAY BE MIXED WITH NOTES. HARVARD IS A VERY COMMON SYSTEM IN HIGHER EDUCATION INSTITUTIONS. E. G. †¦IN THE HARVARD SYSTEM THE NAME AND DATE IS PUT IN THE TEXT (E. G.DIPPIDY, 1999) AND IN THE REFERENCE LIST AT THE END OF THE ARTICLE OR THE BOOK, THE REFERENCES ARE LISTED ALPHABETICALLY WITH THE FURTHER DETAILS OF SOURCE. DIFFERENT DISCIPLINES TEND TO ADOPT DIFFERENT CONVENTIONS, AND ACADEMIC JOURNALS AND PUBLISHERS OFTEN DIFFER IN THE CONVENTIONS ADOPTED, SO YOU WILL COME ACROSS DIFFERENT STYLES IN YOUR READING. USUALLY IN UNDERGRADUATE STUDIES, YOU WILL BE TOLD TO WORK TO A PARTICULAR CONVENTION BUT YOU MAY NEED TO LEARN TO BE MORE FLEXIBLE. IT IS NOT WORTH REBELLING IN THIS MATTER. THERE ARE USUALLY HANDOUTS OR BOOKLETS THAT PROVIDE ILLUSTRATION OF THIS. IF YOU DO NOT KNOW WHAT SYSTEM OF REFERENCING TO  USE, ASK. MAKE SURE THAT WITHIN THE SYSTEM YOU USE, YOU KNOW HOW TO DEAL WITH THE FOLLOWING: QUOTATIONS (SEE BELOW ALSO); DIRECT REFERENCES TO WRITTEN AND SPOKEN WORD; REFERENCES CITED WITHIN ANOTHER TEXT – TO WHICH YOU WANT TO REFER; PARAPHRASES OR SUMMARIES OF OTHERS’ IDEAS; THE CITATION OF STATISTICS AND FIGURATIVE MATERIAL; REFERENCES WITHIN EDITED TEXTS, WEB-BASED MATERIALS, CD-ROMS. THERE MAY BE OTHER SOURCES THAT YOU WANT TO CITE. YOU DO NOT NEED TO KNOW ALL THIS ‘BY HEART’, BUT HAVE ACCESS TO A GOOD GUIDE TO REFERENCING AS YOU WORK AND MAKE SURE THAT IT USES THE APPROPRIATE STYLE. IF YOUR FEEL THAT YOUR GUIDE-BOOK IS  NOT HELPFUL, LOOK AT STUDY SKILLS BOOKS OR LOOK ON THE WEB FOR THE SYSTEM YOU NEED. THE AMERICAN UNIVERSITIES OFTEN HAVE USEFUL MATERIAL The layout of a reference list and its distinction from a bibliography A REFERENCE LIST IS A LIST OF THE REFERENCES TO WHICH YOU HAVE REFERRED IN YOUR TEXT. A BIBLIOGRAPHY IS A REFERENCE LIST TO WHICH IS ADDED ANY EXTRA MATERIAL THAT MIGHT PROVIDE GENERAL OR FURTHER INFORMATION ABOUT THE TOPIC. IN ACADEMIC WORK, MOSTLY IT WILL BE REFERENCE LISTS WITH WHICH YOU WORK.

Smoking Should Be Outlawed and Tobacco Profit Applied to Medical Resear

Smoking Should Be Outlawed and Tobacco Profit Applied to Medical Research "Scientists know what makes tobacco so deadly. It's the more than 4,000 different chemicals that cigarettes contain. And the more than 400 different poisons that scientists have found in cigarette smoke" (LeTourneau). Does that statement appeal to you? Funny how the public hears this phrase and knows what tobacco is made from, yet they still smoke knowing that tobacco kills more than 440,000 people a year in America alone. "That's more people than die from AIDS, alcohol, car accidents, fires, illegal drugs, murders, and suicides all added together"(LeTourneau). Tobacco is made from all kind of harmful things. Things that give little children asthma, give adults emphysema, cancer of the lungs, throat, mouth, tongue, and can cause many other awful occurrences with people's health. I believe that tobacco should be taken off the market completely. I believe that tobacco companies should not have to pay for rehabilitation for those people who are addicted to tobacco because it is t heir own choice. Inste...

How Science Changed Our Life Essay

The development of science started many centuries ago when our ancestors were exploring the world and inventing things that make our life easier nowadays. We may not even realize it; however, all that surrounds us today, all the technologies, all the goods we possess, medicine and other spheres of our life are influenced by the development of science. Imagine, what the life would be if there were to technological development, transport, internet, telephones, etc. We would just be unable to exist. However, exists another side of a medal. Not all consequences of the science development are positive. There may examples proving that the scientific advancements may have a negative impact on people lives and cause may outcomes, which pose problems. There are even very serious problems, with which we are not able to cope, unfortunately. For instance, talking about the positive side of a question, the discovery of fire and invention of the wheel have crucially changed the life of humanity and made it much more comfortable.   In the course of new technological advances were appearing, enabling people to receive cures, assistance in everyday life, etc. Take for example our medicine. In a few decades, scientists have elaborated cures for eradicating the diseases, which were considered fatal. Thanks to the prolific work of chemists and biologists, we now can fight almost all the serious and less serious illnesses. It one of the examples illustrating the positive impact of scientific development that we have faced in recent years. Talking about the negative impacts, caused by the advance in science and technology, it impossible to overlook such issue as pollution and to destroy the ecosystem. Factories pollute the air and drop the chemicals into the water and atmosphere. This dangerous issue needs an urgent solution. Due to this fact, we face a variety of problems. Our ecosystem is suffering from the negative influence of toxic fluids. The environment needs to be saved. Many animal species are endangered and face total extinction. The ozone layer is being destroyed. The ice sheets are melting and causing cataclysms. All these factors illustrate how the humanity becomes a prisoner of its achievements and developments. If we continue in this direction, our future generations will not have a chance to live at all. Development is a positive dynamic traced in the existence of certain phenomena or object. However, not always these changes have positive consequences. Sometimes the thing or achievement in any branch of science, which was supposed to bring welfare to the humanity turns into a disastrous factor. Among the adverse changes cause by science development, it is impossible to overlook. It concerns various branches of science including medicine, technology, and environmental sciences. Illustrating each of them is important. Taking into consideration the sphere of medicine, its positive dynamic in some aspects lead to problems, which we cannot fights even nowadays. Among these negative influences, it is necessary to single out the consequences caused by the usage of drugs. How science has changed our lives, particularly medicine, it is possible to illustrate on this example. The favorable impact of drugs was discovered many years ago. It helped to eliminate pain and bring relief to patients suffering from fatal diseases. Moreover, it helps to relax people who have the Parkinson disease. However, every rose has its thorns. People started using drugs as a way to get a rush. It quickly becomes a serious issue, as people get addicted to narcotics. Now it is tough to fight this problem and find a solution. This advancement in medicine has turned into a disaster. This narcotics issue is a bright example illustrative the negative side of science development. It is possible to illustrate the negative impact of the development of technique on the example of internet invention. On the one hand, the development of the internet was a breakthrough in a sphere of information exchange. Primarily, the most primitive version of the web allowed the soldiers to pass the signals, containing info, in times of war. As it proved to be the quickest and the most reliable way of information interchange, after the end of the war, people started to modernize and develop it.   Science changed our lives a lot, and now, we cannot imagine our modern life without the global net. It enables us to everything starting from the chatting, ending with doing shopping and seeing in the live view people, who are in the other parts of the world. However, exists another side of a medal. Science technology changed our lives dramatically, and we have become addicted to the social networks. Undoubtedly, science has caused the range of changes in the life of humanity. Not all of them are positive, and not all of them are negative. However, it is impossible to introduce changes to a specific sphere of life without influencing the other ones. We have to realize the fact that nothing is ideal, and we can control everything. Changes are unavoidable. Where a good there is is also always a bad. It is an unchangeable law of our world. The critical thing to realize is that we are to start looking for the golden middle. We can no longer ignore all the changes caused by the development of science and technology. There are some life aspects, which need the attention of the humanity. Here it goes about the environmental issues and questions connected with the human lives. We are to be responsible for what we do! We have to be able to solve the problems, which we have caused by ourselves! Our task is to do something until it is not late!