Plagiarism in Higher Education free essay sample

Dont miss your chance to earn better grades and be a better writer! It may be argued that although politicians do not necessarily write the words themselves, they endorse the words they use. But what if the words themselves are not original? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Devil Patrick, the Massachusetts Governor. Obama admitted he should have acknowledged his source: Education, Business and Society: Contemporary Middle Eastern Issues Volvo. No. 3, 201 0 up. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/1753798101 1070082 was on the stump. [Devil] had suggested that we use these lines and I thought they were good lines ] Im sure I should have didnt this time 1 really dont think this is too big of a deal (Obama cited in Whitefishes, 2008). Published by kind permission of HCI Press. Plagiarism has been defined as the unacknowledged use of someone elses work ] and passing it off as if it were ones own (Park, 2004, p. We will write a custom essay sample on Plagiarism in Higher Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 92) and it is interesting to speculate whether such an excuse would be accepted from a detent by an educational institutions plagiarism committee. Accusations of plagiarism in politics have been made before, Of course, though the outcomes were often different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1 987, another presidential hopeful was forced to abandon his ambitions for high office largely because he had plagiarisms a speech by the British politician Neil Chinook and because of a serious plagiarism incident in his law school years (Sabot, 1998). Ironically, the candidate was none other than Joe Bidden, the man chosen by Obama to e his Vice President In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught cheating or plagiarism can be subject to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (AJAX) can include permanent exclusion from all tertiary education (see for example, Higher Colleges of Technology (HCI), 2008). One question of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less experience and knowledge and who do not use English as their first language, should be held to higher standards of responsibility in communication than those in the highest political offices? Yet, if we make allowances for students who are still learning to orientate themselves in academic discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon. Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the retreat works of their predecessors (Lacked and Tangelo-Long, 2004, p. 37). All the way through the eighteenth and early nineteenth centuries, the study Of rhetoric rather than written language was often the norm, with students required to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41). Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association marked a sire to standardize academic writing and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on nearly universal access to the Internet (Cannon and Neumann, 2002, p. 374). Park (2004, p. 293) refers to the ease of copying I] in a digital world of computers, word processing, electronic sources and the Internet. However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading free films, sharing music and modifying and emailing all kinds of material taken from the web. They have developed highly skilled ways of conducting non-academic research using services such as search engines, social networking sites, bedposts, IRS feeds, discussion boards, etc. With Dealing with plagiarism 167 EBBS 168 hyperlinks allowing them to jump from site to site as though the internet were a single-unified source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as will. I. Am can pick up and rework virtually the entire content of a political speech, and turn it into the award winning song and music video Yes we can, apparently without Beams knowledge or consent ((The) BBC News, 2008). They are not surprised when this video is then embedded in countless websites, with the lyrics of the song posted on music sites without any attribution of the original resource (see for example, Lyricists, n. D). This intellectuality is a perfect example of the postmodern, self-cannibalizing popular culture (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use. Indeed, one study of 2,600 tertiary-level students in the AJAX found that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of AAU students are similar to those of other students around the world Crouched, 2009). Some theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name (Colons, 1995, p. 1). The multiple contributors to Wisped pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes fair use is changing quickly. This is exemplified by the open source movement where material can e downloaded, modified, and shared with minimal and strictly controlled authors rights (See for example, Open Source Initiative, n. D). As Blue (2009) notes, the rules about intellectual property are in flux. Where does this leave educators? Has plagiarism become an irrelevant concept, too outdated in its definition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnnys (2007) argument that in the digital age, writing an Original essay outside Of class for assessment purposes is no longer viable in its current form because f the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to reflect the modern workplace? As Joy moons argues: My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at al, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks. Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic fields of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or Winning hearts and minds in war on plagiarism (Chicks, 2008). In education, plagiarism is seen as a transgression against our common intellectual values, carrying justifiably bad consequences for those guilty of the practice (Sherman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism circumvents the learning process (Spencer, 2004, p. 16). The process Of analyzing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Sherman (2003) notes: [.. .1 ownership over the words you use . Is really at the heart of the learning process. You can read a dozen books about the cold war, but if you cant explain what you have learned to someone else in your own words, no real learning has taken place [.. And you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. 69 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases teachers are not concerned about literary theft, but that their students are kissing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore denying them the opportunit y to learn lessons, improve their study skills, and improve their knowledge and understanding (Lancaster University, 2009, p. ). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one. Students need to learn the importance of academic integrity and understand that it is not just a hoop to e jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors influencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all influence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational conditioning cultural background, motivation, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Rig, 1997). If the tertiary experience is vastly different to students previous educational experience, the motivation for plagiarism again increases. In the AJAX, it is likely, for example, that the students primary and secondary schooling was characterized by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between dents and their Often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be difficult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity. If plagiarism is not defined or academic processes made explicit, then such students will find it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitably 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework Or assignments they Were given were too hard, poorly scaffold, or based on unreasonable expectations of heir abilities (Naiads, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role. For example, unclear and uncommunicative institutional policies with vague definitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. 2002). Some aspects of an organization may unwittingly encourage plagiarism. For example, in contrast to schools, tertiary education institutions in the I-JAW do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades ( Crouched, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers. One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldom, even though the evidence suggested they must eve received plagiarisms work (McCabe, 1993 cited in Schneider, 1999). There are many reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Aura and Kruger, 2001 They may also be wary of making false accusations which potentially undermine their own professional status. Some teachers object to taking on the role of detective or enforcer as it undermines the mentor- student relationship (Schneider, 1 999; Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have sufficiently developed skills to detect plagiarism. Holland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as Are these your own words? ) which can lead to miscommunication with the student about what is acceptable. With so many factors at play, the responsibilities of teachers must be clearly codified if any institutional initiative is to have any success. Plagiarism and SOL/FEEL English for speakers of other languages (SOL) and English as a foreign language (FEEL) contexts may be more pr one to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Holland, 2001; Lie, 2005). Moreover, the cultural conditioning of English as a second language (SSL) and FEEL students has been cited as another contributing factor. Modern (1 995 cited in Lacked and Tangelo-Long. 2004, p. 38) suggests that some societies, including those in the Middle East, value memorization and imitation as the mark of an educated person which may mean that plagiarism is viewed as being less significant. Lie (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that it is based on incorrect information and is presented often via unwarranted jumps in reasoning and conflation of separate issues. More pertinently, perhaps, she goes on to argue that: C.. Even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that SOL students plagiarism. There are many other factors that may motivate SOL students from many Al backgrounds to plagiarism, including a lack of adequate proficiency, lack o f task specific writing skills, and of course, the urge to cheat (p. 239). SOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their first language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by SOL students is also far more likely to be detected because of more prominent differences in engage level and tone between copied and original work. Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. . Using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts Of a text without citing the source, to submitting work from an online paper mill (Rig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental? , the a mount of material that has been plagiarisms, the inclusion of the source in the list of references, the degree to which the plagiarisms material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the first, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the appearance of plagiarisms material is not always a deliberate attempt to cheat. For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Rig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least five words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a deficit in appropriate skills and not intentional academic dishonesty. Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a crime ? the breaking of a rule that has inevitable consequences (Blue, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency. When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who attach their classmates fate from the sidelines. Academic endeavourer must take place within an institutional culture that routinely recognizes and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above. This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 Park (2004, p. 294) describes such an institutional framework for dealing with legalism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature: The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviors. 72 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codification of stakeholder responsibilities, procedures, and penalties. In order for such a framework to e implemented effectively, Park (2004, p. 296) noted that all stakeholders within the institution must understand and appreciate why the fra mework is necessary and how it protects their own interests. A case study Park (2004, up. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework. These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the ALGAE and allow us to examine the viability and efficacy of such a framework for the local context. The Education Department at ABA Dhabi Womens College (ADDS) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the rules of using these appropriately are disseminated, understood, and followed at all times by all of our students. To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCI, Of which ADDS is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences. Consequences of infringements of these rules are outlined in official policies, Student Handbooks (see for example, HCI, 2008), contracts signed by students at the enhancement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the students academic career at HCI. From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks one that is distributed to all education students and the other, more comprehensive and specific, that is used by all education faculty. This shared written documentation enables best practice in assessment to be disseminated and allowed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks reflect the developmental curricular approach of the division as a whole, and so specify the type, nature, and expectations for assessments at each level to scaffold the students ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimizes the students need to seek help through illegitimate means. These handbooks are the basis of communication within the ADDS Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general difficulties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful. The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions o students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate. Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turning, was originally adopted by the department as both a defense against plagiarism and a tool to help students protect themselves against accidental legalism. This proved to be very effective, but unfortunately access to this subsequently became unavailable.

Basic Model of the Atom - Atomic Theory

Basic Model of the Atom - Atomic Theory All matter consists of particles called atoms. Atoms bond to each other to form elements, which contain only one kind of atom. Atoms of different elements form compounds, molecules, and objects. Key Takeaways: Model of the Atom An atom is a building block of matter that cannot be broken apart using any chemical means. Nuclear reactions can alter atoms.The three parts of the atom are protons (positively charged), neutrons (neutral charge), and electrons (negatively charged).Protons and neutrons form the atomic nucleus. Electrons are attracted to the protons in the nucleus, but are moving so quickly they fall toward it (orbit) rather than stick to protons.The identity of an atom is determined by its number of protons. This is also called its atomic number. Parts of an Atom Atoms consist of three parts: Protons: Protons are the basis of atoms. While an atom can gain or lose neutrons and electrons, its identity is tied to the number of protons. The symbol for proton number is the capital letter Z.Neutrons: The number of neutrons in an atom is indicated by the letter N. The atomic mass of an atom is the sum of its protons and neutrons or Z N. The strong nuclear force binds protons and neutrons together to form the nucleus of an atom.Electrons: Electrons are much smaller than protons or neutrons and orbit around them. What You Need to Know About Atoms This is a list of the basic characteristics of atoms: Atoms cannot be divided using chemicals. They do consist of parts, which include protons, neutrons, and electrons, but an atom is a basic chemical building block of matter. Nuclear reactions, such as radioactive decay and fission, can break apart atoms.Each electron has a negative electrical charge.Each proton has a positive electrical charge. The charge of a proton and an electron are equal in magnitude, yet opposite in sign. Electrons and protons are electrically attracted to each other.  Like charges (protons and protons, electrons and electrons) repel each other.Each neutron is electrically neutral. In other words, neutrons do not have a charge and are not electrically attracted to either electrons or protons.Protons and neutrons are about the same size as each other and are much larger than electrons. The mass of a proton is essentially the same as that of a neutron. The mass of a proton is 1840 times greater than the mass of an electron.The nucleus of an atom contains protons and neutrons. The nucleus carries a positive electrical charge. Electrons move around outside the nucleus. Electrons are organized into shells, which is a region where an electron is most likely found. Simple models show electrons orbiting the nuclear in a near-circular orbit, like planets orbiting a star, but real behavior is much more complex. Some electron shells resemble spheres, but others look more like dumb bells or other shapes. Technically, an electron can be found anywhere within the atom, but spends most of its time in the region described by an orbital. Electrons can also move between orbitals.Atoms are very small. The average size of an atom is about 100 picometers or one ten-billionth of a meter.Almost all of the mass of an atom is in its nucleus; almost all of the volume of an atom is occupied by electrons.The number of protons (also known as its atomic number) determines the element. Varying the number of neutrons results in isotopes. Varying the number of electrons results in ions. Isotopes and ions of an atom with a constant num ber of protons are all variations of a single element. The particles within an atom are bound together by powerful forces. In general, electrons are easier to add or remove from an atom than a proton or neutron. Chemical reactions largely involve atoms or groups of atoms and the interactions between their electrons. Does the atomic theory make sense to you? If so, heres a quiz you can take to test your understanding of the concepts. Sources Dalton, John (1803). On the Absorption of Gases by Water and Other Liquids, in Memoirs of the Literary and Philosophical Society of Manchester.Thomson, J. J. (August 1901). On bodies smaller than atoms. The Popular Science Monthly. pp. 323–335.Pullman, Bernard (1998). The Atom in the History of Human Thought. Oxford, England: Oxford University Press. pp. 31–33. ISBN 978-0-19-515040-7.

Visitor Attraction Management Essay Example | Topics and Well Written Essays - 3000 words

Visitor Attraction Management - Essay Example Visitor attraction is a market that is an increasingly emergent market. It is established that only proper management can sustain these sites in the long run. Every aspect of the attraction i.e. finances, public relations, human resource, impact management etc need to be carefully considered to ensure that the business stays afloat. It is imperative that the site leaves a lasting impression on the visitors (McBoyle 2008). Examples are natural areas, theme parks, museums, animal orphanages, heritage centers etc. Effective management can never be underrated as it inspires visitors and thus generates revenue for the locality. It helps a visitor attraction site compete favorably (Leask 2009). It looks at factors such as the kind of attraction, skills employed, resources available, environment that is competitive enough and the stakeholder base. It is important that a visitor attraction site be well planned. It should stand out from the rest, be properly designed and be unique. This will make it superior to its competitors (Mitchell 2001). This paper will focus on theme parks and specifically, Thorpe Park. It will discuss its management in light of three subtitles; marketing, human resources and visitor experience and quality. This paper aspires to elicit the managerial challenges faced by the named park and highlight how to deal with them. Introduction Thorpe Park is a theme park located in Chertsey, Surrey in the United Kingdom established in 1979. It is managed by Merlin Entertainment, to whom it was let out. It occupies about five hundred acres of land. It enjoys visitations as statistics show that it had approximately 2million visitors in the year 2011. It is a tourist attraction site that provides fan activities for its visitors. It is well known for its ecstatic activities. It has close proximity to London (Yugimotou 2012). Marketing In simple terms it means offering the correct group of people the right product or service in the correct destination, having t he proper cost in mind and getting to them via the right channel of promotion. The aims of researchers going into it are majorly to increase its acceptability, enhance its yearly proceeds and improve clients’ approval (Swarbrooke 1999). Challenges and evidence A study was conducted of Thorpe Park’s marketing strategies adopted. Both primary and secondary data were studied and the following insights were deduced: They have a very effaceable broadcast media outreach. They use the television to publicize themselves. Without a doubt, this reaches a good number of people. Furthermore, they also use print media to promote themselves. They provide flyers and brochures to those who visit. This is a good way of reminding the visitors to go back again. It is also a means of advertising themselves to those who have never been there before (http://www.paperdue.com/details/A). It was ear-marked that their performance online is quite impressive. They have also developed certain stra tegies such as promotional like price cuts, have good eateries etc. However, it is important to note that Thorpe Park is not doing well in terms of publicity especially in the sector of billboards and posters use. In addition, another challenge is its neighboring competitor, Legoland. This is an amusement park located just under half an hour drive from Thorpe Park. It is noted that it could pose a very significant danger to the growth and development of Thorpe Park

Ethical Conduct in Scientific Research Paper Example | Topics and Well Written Essays - 500 words

Ethical Conduct in Scientific - Research Paper Example Suffering from latent syphilis meant that they had the infection but they showed no sign of the disease until late stages. For about 40 years, the poor men were never told that they were suffering from the disease and were never treated. Instead, they were only told that they had â€Å"bad blood† and were not given penicillin even though it was the standard cure for the disease that was available in 1947. The aim of the study was to find out whether syphilis affected the black men in a different way from the way it affected the white men (Katz & Warren, 2011). For participating in the study, men were given free ride to and from the Tuskegee clinic in Alabama. In addition, they were given hot meals and free treatment for minor ailments. For instance, they were given only aspirin and mineral supplements to cure minor ailments so that the treatment procedure could not interfere with their study. Much worse, even the 250 men from the Second World War drafted from the war to volunteer in the study, arrangements were made to make sure they remained part of the study. When the study ended in 1972, there was a public outcry and only 74 men of the original participants stayed alive. Other negative outcomes involved 28 men who died from syphilis and related complications, while 40 wives were infected with the disease and 19 children suffered from congenital syphilis. Survivors of the study received financial compensation from the United States and President Bill Clinton was forced to declare on behalf of the state that US had done a shameful thing (Katz & Warren, 2011). United States demonstrated heinous acts in the study that were considered to be morally wrong. It was unethical for the Tuskegee clinicians to conduct the study without the consent of the patients, according to the World Health Organizations Declaration of Helsinki of 1964. Clinical centers must conform to the ethical conducts stipulated by the legal structures. However, in Tuskegee case, they

Capital Market Essay Example | Topics and Well Written Essays - 1500 words

Capital Market - Essay Example Govt. Raises funds for different tenors. These include both long term, as well as, short term papers. The terms, used for short term and long term papers, are different depends upon the definition of the maturity of the paper. On the basis of international standards, the short term paper ranges from 3month, 6months and 12 months maturities. On the other hand, long term paper is referred to as those securities which are issued for a time period more than one year. The short term papers, which are issued by the government, are called Treasury Securities. Similarly, the long term papers by the government are called Treasury Bonds. In the middle of government issued and Private Securities, there are some other securities, which are partially backed by Govt. and private owners. Such kinds of securities are referred to as the Semi Govt. securities. Australian economy is considered as one of the most developed economies of the world. The financial markets are strong. The current inflation rate is around 1.2 %, which is relatively very low as compared to developing markets. The Reserve Bank of Australia is mainly responsible for issuing and purchasing Govt. based long term paper. The Reserve Bank of Australia is the central bank of Australia. The government of Australia raises funds by issuing the Securities named as treasury bonds. The main features of Treasury bonds are as follows Step 1: The reserve bank of Australia offers the primary dealer, which are normally the big banks of the country, to buy the treasury bonds through auctions (Armantier, 2006). The schedule of the auctions is normally published on Reuters and Bloomberg. Pass Through: It refers to the demands of corporate clients in which they can enter into auction via primary dealers based with pre-defined rates. It means if the cut off rate lies in the predefined rate then the bid will be exercise otherwise it will be wasted. Non-Competitive Biddings: The Corporate Clients and

Leadership styles in youth work

Leadership styles in youth work Team members Questionnaires Analysis Q1: Who makes the decisions in your team? It can be seen that the maximum support goes with the team leader making decisions with the help of his teammates. This shows that the team leaders use the participative form of leadership which is a part of the democratic style. This ensures effective decision-making. (Leadership Styles: Democratic Leadership Style, 2008) Q2: Are team members punished if they dont achieve the set goals? The answer to this question shows that most agree with the fact that the team members are punished some times. So, this means that the team leader does give warnings and a chance to improve as well before coming to any conclusion. As next majority is with never punishment, the team leader seems to be lenient. Q3: Are team members rewarded when they achieve goals set for them? About 50% of the population says that the leader awards for good work. This indicates that the degree of motivation amongst the employees is really high and the competition to excel is also which is highly essential in the success of any firm. It also builds up the morale. Q4: Are team members allowed to be involved in setting goals and are rewarded for achieving those goals? The majority goes with the fact that team members are never allowed to set their own goals. This means that the goal of the organization is definite and the team leader expects the members to follow them with complete zest. Though he rewards for good performance but not in case of own ways. Q5: Are team members allowed to be rewarded for setting their own goals and achieving them? Many employees feel that there are situations when team members are rewarded for even setting goals. This shows that during situations of dilemma, it can happen. But still maximum feel that this never happens. Hence, one can see that leader only consults team members, but final decision is his. Q6: Does your team leader involve you in decision making about various strategies to be implemented in the company? This question again proves the same fact that the team leader involves the members in taking decisions. This means that he does believe in the members in giving suitable suggestions to his targeted goal. The second majority is with sometimes, which means that as per as the effectiveness of the suggestion, this participation is allowed. Q7: Does your team leader encourage you to do something innovative in the company? Most of the employees are with the fact that innovation is mostly preferred. This shows that the leader goes as per as the situation of the industry. In this dynamic environment, one must give chance to innovate. Hence, this again is an indication of the use of democratic, participatory style of leadership. (Leadership styles in youth work, 2010) Q8: Does your team leader share important information which helps in making decisions for the project? Here, maximum feel that most of the times, the team leader shares important information. This indicates that the team leader gives enough chances for the leaders to come up with their suggestions. It not only is good for the company but also adds up to boosting the morale of the employees to a larger degree. Q9: While implementing various strategies, employees are free to make suggestions. The answer shows that even in the case of making strategies, the employee are allowed to give suggestions. This indicates a cordial relationship that exists between the leader and the employees. It also makes it less prone for the team leader to take wrong decision. Q10: Are you satisfied with the way decisions are made by your leader? There are about 70% of the employees who are sometimes satisfied and 25% who ate satisfied all the time. This indicates that there are a few experienced members in the team whose suggestions are kept prominent and the others are given equal chances to develop that maturity in the future. Q11: Are you satisfied with the leadership qualities that team leaders have at Dnata? About 45% are always satisfied with the leadership qualities and 50% at times. This is a very high percentage indicating the proficiency of the team leader to a large extent. Hence, overall, the team members seem to be satisfied with the way the team leader has been doing his work with respect to the members. Team Leaders Questionnaires Analysis Q1: Who makes the decisions in your team? The team leaders feel that they are lenient enough as half of them allow the employees to take the decisions themselves and the other half allows their participation in the decision-making process. This indicates both democratic and Laissez-Faire approach of leadership. (Leadership Styles, 2008) Q2: Do you punish team members if they dont achieve the goals set? Most of the team members show their strictness towards non-fulfillment of the organization goals. This is because 50% feel that they always punish members for the same. There is an equal proportion of non-punishment and punishment sometimes. So, by and large the leaders are strict in their means. Q3: Do you give rewards to team members when they achieve goals set for them? As far as rewards are concerned, half the population is inclined towards giving the same. This shows that the proclivity for a better performance exists in the leaders. They feel that by giving rewards, the motivation of the employees would go high and they would give better consequences for the team in the future. Q4: Do you allow team members to be involved in setting goals and reward them for achieving those goals? Here again, 50% of the team leaders allow their team members to be involved in setting goals and also rewarding on achievement. This is contradictory to what the employees feel. This means that the leaders do give an option but it is the experience of the members that lacks where their suggestions dont seem appropriate. Q5: Do you allow team members to be rewarded for setting their own goals and achieving them? Here again, 50% of the team leaders sometimes even reward the employees for setting their goals. This shows that as and when they feel that it is worth appreciating, they do so and when they feel it is not they dont. So, the leaders seem to give opportunities to the members. Q6: Do you encourage your team to participate when decision making is required in the company at various levels in order to help them in implementing the ideas? 50% the leaders allow this always and 50% allow this sometimes. This means that half of them are confident about their team members totally and the other half go according to situations. When they feel that the situation is right, they allow this participation. Q7: Do you always eager to do something new in the organization which means that you always encourage your employees towards thinking something new and innovative? Here 75% of the leaders always have a view of allowing the members to think innovative. Once again, we can see that they do this as per as the dynamic nature of the society where innovation is the major tool to success. This is in accordance with what the employees feel. Hence, the importance of innovation is certainly not doubtful amongst the leaders. Q8: Do you always explain intricacies and various aspects of tasks to the team members that are to be done in the project which is given to their team in order to make them aware about what exactly the present scenario is and what needs to be done in future? About 75% of the leaders agree with the fact totally. This shows that they are extremely helpful to the team members in doing their jobs; this doesnt only prevent failures but also helps the employees to add on to their capabilities. This is a booster for the employees in the organization. Discussion and Recommendation The above analysis of the questionnaire distributed amongst the team members and the team leaders at Dnata indicates that the organizations have leaders who solely follow the democratic styles of leadership. Some of the leaders are participatory and there are even more who allow the Laissez Faire approach where the employees themselves take the decisions. This concludes two facts. The first of these is that there is an abundance of leaders who have faith in the employees and the other thing is that the leaders move according to the dynamic style of the environment where every suggestion of the employees matters to a large extent. (Democratic Leadership, 2007) Improvement The following are the improvement ideas in the company, Dnata: The leaders allow participation of the employees but at the same time they should also have a control mechanism where they check the fact the members do not take advantage of the situation by cheating the team. As per as the last question asked to the leaders, they assist the members in every intricacy of the company. This is not recommended at all times as the members might not be able to develop a self-learning capacity which can be extremely harmful for the team. This can even be dangerous during adverse situations. Finally, even for those leaders who havent established a cordial relation with the employees, should begin doing so it can be effective for better communications.

Essay --

I am applying to Stanford University for admission to the Ph.D. program in Computer Science. My research interests lie in the field of Computational Biology (CB). More specifically, I am interested in employing probabilistic and statistical methods to analyze genomic data more efficiently and accurately. As a statement of purpose of my graduate study, I describe here my academic background, research interests and future career plan. When I began my undergraduate career, I had the opportunity to be exposed to the full range of science courses. I rapidly became fascinated by the beauty of biological sciences and recognized the important role that computing and quantitative methods play in life sciences research. Dr. Dawkins once remarked, ``If you want to understand life, don't think about vibrant, throbbing gels and oozes, think about information technology." I could not agree more that computing (rather than mere experimentation) is the future of life sciences, and the sole idea of blending life sciences and computing in scientific research excites me. I was first officially introduced to the field of CB in my freshman summer, when I worked as a research assistant in the Center for Genomic Sciences, University of Hong Kong (HKU). During this project, I evaluated the performance of the Genome-wide Complex Trait Analysis software, conducting simulation studies based on a thorough literature review. I have gradually cultivated my persistence and self-study ability which I believe is crucial for becoming a researcher. In my second year, I went on exchange in UC Berkeley and audited the graduate course for Statistical Genomics there. Among the 20 or so students taking or auditing the course, I was the sole undergraduate. The course ... ...rful and friendly on this beautiful campus. Everybody here is living in Mr. and Mrs. Stanford's love for their son, and love makes everyday a perfect day. Perhaps this additional reason is not proper in a statement of purpose, but I strongly desire to continue my studies in Stanford, not only because of your excellent faculty and strong interdisciplinary research, but also because I feel that I belong here and my character accords with Stanford's spirit of freedom and love. To me, every step is not a finish, but a new start. I believe that your Ph.D. program would provide an stimulating and challenging environment for me to realize my full potential, and I possess the perseverance, intelligence and motivation to thrive and contribute to your team. I am fully prepared for my next step at the doctoral level in Stanford, and I look forward to this brand new beginning.