Tag: Paper Writing

Regarding Marcus Garvey’s UNIA, it is most accurately described as: A mass grassroots Pan Africanist organization aimed at building political power on a level with the global white power structure, through first establishing an independent economic base for Blacks A black militant movement whose primary goal was mass repatriation turn of blacks to Africa as soon as possible; Liberia West Africa was to be its capital A mass, middle-class based organization aimed at acquiring political power; this would enable Blacks to secure an economic base independent of the White power structure A moderately sized but economically powerful Black separatist group limited to Harlem’s radical blacks; the UNIA guided and inspired the Black Harlemites by using parades, pageantry, and political alliances with the KKK

Directions: Use Chapter One ‘Mockingbird Players’ to answer the following questions.
1. What crisis was growing in Alabama and how did Bryan Stevenson and Eva Ansley want to fix this growing problem?
______________________________________________________
2. What has Bryan Stevenson learned to accept about clients upon their first meeting, why?
______________________________________________________
3. By the 1950s, what businesses began to grow in Alabama? How did Black people fare in these growing businesses?
______________________________________________________
4. So, when it came to Walter McMillian, who is a poorly educated Black man, according to the white people of Monroe County, what is the only explanation for Walter McMillian’s success?
______________________________________________________
5. In the case of Walter McMillian, what is one of the biggest issues people have with him and the beginning of his downfall? How does this downfall put him on the police radar?
______________________________________________________
6. How do the “anti-miscegenation statutes” play into Walter’s case?
______________________________________________________
7. Lynching had occurred not long before Walter’s affair, and when Walter is pulled over by Sheriff Tate he threatens Walter with lynching, what is the purpose of these lynching threats?
8. Despite the Emancipation Proclamation and the Reconstruction period, how were the now freed slaves and Black people for the next 100 years and counting still denied basic human rights?
______________________________________________________
9. How do Ralph Myers and Karen Kelly get involved with each other?
______________________________________________________
10. How does Myer’s name get put on the map?
______________________________________________________
11. How does the ABI ensure that Myers and McMillian are in cahoots? What did this reveal about the relationship between Myers and McMillian?
______________________________________________________
12. Walter’s arrest can be blamed on two people, who are they and why are these two to blame?
______________________________________________________

When Count Rugen and his men spot Inigo, Fezzik, and Westley, Rugen tells his fighters to “kill the dark one and the giant, but leave the third one for questioning.” Why does he want Westley’s life to be spared?

Richard Cory by Edwin Arlington Robinson
Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
“Good-morning,” and he glittered when he walked.
And he was rich—yes, richer than a king—
And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
“Why do you think that the poem ends so abruptly with Richard Cory’s death? Why doesn’t the poem reflect on it at all?
What distinctions does the poem make between our interior and exterior lives?

In Alice Cary’s poem “Autumn,” published in 1874, the speaker contemplates the onset of autumn. Read the poem carefully. Then, in a well-written essay, analyze how Cary uses literary elements and techniques to convey the speaker’s complex response to the changing seasons. In the response you should do the following:
Respond to the prompt with a thesis that presents a defensible interpretation.
Select and use evidence to support your line of reasoning.
Explain how the evidence supports your line of reasoning.
Use appropriate grammar and punctuation in communicating your argument.
Autumn
Shorter and shorter now the twilight clips
The days, as though the sunset gates they crowd,
And Summer from her golden collar slips
And strays through stubble-fields, and moans aloud,
Save when by fits the warmer air deceives,
And, stealing hopeful to some sheltered bower,
She lies on pillows of the yellow leaves,
And tries the old tunes over for an hour.
The wind, whose tender whisper in the May
Set all the young blooms listening through th’ grove,
Sits rustling in the faded boughs to-day
And makes his cold and unsuccessful love.
The rose has taken off her tire of red—
The mullein-stalk its yellow stars have lost,
And the proud meadow-pink hangs down her head
Against earth’s chilly bosom, witched with frost.
The robin, that was busy all the June,
Before the sun had kissed the topmost bough,
Catching our hearts up in his golden tune,
Has given place to the brown cricket now.
The very cock crows lonesomely at morn—
Each flag and fern the shrinking stream divides—
Uneasy cattle low, and lambs forlorn
Creep to their strawy sheds with nettled sides.
Shut up the door: who loves me must not look
Upon the withered world, but haste to bring
His lighted candle, and his story-book,
And live with me the poetry of Spring.
1 a spot in a garden shaded by a covering of vines or branches
2 attire
3 stem of a woolly-leaved plant
4 slender plant with pink flowers
5 plant with long tapering leaves

Page Break The Gasblycrumb Tinies Edward Gorey Edward Gorey (1925-2000) was an American writer and illustrator of “children’s” books that satirized Victorian and Edwardian Britain. He was born in Chicago in 1925 and later attended Harvard University. His books contain dark satire, often depicting characters who experience tragic deaths that are, in a way, tragically humorous. However, Gorey did not necessarily consider his work satirical. He referred to his work as “literary nonsense” in the same vein as Lewis Carroll. Gorey began his publishing career as an illustrator of various books such as Bram Stoker’s Dracula and H.G. Wells’ The War of the Worlds. He went on to write and illustrate over 10O books in his characteristic pen and ink, hashmark style. Directions Read “The Gashlycrumb Tinies” by Edward Gorey and answer the following analytical and response questions. You can find a copy of Gorey’s book by googling the title as a .pdf file. Then, complete the creative writing assignment that follows to create your own “Gorey” gothic alphabet primer. 1. Where does Gorey use repetition in the story? How does he use repetition? What is the rhetorical effect of the repetition in the book? 2. How does the setting contribute to the overall satirical message of the book? 3. The names used in the book are old-fashioned British names. What effect does this have on the story? 4. Did you find yourself laughing at any part of the story? Why or why not? . What was your favorite illustration and why? 6. What is the mood of the story? What is the tone of the story? Are they the same? Explain. 7. Can Gorey’s book be considered satire, or is it just “literary nonsense”? Why or why not? 8. Is this book really a “children’s book”? Why or why not?

Reading Passage 1 You should spend about 20 minutes on Questions 1 – 14.
Viola Desmond
A The historic struggle of black Americans in the fight against racial discrimination is well known. Even outside the United States, many are familiar with events such as the American Civil War and the role of civil rights giants such as Martin Luther King. Many also know about the so-called “Underground Railroad,” a secret route for escaped slaves to make their way to freedom in Canada. Because of Canada’s historic role as a safe haven for black Americans, it is often forgotten that black Canadians faced their own battle against systemic discrimination. However, Canada has its own civil rights heroes. One of them is a woman named Viola Desmond.
B Viola Desmond grew up in Halifax, Nova Scotia, in the first half of the 20th century. Halifax had a long-established and vibrant black community. Nevertheless, though black Canadians faced fewer legal barriers than black Americans during this period, there was still a great deal of prejudice. Even when they had the same legal rights as white Canadians, in reality black Canadians were held back by an unofficial policy of segregation in education, business, and politics.
C Desmond herself was one of ten siblings. Her father, like many black Canadians excluded from mainstream Canadian institutions, ran his own business, a barbershop, serving the black community. His strong work ethic influenced his daughter, and Viola aspired to become a successful businesswoman in her own right. With this goal in mind, Desmond set off to train as a beautician and establish her own business.
D From the beginning, Desmond had to overcome obstacles because of her skin colour. Indeed, following Desmond’s career, it is easy to see the intelligence, independence, and perseverance that would serve her well for her entire life. The beauty schools in Halifax did not accept black students. Undeterred, Desmond travelled to Montreal, New York, and Atlantic City to receive her training.
E When she returned to Halifax, Desmond opened her own salon and later created her own line of beauty products catering to black women. Her business did well, and Desmond opted to open her own beauty school so that other members of the black community would not be forced to leave the city to pursue an education as she had been. If Desmond’s success as a black business and community leader had been her only contribution to society, it already would have been significant. But it is another event, one that even more powerfully displayed her strength of character, that established her as a Canadian civil rights hero.
F Desmond’s success as an entrepreneur meant that she often had to travel for business. On one such trip in 1946, she found herself stranded in the town of New Glasgow, Nova Scotia, when her car broke down. With nothing to do while her car was being repaired, she decided to take in a movie at the local theatre. She asked for a floor-level seat, but was unaware that she had instead been given a ticket for the balcony, an area reserved for non-white members of the audience. It was only when she was told by a staff member that she had to sit in the balcony area that she understood the situation. Angered by her treatment, Desmond refused to move to the balcony and stubbornly remained seated at floor level. The police were called and Desmond was roughly removed from the theatre and thrown in jail.
G In fact, there was no official law stating that non-white people could not sit at floor level in the theatre. Instead, Desmond was charged with avoiding paying one cent of tax on the more expensive floor ticket. During the trial, where Desmond was given no access to legal representation, the fact that she was black was never raised. However, it was clear that the real reason she was being charged was that she had violated the unwritten social rules that kept blacks and whites segregated. She was found guilty and ordered to pay a twenty-dollar fine as well as six dollars in damages to the owner of the theatre.
H Desmond’s defiance set an example for other black Canadians fighting for social equality. Her actions are said to have fueled the civil rights movement in Canada, which eventually led to official separation in 1965, ironically, the same year she died. In 2018, Desmond’s contribution to citizenship, long overlooked, was officially recognized by the Canadian government when her portrait was printed on the $10 bill.
Questions 1-7 | Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Choose the correct letter, A-H. You may use any letter more than once.
1/ – a decision to provide an opportunity to others after achieving success
(1 Point)
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
2/
Questions 1-7 | Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Choose the correct letter, A-H. You may use any letter more than once.
2 – a difference between what the law stated and what people experienced
(1 Point)
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
3/
Questions 1-7 | Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Choose the correct letter, A-H. You may use any letter more than once.
3 – a link between the civil rights movement in the USA and Canada
(1 Point)
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
4/
Questions 1-7 | Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Choose the correct letter, A-H. You may use any letter more than once.
4 – a misunderstanding that led to Desmond being charged with a crime
(1 Point)
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
5/
Questions 1-7 | Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Choose the correct letter, A-H. You may use any letter more than once.
5 – a need to live and study in different cities in order to pursue a goal
(1 Point)
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
6/
Questions 1-7 | Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Choose the correct letter, A-H. You may use any letter more than once.
6- a personal example that influenced Desmond’s professional life
(1 Point)
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
7/
Questions 1-7 | Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Choose the correct letter, A-H. You may use any letter more than once.
7 – a way to recognise the impact that Desmond’s actions had on Canada
(1 Point)
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
8/
Questions 8-10 | Complete the summary below with words taken from the reading passage 1. Write ONE WORD ONLY for each answer.
Viola Desmond’s “Crime”
One day in 1946, Viola Desmond’s car broke down. While waiting for it to be repaired, Desmond decided to watch a film. Having asked for a seat in one part of the 8- …………………, and not knowing that she was breaking an unwritten rule, Desmond chose a seat on the main floor. When asked to move, Desmond refused and was imprisoned. Her actions were not a crime, but in order to sit on the main floor, she should have paid one cent extra in 9- ………………… . For not paying this tiny sum, Desmond was ordered to pay $20 in fines and a further $6 in damages. Desmond may have lost in court, but her actions inspired others and resulted in the Canadian government making 10- ………………… its official policy by the mid-1960s.
(1 Point)
9/
Questions 8-10 | Complete the summary below with words taken from the reading passage 1. Write ONE WORD ONLY for each answer.
Viola Desmond’s “Crime”
One day in 1946, Viola Desmond’s car broke down. While waiting for it to be repaired, Desmond decided to watch a film. Having asked for a seat in one part of the 8- …………………, and not knowing that she was breaking an unwritten rule, Desmond chose a seat on the main floor. When asked to move, Desmond refused and was imprisoned. Her actions were not a crime, but in order to sit on the main floor, she should have paid one cent extra in 9- ………………… . For not paying this tiny sum, Desmond was ordered to pay $20 in fines and a further $6 in damages. Desmond may have lost in court, but her actions inspired others and resulted in the Canadian government making 10- ………………… its official policy by the mid-1960s.
(1 Point)
10/
Questions 8-10 | Complete the summary below with words taken from the reading passage 1. Write ONE WORD ONLY for each answer.
Viola Desmond’s “Crime”
One day in 1946, Viola Desmond’s car broke down. While waiting for it to be repaired, Desmond decided to watch a film. Having asked for a seat in one part of the 8- …………………, and not knowing that she was breaking an unwritten rule, Desmond chose a seat on the main floor. When asked to move, Desmond refused and was imprisoned. Her actions were not a crime, but in order to sit on the main floor, she should have paid one cent extra in 9- ………………… . For not paying this tiny sum, Desmond was ordered to pay $20 in fines and a further $6 in damages. Desmond may have lost in court, but her actions inspired others and resulted in the Canadian government making 10- ………………… its official policy by the mid-1960s.
(1 Point)
11/
Questions 11-14 | Do the following statements agree with the information given in Reading Passage 1? Choose one of the options below for questions 11-14:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
11 – Desmond had ten brothers and sisters.
(1 Point)
True
False
Not Given
12/
Questions 11-14 | Do the following statements agree with the information given in Reading Passage 1? Choose one of the options below for questions 11-14:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
12- Desmond studied at three beauty schools.
(1 Point)
True
False
Not Given
13/
Questions 11-14 | Do the following statements agree with the information given in Reading Passage 1? Choose one of the options below for questions 11-14:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
13- Desmond hurt the police in New Glasgow.
(1 Point)
True
False
Not Given
14/
Questions 11-14 | Do the following statements agree with the information given in Reading Passage 1? Choose one of the options below for questions 11-14:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
14- Desmond was not sold the ticket she asked for.
(1 Point)
True
False
Not Given

Chaucer’s Prologue describes various people in connection with their profession. Analyze the Skipper’s description. Explain two things the skipper’s description reveals about people in his occupation. Using APA format provide details from the poem referencing specific line numbers to support each idea. Essay Length: 2 pages The Canterbury Tales – the Prologue.

Read the selection and choose the best answer to each question. from Villages in the Sky by Ellen Garin Lost and Found! 1 One December morning in 1888, Richard Wetherill and his brother-in-law, Charles Mason, were riding along a mesa in the mountains of southwestern Colorado searching for lost cattle. Their breath turned to vapor in the cold December morning air, and the snow on the ground crunched under their horses’ hooves. 2 The cowboys followed the cattle tracks until they heard the lowing of their cattle. After they had counted the herd, they looked around at the spectacular views. As they looked across the vast canyon, something caught their attention. There, nestled high up under an overhanging cliff on the other side of the canyon, was something quite amazing. The cowboys rode around to the other side of the canyon, dismounted, and climbed down the cliff on foot to get a closer look. They were about to make an important discovery. The Cliff Dwellings at Mesa Verde 3 Wetherill and Mason had discovered a large cliff dwelling that had been abandoned hundreds of years ago by ancient Pueblo people. It had been built into an alcove where chunks of sandstone had fallen off the cliff, creating an overhang. The overhang protected the cliff dwelling from the weather, which is why it was intact hundreds of years later. 4 Like apartment houses today, the dwellings were multilevel, housing many families. People needed to climb up or down ladders to reach lower and upper levels of the cliff dwellings. Living areas in the complex were about six by eight feet. Their ceilings were made of wood planks, and some homes had colorful wall paintings. The low height of the doorways indicates that people then were shorter than they are today. 5 Below the living area, and reached only by ladder, was a round room called a kiva (K E-vuh), which was used for ceremonial purposes. 6 The cliff dwellers were clever builders. They constructed ventilation shafts inside the kivas for fresh air, and each fireplace had a deflector in front of it that helped to circulate the heat and the fresh air. The underground kiva stayed at 50 degrees Fahrenheit year-round. It was cool in the heat of summer, and only a small fire was needed to keep it warm in winter. CEREMONIAL KWA
7 The kiva’s roof formed a courtyard above, which was an area used for working and gathering together. There, women dried food for storage, wove cloth and baskets, and tanned hides from the animals the hunters brought home. People gathered in the courtyard to trade stories while children played and dogs and turkeys wandered about. The Ancestral Puebloans 8 For about 700 years, Mesa Verde was a thriving community of many thousands of Native American people now referred to as Ancestral Puebloans. These people were master builders, skilled craftsmen, and adept farmers of a difficult, dry land. They also traded surplus goods and food with other Native American communities. 9 The earliest Ancestral Puebloan settlements date back to the year 600. For most of their time in the Mesa Verde area, these people lived in houses and farmed on top of the mesa. Their first villages consisted of homes called pit houses, which were constructed by digging a shallow pit in the ground. A roof was made by crossing poles over the top of the pit and then covering the poles with branches, grass, or tree bark. The walls of the pit house were often lined with clay or stones. 10 Eventually, the Ancestral Puebloans began building homes above ground that were constructed of adobe and were sometimes two or three stories tall. The people farmed the land on top of the mesa, where they grew crops such as corn, beans, and squash. The mesa got little rainfall and was not easy land to farm. However, the farmers were expert in dryland farming, creating check dams and channels to direct rainwater to their crops. 11 The people gathered wild plants to supplement the food they grew, and they hunted animals such as rabbits and deer. They also used turkeys for food, bone for tools, and feathers for clothing. Dogs were kept as pets and for protection. 12 Then around 1100, these Ancestral Puebloans mastered the art of masonry. During the next hundred years they built remarkable cliff dwellings such as Cliff Palace. Now the Ancestral Puebloans no longer lived on top of the mesa. Their homes were built into the side of the cliff. People had to climb up to the mesa using footholds and handholds carved into the side of the cliff to tend their crops or hunt for food. 13 Around 1270, the Ancestral Puebloans left Mesa Verde, although we are not entirely sure why they left. We do know that these people settled the area that is now the home of the modern Pueblo tribes, including the Hopi, Zuni, Acoma, and Laguna.
Villages in the Sky Reading Questions 1. Which statement best expresses the thesis of the excerpt? A. Ancestral Puebloans were attracted to the cliffs of Colorado centuries ago. B. Ancestral Puebloans left behind the ruins of their communities in the cliffs. C. Ancestral Puebloans were innovators who created a flourishing civilization. D. Ancestral Puebloans lived in complex communities in southwestern Colorado. 2. Which quotation from the excerpt best supports the conclusion that the Ancestral Puebloans made efficient use of limited resources? A. The low height of the doorways indicates that people then were shorter than they are today. (paragraph 4) B. However, the farmers were expert in dryland farming, creating check dams and channels to direct rainwater to their crops. (paragraph 10) C. Now the Ancestral Puebloans no longer lived on top of the mesa. (paragraph 12) D. Around 1270, the Ancestral Puebloans left Mesa Verde, although we are not entirely sure why they left. (paragraph 13)
3. In paragraphs 9, 10, and 12, the details support the key idea that the Ancestral Puebloans – A. developed new construction skills B. frequently faced challenges in surviving C. often moved in search of a better home D. outgrew the available resources 4. Which detail from the section titled “The Cliff Dwellings at Mesa Verde” (paragraphs 3-7) supports the key idea that social interaction was important to Ancestral Puebloan communities? A. The size of the living areas B. The location of the kiva C. The function of the courtyard D. The proximity of the dwellings 5. Why does the author most likely include the illustrations in the excerpt? Select TWO correct answers. A. To explain how the Ancestral Puebloans used different resources B. To show how the Ancestral Puebloans designed and built structures C. To demonstrate the challenges of building dwellings in the cliff D. To show how the different parts of the cliff dwellings fit together E. To contrast different types of buildings built by the Ancestral Puebloans
6. Read this quotation from paragraph

Item 1
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Pei is popularly known for the controversy surrounding his Grand Louvre Pyramid (1988), constructed in the courtyard of the Louvre (fig. 25.21). The Pyramid deliberately turns the tradition and concept of pyramid inside out. A pyramid is supposed to be solid, dark, and solitary–a mesmerizing symbol of the exotic world beyond the streets and cultures of Europe.
References:
Arnason, H. H. (2003).
History of modern art: painting, sculpture, architecture, photography
(5th ed.). Upper Saddle River, NJ: Prentice Hall.
We saw one of the highlights of the architectural tour of Paris as we approached the Louvre. The guide told us that Pei’s Grand Louvre Pyramid deliberately turns the tradition and concept of pyramid inside out. When we got off the bus we were able to get a closer look at the glass pyramid and what was below it.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 2
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
In examining the history of the visionary companies, we were struck by how often they made some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and–quite literally–accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and “purposeful accidents.”
References:
Collins, J. C., & Porras, J. I. (2002).
Built to last: Successful habits of visionary companies.
New York, NY: Harper Paperbacks.
Decisions that look like the result of smart strategic thinking could, instead, be attributed to a culture that values opportunistic experimenting and intentional mishaps. Collins and Porras (2002) point out their surprise at finding that many of the visionary companies that they researched “made some of their best moves not by detailed planning, but rather by experimentation, trial and error, opportunism, and–quite literally–accident” (p. 141).
References:
Collins, J. C., & Porras, J. I. (2002).
Built to last: Successful habits of visionary companies.
New York, NY: Harper Paperbacks.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 3
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Overall findings revealed that the technology skills of preservice teachers participating in this study were relatively low, while providing a basis upon which to identify prerequisite skills and instructional objectives for teaching technology skills and integration practices. In planning experiences for technology-rich teacher education programs, curriculum designers could consider some skills as prerequisite, such as word processing, basic computer operation skills, e-mail, and skills associated with the World Wide Web.
References:
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Development of an instrument to measure preservice teachers’ technology skills, technology beliefs, and technology barriers.
Computers in the Schools, 25
(1), 112-125.
Companies looking to hire new employees could consider some skills as prerequisite, such as word processing, basic computer operation skills, e-mail, and skills associated with the World Wide Web. Surveys of technology skills in other fields, such as Education (e.g., Brush et al., 2008), suggest that technology skills can be quite low.
References:
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Development of an instrument to measure preservice teachers’ technology skills, technology beliefs, and technology barriers.
Computers in the Schools, 25
(1), 112-125.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 4
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Measured by their functional value, the creation of the houses of confinement can be regarded as a failure. Their disappearance throughout Europe, at the beginning of the nineteenth century, as receiving centers for the indigent and prisons of poverty, was to sanction their ultimate failure: a transitory and ineffectual remedy, a social precaution clumsily formulated by a nascent industrialization.
References:
Foucault, M. (1988).
Madness and civilization: A history of insanity in the age of reason
. New York, NY: Vintage.
The establishment of houses of confinement, evaluated according to their functional value, were not successful. Early in the nineteenth century houses of confinement as places for accepting the poor vanished all over Europe and this fact permitted their absolute collapse. Foucault (1988) aptly describes them as “a transitory and ineffectual remedy, a social precaution clumsily formulated by a nascent industrialization” (p. 54).
References:
Foucault, M. (1988).
Madness and civilization: A history of insanity in the age of reason
. New York, NY: Vintage.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 5
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
If learners are new to critique, we see anonymity as a scaffold to generating critical feedback. Learners can practice giving feedback knowing they are not vulnerable to social repercussions. Less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers’ comments in asynchronous computer-mediated communication.
Journal of Educational Computing Research, 43
(1), 89-112.
Anonymous peer discussion tools can provide learners with “practice giving feedback knowing they are not vulnerable to social repercussions” (Howard, Barrett, & Frick, 2010, p. 104). It is not surprising that those with little experience in giving feedback are more likely to express themselves imperfectly, be unnecessarily negative, or provide ideas that are off topic. However, educators, particularly when working with those who have little peer feedback experience, aim to create learning configurations that aid both feedback authors and receivers.
References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers’ comments in asynchronous computer-mediated communication.
Journal of Educational Computing Research, 43
(1), 89-112.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 6
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Whereas Gauguin was an iconoclast, caustic in speech, cynical, indifferent, and at times brutal to others, Vincent van Gogh (1853-90) was filled with a spirit of enthusiasm for his fellow artists and overwhelming love for humanity.
References:
Arnason, H. H. (2003).
History of modern art: painting, sculpture, architecture, photography
(5th ed.). Upper Saddle River, NJ: Prentice Hall.
I find visiting art galleries tremendously uplifting. My most recent experience left me with a spirit of enthusiasm and overwhelming love for humanity that I found difficult to explain to my peers who wouldn’t be caught dead visiting an art gallery.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 7
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Murdoch’s own moral philosophy has a great deal in common with the work of philosophers like Richard Rorty, Stanley Cavell and Martha Nussbaum. She shares with them not only the attempt to work out a chastened, usable, non-metaphysical discourse and vocabulary for a qualified humanist ethics but also their conception of the novel as an embodiment of moral philosophy.
References:
Bényei, T. (2003). Angelic omissions: Iris Murdoch’s angels and ethical criticism.
European Journal of English Studies, 7
(2), 151-163.
Murdoch and number of other philosophers all tried to establish a subdued, non-metaphysical, and operational lexicon and discourse for a humanist ethics. According to Bényei (2003) “Murdoch’s own moral philosophy has a great deal in common with the work of philosophers like Richard Rorty, Stanley Cavell and Martha Nussbaum” (p. 151). However, I have several points of contention with their assertions.
References:
Bényei, T. (2003). Angelic omissions: Iris Murdoch’s angels and ethical criticism.
European Journal of English Studies, 7
(2), 151-163.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 8
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The design team held weekly meetings during the first semester of work. In addition to these meetings, the team members used emails and a listserv for communication. The team eventually created a website hosted by Google to keep track of all of the decisions made during the design process.
References:
Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game.
International Journal of Designs for Learning, 1
(1). Retrieved from https://www.indiana.edu/~tedfrick/
aDesignCaseIJDL2010.pdf
Our team had meetings every seven days in the first semester. Email and a listserv was used for communication in addition to the weekly meetings. We eventually developed a website that was used to document decisions that we made during the process of designing our solution (Lara, Myers, Frick, Aslan, & Michaelidou, 2010).
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
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Item 9
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
Modifications that increase task difficulty are also presented to assist instructors in structuring developmental progressions for activities that reflect various net/wall games. For example, game modifications that require participants to strike a ball with a hand after a bounce are introduced before requiring participants to strike a ball with a racquet or with a hand without a bounce.
References:
Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness.
Teaching Elementary Physical Education, 14
(1), 8-11.
A game can be changed so that players hit a ball with their hand after it has bounced. This easier version of a game can be played before players are required to hit the ball with a racquet or their hand before it hits the floor. This is an example of “modifications that increase task difficulty” to help “instructors in structuring developmental progressions for activities” (Mandigo & Anderson, 2003, p. 9).
References:
Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness.
Teaching Elementary Physical Education, 14
(1), 8-11.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Item 10
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process.
Reference 1:
Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.),
Instructional-design theories and models: A new paradigm of instructional theory
(Vol. II, pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates.
Original Source Material 2
By instruction I mean any deliberate arrangement of events to facilitate a learner’s acquisition of some goal. The goal can range from knowledge to skills to strategies to attitudes, and so on.
Reference 2
Driscoll, M. P. (2000).
Psychology of learning for instruction
(2nd ed.). Needham Heights, MA: Allyn & Bacon.
Driscoll (2000) defines instruction broadly as “any deliberate arrangement of events to facilitate a learner’s acquisition of some goal” (p. 25). In order to increase the effectiveness of instruction, there is a critical need for the creation and refinement of instructional design theories to aid those who seek to promote learning. According to Reigeluth (1999), “The health of instructional-design theory also depends on its ability to involve stakeholders in the design process” (p. 27).
References:
Driscoll, M. P. (2000).
Psychology of learning for instruction
(2nd ed.). Needham Heights, MA: Allyn & Bacon.
Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.),
Instructional-design theories and models: A new paradigm of instructional theory
(Vol. II, pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism