PLEASE HELP ME I HAVE ONLY 36 MINUTESItem 1 In the case below, the original source material is given along with a sample of student work.

PLEASE HELP ME I HAVE ONLY 36 MINUTESItem 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

Participant motivation to engage in these activities can also be enhanced by providing students with an opportunity to help generate the solutions to tactical problems that exist within net/wall games and have input into game creation. The principles provide a framework of tactical solutions that range from simple to complex (i.e., tactical complexity) and promote understanding of these solutions through creating games that exaggerate their importance and relevance in game settings.

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.

If tactics don't matter and a game is all about pure physical skill, it can become rather boring. The tactical dynamic, especially between players, can lead to unexpected outcomes as a result of player innovation. Furthermore, giving players an opportunity to contribute to creating solutions to problems that are tactical in net/wall games can contribute to enhancing player engagement.

Which of the following is true for the Student Version above?

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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

No matter how kindly voters treat the panderer in the voting booth, the public overwhelmingly believes that candidates will say one thing to get elected and then ignore their pledges once in office. This lack of sincerity, to the extent that happens, reduces public confidence in government. Candidates should say what they believe. At the same time, the public should demand that candidates speak frankly and truthfully about issues of concern, and it must understand that once a person is elected and looks at the fact in much greater detail, changes in attitude do and should occur.

References: 

Simon, P. (2003). Our culture of pandering.Carbondale, IL: Southern Illinois University Press.

The public needs to comprehend that, once in office, an elected official may be able to examine the facts much more closely and may, subsequently, change their perspective and that this is not necessarily a bad thing. I agree that "candidates should say what they believe" (Simon, 2003, p. 5) but doing so is difficult when the public is unforgiving when justifiable changes in belief occur.

References: 

Simon, P. (2003). Our culture of pandering.Carbondale, IL: Southern Illinois University Press.

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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

But what are reasonable outcomes of the influence of global processes on education? While the question of how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable, there appear to be some theories of globalization as it relates to education that can be empirically examined.

References:

Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? Educational Research and Evaluation, 15(2), 137-152.

The question of "how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable but there appear to be some theories of globalization as it relates to education that can be empirically examined" (Rutkowski and Rutkowski, 2009, p.138).

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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

The fact that the day of Queen Victoria's funeral coincides with the birth of the narrator may, on the one hand, signify the cultural moment when Victorian decency and codes of femininity are left behind, buried, and put to rest, and in this way, it can be interpreted as a moment when even certain untold stories can be told. On the other hand, however, it may also foretell something of a story in which matrilineage is unnaturally broken; also, it tells us about the permeability of the border between, and about the coexistence of, life and death.

References:

Séllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann's The swan in the evening: Fragments of an inner life. In A. O'Reilly, & S. Caporale-Bizzini (Eds.). From the personal to the political: Toward a new theory of maternal narrative (pp. 170-182). Cranbury, NJ: Susquehanna University Press.

Séllei (2009) provides two different points of view on the meaning of the fact that the funeral of Queen Victoria is the same day as the narrator's birth. I find it very interesting that she suggests that the date may "signify the cultural moment when Victorian decency and codes of femininity are left behind" (Séllei, 2009, p. 171).

References:

Séllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann's The swan in the evening: Fragments of an inner life. In A. O'Reilly, & S. Caporale-Bizzini (Eds.). From the personal to the political: Toward a new theory of maternal narrative (pp. 170-182). Cranbury, NJ: Susquehanna University Press.

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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

The Diffusion Simulation Game (DSG) teaches change management strategies which are consistent with Rogers' (2003) diffusion of innovation theory and related research. The player's goal within the DSG is to promote the acquisition of strategies that result in the adoption of an instructional innovation (peer tutoring) by the principal, teachers, and support staff at a fictional junior high school. The underlying model of the DSG represents several concepts of the diffusion of innovations theory such as: progressive adoption stages (awareness, interest, appraisal and trial, and adoption of the innovation), adopter types (innovators, early adopters, early majority, late majority, and laggards), opinion leaders, and gatekeepers.

Reference

Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: The Free Press.

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

Diffusion of innovations theory concepts that are represented in the Diffusion Simulation Game include progressive adoption stages, adopter types, opinion leaders, and gatekeepers (Lara, Myers, Frick, Aslan, & Michaelidou, 2010). The problem of how to best get people to adopt an innovation should be particularly familiar to those interested in technology start-ups. Perhaps a version of the game could be created to help people learn about diffusion of innovations theory in an entrepreneurial context.

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

Which of the following is true for the Student Version above?

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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

We shall take the simpleminded view that a theory is just a model of the universe, or a restricted part of it, and a set of rules that relate quantities in the model to observations that we make. It exists only in our minds and does not have any other reality (whatever that might mean). A theory is a good theory if it satisfies two requirements. It must accurately describe a large class of observations on the basis of a model that contains only a few arbitrary elements, and it must make definite predictions about the results of future observations.

References:

Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam.

A theory can be thought to exist only in our brains and lack any other form of tangible reality. This does not mean that theories are just fleeting thoughts, since they are comprised of a specific model of how things work and rules that associate model attributes to what we observe in the universe.

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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

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It is when all our forces can move freely in us. In nature, this quality is almost automatic, because there are no images to interfere with natural processes of making things. But in all of our creations, the possibility occurs that images can interfere with the natural, necessary order of a thing. And, most of all, this way that images distort the things we make, is familiar in ourselves.

References:

Alexander, C. (1979). The timeless way of building(Vol. 1). New York, NY: Oxford University Press USA.

Consider how creations that come from the natural world differ from those that are created by humans in terms of the influence of images. On the one hand, "natural processes of making things" are not impacted "because there are no images to interfere" (Alexander, 1979, p. 48). However, in human creations "the possibility occurs that images can interfere with the natural, necessary order of a thing" (Alexander, 1979, p. 48).

References:

Alexander, C. (1979). The timeless way of building(Vol. 1). New York, NY: Oxford University Press USA.

Which of the following is true for the Student Version above?

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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

It is when all our forces can move freely in us. In nature, this quality is almost automatic, because there are no images to interfere with natural processes of making things. But in all of our creations, the possibility occurs that images can interfere with the natural, necessary order of a thing. And, most of all, this way that images distort the things we make, is familiar in ourselves.

References:

Alexander, C. (1979). The timeless way of building(Vol. 1). New York, NY: Oxford University Press USA.

When Alexander (1979) says that "in all of our creations, the possibility occurs that images can interfere with the natural, necessary order of a thing" (p. 48) he seems to imply that there is one unique right way possible to design a solution to a problem. While this perspective could be considered elitist, some of the most successful products are based on this premise.

References:

Alexander, C. (1979). The timeless way of building(Vol. 1). New York, NY: Oxford University Press USA.

Which of the following is true for the Student Version above?

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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.

Eğitim düzeyi, görevlerin karmaşıklığını giderek arttırmaktadır.

Referanslar:

Mandigo, JL, & Anderson, AT (2003). İlköğretim Beden Eğitimi Öğretimi, 14 (1), 8-11.

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