word for word Plagarism Paraphrasing plagarism this is not plagarism tem 1 In the case below, the original source material is given along with a...

word for word Plagarism

Paraphrasing plagarism

this is not plagarism

tem 1

In the case below, the original source material is given along with a sample of student work. Determine the type of by clicking the appropriate radio button.

Original Source Material

You could even skip the debate and simply concentrate on getting letters to candidates. The key is to act. Concentrate on two or three issues at the most. If you write on twelve topics, you dissipate the effect. Keep the letter short, one page if possible, two at the most. Your lawmakers and their staffs are busy and are not likely to do more than glance at a long letter.

References: 

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

Student Version

Simon (2003) points out the importance of keeping letters to candidates short: "one page if possible, two at the most" (p. 125). Similar advice for blogging about political issues seems appropriate. I would advise that a blogger concentrate on two or three issues at the most. If you write on twelve topics, you dissipate the effect.

References: 

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

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 by clicking the appropriate radio button.

Original Source Material

If a bird used the 'There is a hawk' signal when there was no hawk, thereby frightening his colleagues away, leaving him to eat all their food, we might say he had told a lie. We would not mean he had deliberately intended consciously to deceive. All that is implied is that the liar gained food at the other birds' expense, and the reason the other birds flew away was that they reacted to the liar's cry in a way appropriate to the presence of a hawk.

References:

Dawkins, R. (1989). The selfish gene (3rd ed.). Oxford, England: Oxford University Press.

Student Version

For the purposes of the remaining text, we shall put the question of animal intention aside and consider an animal liar if it signals to fellow creatures the presence of a threat when it is not in fact there and, subsequently, benefits from not having to share resources (Dawkins, 1989).

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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 by clicking the appropriate radio button.

Original Source Material

The study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things.... The second source in which modern learning theory is rooted concerns the nature and representation of mental life.

References:

Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.

Student Version

The study of learning derives from essentially two sources. The first concerns the nature of knowledge and how we come to know things. The second source concerns the nature and representation of mental life.

References:

Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.

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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 by clicking the appropriate radio button.

Original Source Material

Suppose you study a group of successful companies and you find that they emphasize customer focus, or quality improvement, or empowerment; how do you know that you haven't merely discovered the management practice equivalent of having buildings? How do you know that you've discovered something that distinguishes the successful companies from other companies? You don't know. You can't know--not unless you have a control set, a comparison group.

References:

Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Student Version

It's clear that, in the end, they wanted to ensure that they had "discovered something that distinguishes the successful companies from other companies" rather than identifying attributes that all the successful companies studied share (e.g., an emphasis on customer focus, or quality improvement, or empowerment) (p.14).

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

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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 by clicking the appropriate radio button.

Original Source Material

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.

Student Version

The authors are not alone in asking "what are reasonable outcomes of the influence of global processes on education" (p.138). In fact, this same question provides the basis for the discussion that follows.

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

Item 6

In the case below, the original source material is given along with a sample of student work. Determine the type of by clicking the appropriate radio button.

Original Source Material

The way the U.S. judicial system works, a defendant is first found to be innocent or guilty. The punishment sentence is determined only after a defendant has been found guilty. It might seem that this is a relatively minor procedural issue. Yet, the order of this decision-making can mean the difference between life and death, or even between conviction and acquittal.

References:

Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton.

 Student Version

Decision-making order "can mean the difference between life and death, or even between conviction and acquittal" (Dixit & Nalebuff, 1991, p. 270) which puts the fact that in the U.S. judicial system the punishment sentence is determined only after a defendant has been found guilty into new light. Clearly, this is not a relatively minor procedural issue.

 References:

Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton.

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

Item 7

In the case below, the original source material is given along with a sample of student work. Determine the type of by clicking the appropriate radio button.

Original Source Material

The way the U.S. judicial system works, a defendant is first found to be innocent or guilty. The punishment sentence is determined only after a defendant has been found guilty. It might seem that this is a relatively minor procedural issue. Yet, the order of this decision-making can mean the difference between life and death, or even between conviction and acquittal.

References:

Dixit, A. K., & Nalebuff, B. J. (1991). Thinking strategically: The competitive edge in business, politics, and everyday life. New York, NY: Norton.

 Student Version

Seemingly small choices, such as the order of decision-making, can have major consequences. For example, making decisions about punishment after a guilty verdict has been reached rather than before guilt has been established impacts conviction and acquittal rates. A decision to convict can literally be a life or death decision in countries that practice capital punishment.

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 by clicking the appropriate radio button.

Original Source Material

Obviously, it is vitally important in the war of attrition that individuals should give no inkling of when they are going to give up. Anybody who betrayed, by the merest flicker of a whisker, that he was beginning to think of throwing in the sponge, would be at an instant disadvantage.

References:

Dawkins, R. (1989). The selfish gene (3rd ed.). Oxford, England: Oxford University Press.

Student Version

In the game of survival between individuals in nature, indicating in any way that tossing in the towel is being seriously considered can be exploited by an adversary (Dawkins, 1989).

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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 by clicking the appropriate radio button.

Original Source Material

Obviously, it is vitally important in the war of attrition that individuals should give no inkling of when they are going to give up. Anybody who betrayed, by the merest flicker of a whisker, that he was beginning to think of throwing in the sponge, would be at an instant disadvantage.

References:

Dawkins, R. (1989). The selfish gene (3rd ed.). Oxford, England: Oxford University Press.

Student Version

In nature it is common for a fight between two animals to be preceded by a standoff where they closely observe one another. Clearly, in this situation "individuals should give no inkling of when they are going to give up" (Dawkins, 1989, p. 77) in order to avoid giving the other an advantage.

References:

Dawkins, R. (1989). The selfish gene (3rd ed.). Oxford, England: Oxford University Press.

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Item 10

In the case below, the original source material is given along with a sample of student work. Determine the type of by clicking the appropriate radio button.

Original Source Material

From reading educator-authors' revisions, and experiencing confusion myself surrounding how performance measures fit into a design case, I feel the problem arises from how new authors view design cases in relation to scientific experimental studies in education. A designer who is also a researcher must recognize the difference in perspective between a design case and an experimental study which uses a design for teaching and learning.

References: 

Howard, C. D. (2011). Writing and rewriting the instructional design case: A view from two sides. International Journal of Designs for Learning, 2(1), 40-55.

 Student Version

Seeing the differences in viewpoint between a study that reports experimental results and a design case is a must for an individual who is both a designer and a researcher. Howard identifies this change of perspective as being critical to new authors of design cases.

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