Academic dishonesty Essay Example for Free

Academic dishonesty Essay You are expected to demonstrate professionalism throughout your graduate education program. Professionalism includes the ways you participate in the university classroom and in teaching experiences in school. Your professional disposition is reviewed by advisors, professors, and the Professional Standards Committee. Exhibiting professionalism in the university classroom and the schools is a necessary requirement for continuing in the program. |Areas of | |Professional Dispositions | | | |Dependability and Reliability – Candidate demonstrates behaviors that are characteristic of the professional teacher such as | |punctuality, attendance and organization. Lessons are very well-planned and presented. | |Respect -Candidate demonstrates respect for supervisors and colleagues, students and other educational stakeholders, and is held in| |esteem by peers and supervisors. | |Commitment and Initiative – Candidate demonstrates commitment to learning and students; creates different learning strategies for | |students; and shares new and unusual professional resources with colleagues. | |Responsiveness – Candidate seeks and values constructive feedback from peers, instructors, and mentors; and goes beyond the call of| |duty to utilized feedback in teaching and planning. | |Collaboration Candidate creates positives relationships within the university classroom and with stakeholders in the school | |community as well as suggests tips for sustaining positive relationships. See more:Â  First Poem for You Essay | |Open-Mindedness Candidate demonstrates willingness that is characteristic of professionals in terms of willingness to examine | |both traditional and innovative practices, and demonstrates flexibility when dealing with uncertainty and complex educational | |issues through personal extensive inquiry and consultation. | |Knowledgeable – Candidate demonstrates awareness of current educational issues and demonstrates the ability to illustrate and apply| |subject matter concepts consistently and sequentially in lessons. | |Communication Candidate demonstrates the ability to effectively write and speak, how to assist students in successfully utilizing| |applicable concepts of the language arts in terms of mastery as indicated by students’ work and grades. | |Confidentiality Candidate demonstrates characteristics of the professional teachers such as sharing information about students | |and specific classroom anecdotes in confidential and respectful ways. Candidate shares information only with those who need to | |know. | |Academic Honesty Candidate demonstrates academic honesty, a behavior that is characteristic of a professional teacher by | |producing independent, original work. | |Appearance Candidate consistently wears appropriate professional attire while teaching. | |Teaching Effectiveness Candidate demonstrates the ability to plan and to engage students in productive learning events that | |feature critical and insightful thinking, and demonstrates effective management skills by using a variety of strategies to foster | |appropriate student behavior according to individual and situational needs. | |Fairness Candidate engages in practices that recognize all students, and all students received constructive feedback and | |encouragement. Student progress is recognized as well as mastery. All students believe that they can improve. | |Bias Candidate engages in practices that recognize all students and encourage active student participation in activities and | |discussion that highlight the value of diversity and the richness of student’s experience. | I have read and understood this statement of my professional responsibilities. Student Name (print)_______________________________________ Date __________________ Revised 7/1/2011 IV. Go to this link http://www. lib. usm. edu/legacy/plag/plagiarismtutorial. php and go through the plagiarism tutorial. Remember that using a paper, article review, etc. from another course is also considered plagiarism. Send the posttest scores to my email address. V. Please read the Academic Integrity Policy (located under content) before signing the documents below. ACADEMIC INTEGRITY Student Signature Form Academic Honor Pledge I promise or affirm that I will not at any time be involved in cheating, plagiarism, fabrication, or any other acts of academic dishonesty as defined by university policy which explains the disciplinary procedure resulting from violations of academic integrity. I understand that violation of this code will result in penalties, which could include suspension or dismissal from the university. (Student Handbook AKA The Red Book) Initial each below that is applicable. __________I have read and understand the Academic Honor Pledge above. __________I have read and understand the Academic Integrity Policy provided in the Student Handbook AKA The Red Book. __________The instructor, _____________________________, covered the Academic Integrity Policy in class, EDU _____________ for the _________________ term. __________I have gone over one or both of the tutorials (links provided in the syllabus) on plagiarism. ____________________________________________________________ Print Name Date VI. Read Chapter 1 in your TestBook and the Introduction Powerpoint located under Module I before completing the questions below. Classify each by research type: descriptive/survey, correlational, causal-comparative, experimental, or qualitative. If causal-comparative or experimental, identify the independent and dependent variables. If correlational, identify predictor and criterion variables if there are any. 1. The purpose of this research is to examine the relationship between creativity and achievement. 2. The purpose of this research is to examine prediction of success in physics based on a physics aptitude test. 3. The purpose of this research is to examine the effect of birth order on academic achievement. 4. The purpose of this research is to examine self-esteem of males versus females 5. The purpose of this research is to examine the attitudes of parents toward lowering the mandatory school attendance age from 16 to 14 years of age. 6. The purpose of this research is to examine the ethnography of teacher-parent conferences. 7. The purpose of this research is to examine opinions of principals regarding decentralization of decision-making. 8. The purpose of this research is to examine effects of assertive discipline on the behavior of children with hyperactivity. 9. The purpose of this research is to examine the relationship between the time it takes to run the 100-yard dash and high jumping performance. 10. The purpose of this research is to examine the effectiveness of daily homework with respect to achievement in Algebra I. 11. The purpose of this research is to examine the attitudes of teachers toward school-based management. 12. The purpose of this research is to examine the effect of superintendents via observations and conversations. 13. The purpose of this research is to examine comparative effectiveness of the whole-language method versus the basal method of reading instruction. 14. The purpose of this research is to examine trends in reading methods from 1950 to 1990. 15. The purpose of this research is to examine if children’s social adjustment in Grade 1 is enhanced by increased dramatic play in kindergarten. 16. The purpose of this research is to examine if there is a negative relationship between amount of assigned homework and student attitude toward school. 17. The purpose of this research is to examine if longer school days produce a decrease in student participation in extra-curricular activities. The purpose of this research is to examine if students will achieve better in mathematics if they use Saxon Textbooks rather than if they use Merrill Textbooks.

Mary Kay Letoureau :: essays research papers

Mary Kay Letourneau was a 34 year old teacher from Seattle, Washinton who was convicted of second degree rape on a twelve year old boy. As a result of this affair this already mother of four had two childeren with this 12 year old boy. She originally was senteced to spend 90 days in jail and was to take medicine for being bi-polar. She violated parole by again having sexual intercourse with Vili once again. She was senteced to seven and a half years in jail and was recently released from prison. The area of this situation I will be writing about is the incidicent that happend in the marina with Vili and Mary. Both were found in a mini-van by the police late at night , approximatly 0100 am. Vili appeared to be hiding under a sleeping bag and the police asked how old he was. She replied and said he was 18. The police became suspcious after the youth did not have any idenitification amd said he was 14. The police brought the two of them to the station where Vili's mother was called and she ok'd the fact that Mary was watching over VIli. Some questions come of this situation. Was the police response standard protocol? Was their investigation solid? Was the out come fair? And, If I was the commanding officer what orders would I have given to the investigators.   Ã‚  Ã‚  Ã‚  Ã‚  Was the police response standard protocol? Yes, the police initially questioned what a watchman thought was a person or incident. Upon arrival the found what looked like a young boy hinding in a sleeping bag so , they questioned the individuals in the mini-van. Vili who was originally said to be 18 years old could not produce documents to prove his age and then later said he was 14 so they were taken to headquarters because of that issue and other suspcions. After arriving at the station VIli's mother was called because Mary told the police officers that she was his teacher ans was watching him overnight. Vili's mother assured police that her son was under the care of Mary. In this siutation the police had reasonable suspition after the officers asked the age and they gave a conflicting answer along with the absence of identification. The actions of the police to take them to headquarters in nornal in instances when a person cant prove age or identity.

Master Harold and the Boys Critical Analysis

Master Harold†¦ and the Boys Athol Fugard’s Master Harold†¦ and the Boys is an instant classic that does a superior job at encompassing the complex of racial hierarchies and interracial friendships that existed in South Africa in the mid-20th century. Set in 1950 the play follows the everyday lives of its two main protagonists: Hally, a white, seventeen year old male discontented with his schooling, and Sam, a middle-aged, black servant of Hally’s family.During this period the rigid racial structure of Apartheid remained dominant in the nation, institutionalizing the already understood separation of disenfranchised blacks and privileged whites. These de jur social classifications cannot however denounce the observable friendly relationship that Hally and Sam share. With Sam practically having raised Hally due to the boy’s drunk for a father the racial tensions of the relationship seem initially to be nonexistent.This all changes during the moment of eng agement when the primary opposing force of the work is revealed: Hally’s alcoholic father is rumored to be returning home from the hospital despite his family’s cries against the act. Distraught and trapped between his filial duties and disdain for the man who neglected him, the underlying racial tensions of the play come to light with this recognition. In order to compensate for his lack of control in the situation, Hally takes to hurling insults at Sam, who is actively trying to pacify the marauding emotions of a teenage boy to no avail.The audience is left asking themselves the dramatic question: â€Å"Will Hally cross the precariously small line between venting his anger and becoming overtly racist? † More broadly as well we can ask, â€Å"What are the implications of an oppressive racial hierarchy on interracial friendships? Within the text the protagonist Sam appears to be the voice of reason as well as the primary proponent of peace (Jacobus, 1395).From reprimanding his foil character Willie for beating his wife to restraining himself with saint-like temperance during the climax, Sam never acts illogically or violently (Jacobus, 1410). Contrarily, Sam displays inquisitive preplanning by relating a story prior to Hally’s fall from grace that serves only to color the boys shame after his regrettable act during the climax. The super-objective of Sam therefore is to maintain order and harmony in an otherwise chaotic household rooted in an already racially oppressive regime.Tactics such as relating a heartfelt memory in the form of a story (distraction), attempting to reason with Hally as to convince him to check his reaction (reasoning), and when all else fails parental-like reprimanding (appeal to authority) all reinforce the image of Sam as a peaceful, reasonable protagonist. Opposite this cool, collective nature exists our second protagonist: Hally. Hosting underlying supremacist ideology, Hally exhibits all of the emotional inconsistencies of a teenage boy along with the inability to properly handle stress.From the point of attack until the moment of engagement one can see examples of Hally talking down to Sam despite the age difference and authoritative roles between the two. â€Å"God, you’re impossible. I showed it to you in black and white. It’s the likes of you that kept the Inquisition in business. It’s called bigotry†¦ (Jacobus, 1399). The super-objective for this troubled youth is the solidification of authority as to pacify his sense of helplessness due to his father’s return.Unable to convince his mother of detaining his father at the hospital for a longer time, Hally slips from the angry boy he once was upon initially hearing the news into an irate, power-starved child (Jacobus, 1409-1410). This shift in personality further enforces the dramatic question as Hally edges ever closer to the point of no return in his language, chastising Sam and directing his an ger towards a â€Å"safe† target protected by the racial hierarchy.The introductory incident in Master Harold†¦ and the Boys is the moment when Hally receives a call from his mother stating his father’s desire to return home. Eventually convinced of the impossibility and distracted by his school work, the thought nevertheless preoccupies our young protagonist’s mind, coloring each action and reaction throughout the rest of the play. The moment of engagement is closely married to the introductory incident in this work as the audience’s intriguing moment is parallel to Hally’s emotional commitment to the idea of his father’s return.Unable to divorce his mind from this subtle inkling of helplessness, Hally’s tone sharpens considerably as he attempts to solidify his own authority through discourse with Sam coupled with sharp remarks. â€Å"Don’t try to be clever, Sam. It doesn’t suit you. Anybody who thinks thereâ€⠄¢s nothing wrong with this world needs to have his head examined. † (Jacobus, 1403). The major peripetie of the work occurs when Hally’s mother phones again to confirm his worse fear: his father is adamant about his return home.At this point all civil facades are dashed by Hally in a vain attempt to solidify his own importance though coupled with the genuine emotional struggle of a young boy at odds with his father. Searching for an outlet the rising action of the play takes a dramatic turn from a slight incline to a steep hill as Hally visibly changes gears from distraught and confused to violently offensive. â€Å"And I’m telling you you don’t! Nobody does. (Speaking carefully as his shame turns to rage at Sam. ) It’s your turn to be careful, Sam. Very careful! You’re trading on dangerous ground. Leave me and my father alone! (Jacobus, 1409). Here, the author transitions the rising action from its lackadaisical yet worrisome progression t o a full sprint towards a disastrous climax as Hally finds a socially acceptable outlet for his rage. During the climax the dramatic question posed is answered: Hally indeed steps far over the line into not only overtly racist but derogatory territory, going so far as to spit in Sam’s face when he attempts to defend himself. Sam’s super-objective of pacifying the situation is obvious as relations between the two protagonists degrade ever further as Hally relentlessly attacks Sam.From consoling Hally and letting him know he is empathetic to attempting to reason with the rogue boy, Sam can’t seem to escape the teenagers wrath as Hally goes so far as to grab Sam by the arm and force him to listen to the irate ramblings of a destitute youth. Super-objectives clash as Hally refuses to relent and release his foothold of authority despite taking the friendship into dangerously precarious territory. â€Å"†¦Then I have to ask ‘What, chum? ’ and then h e says: ‘a nigger’s arse’†¦ and we both have a good laugh. † (Jacobus, 1410).At this point the climax is in full swing, but it is not yet complete as Hally still refuses to desist. After suffering enough of the young â€Å"master’s† blatantly racist comments Sam decides to show Hally his â€Å"arse†, a reasonable action considering the stunningly distasteful joke just delivered by Hally. Instead of realizing the pain he has caused his lifelong guardian, the pious boy instead spits in the face of Sam in order to further satisfy his authority. Enraged at this disrespectful act, Sam mulls over the idea of striking the boy the put him in his place.Realizing the implications of this perceived action (either death or exile), the Basuto servant instead decides to relate the rest of the kite story to Hally, providing details that were previously omitted. It was not due to work that Sam was unable to join Hally on the park bench many years ago; it was due to the racist institution of apartheid that barred interracial friendships and meeting points. Framing the entirety of the play, apartheid was the social system in which the nation of South Africa institutionalized racism in 1948.Dividing the major cities into racial sections, the majority ethnicity, blacks, were not allowed to interact with whites other than for work opportunity. Horrendously oppressed and misrepresented, the minority of whites controlled nearly every aspect of life for the disenfranchised majority including establishing â€Å"native† provinces in the north to which many blacks were relocated despite having no affiliation with the region. As one can assume the judicial system was also heavily skewed in this atmosphere, resulting in most interracial cases being ruled in favor of the rich white minority.It is with this knowledge that one can begin to understand why Sam would take such abuse with no apparent grievance. It is not only due to his love for Hally that he restrains himself, but the racist reality in which the story takes place that drives Sam into the arms of complacency (Cornwell). This heartfelt relation completely nullifies Hally’s defenses as the young boy is left speechless and self-loathing and the falling action of the play leaves the audience stunned. Still impacted by the news of his returning father, Hally now realizes that his senseless pursuit of authority has only brought ruin to his most cherished relationship.The system of apartheid introduced a failsafe in which even a powerless white teenager could exert utmost authority over a well-spoken and respectable black man; unable to satiate his need for power elsewhere Hally instinctively turned towards this hostile system for reassurance rather than to the arms of his oldest comrades. One is left considering the implications of the thematic question: what are the implications of an oppressive racial hierarchy on an interracial friendship? The answers are obvious less glamorous than they are pitiable. Works CitedCornwell, Gareth. â€Å"’A Teaspoon of Milk in a Bucketful of Coffee:’ The Discourse of Race Relations in Early Twentieth-Century South Africa. † English in Africa 38. 3 (2011): p. 9-33. Belk Library Information Commons. Web. 2 Oct. 2012. < http://0-ehis. ebscohost. com. wncln. wncln. org/ehost/detail? sid=c33825fd-b951-4f8c-ac22-a04d51f7a864%40sessionmgr104&vid=1&hid=101&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=72102587> Jacobus, Lee A. Master Harold†¦ and the Boys. 2009. The Bedford Introduction to Drama. Boston: Bedford/St. Martin's, 2009. 1394-411. Print.

How Did Stars Traditionally Get Their Names

Many stars have names that we recognize, including Polaris (also known as the north star). Others simply have designations that look like strings of numbers and letters. The brightest stars in the sky have names that date back thousands of years to a time when naked-eye observing was the state of the art in astronomy. So, for example, in the constellation Orion, the bright star Betelgeuse (in his shoulder) has a name that opens up a window into the very distant past, when Arabic names were assigned to the very brightest stars. The same with Altair and Aldebaran and many, many others. They reflect the cultures and sometimes even the legends of the Middle Eastern, Greek, and Roman people who named them. An HST image of the star Betelgeuse. Image Credit: NASA, ESA It has only been in recent times, as telescopes revealed more and more stars, that scientists began systematically assigning catalog names to stars. Betelgeuse is also known as alpha Orionis, and often shows up on maps as  ÃŽ ± Orionis, using the Latin genitive for Orion and the Greek  letter ÃŽ ±Ã‚  (for alpha) to indicate it is the brightest star in that constellation. It also has the catalog number HR 2061 (from the Yale Bright Star Catalog), SAO 113271 (from the Smithsonian Astrophysical Observatory survey), and is part of several other catalogs. More stars have these catalog numbers than actually have any other type of names, and the catalogs help astronomers bookkeep the many different stars in the sky.   It's All Greek to Me For most stars, their names come from a mix of Latin, Greek and Arabic terms. Many have more than one name or designation. Heres how it all came about.   About 1,900 years ago the Egyptian astronomer Claudius Ptolemy (who was born under, and lived during, the Roman rule of Egypt) wrote the Almagest. This work was a Greek text that recorded the names of stars as they had been named by various cultures (most were recorded in Greek, but others in Latin as per their origin). This text was translated into Arabic and used by its scientific community. At the time, the Arab world was known for keen astronomical charting and documentation, and in the centuries after the fall of the Roman Empire, became the central repository of astronomical and mathematical knowledge. So it was their translation that became popular among astronomers. The names for stars that we are familiar with today (sometimes known as traditional, popular or common names) are the phonetic translations of their Arabic names into English. For example, Betelgeuse, mentioned above, began as Yad al-JauzÄ , which translates roughly to the hand  [or shoulder] of Orion. However, some stars, like Sirius, are still known by their Latin, or in this case, Greek, names. Typically these familiar names are appended to the brightest stars in the sky. The constellation Orion and the Orion Nebula -- a starbirth region that can be spotted just below the Belt of Orion. Carolyn Collins Petersen Naming Stars Today The art of giving stars proper names has ceased, largely because all the bright stars have names, and there are millions of dimmer ones. It would be confusing and difficult to name every star. So today, stars are simply given a numerical descriptor to signify their position in the night sky, associated with particular star catalogs. The listings are based on surveys of the sky and tend to group stars together by some particular property, or by the instrument that made the initial discovery of  radiation, all the forms of light  from that star in a particular waveband. In fact, the study of starlight helps answer an often-asked astronomy question about what types of stars are out there, and how astronomers classify them. While not as pleasing to the ear, todays star-naming conventions are useful as researchers are studying a particular type of star in a specific region of the sky. All astronomers around the world agree to use the same numerical descriptions so as to avoid the kind of confusion that could arise if one group named a star a certain name and another group named it something else.   Additionally, such missions as the Hipparcos mission have imaged and studied millions of stars, and each of those bears a name that tells astronomers that they came from the Hipparcos dataset (for example). Polaris is a good example of another naming convention that is applied to a multiple star system. Polaris A is the primary star, Polaris Ab is a companion of the main star, and Polaris B is a separate star that orbits with the other two. This is an artists concept of how the system might look in an image. NASA/ESA/HST, G. Bacon (STScI) Star Naming Companies The International Astronomical Union (IAU) is charged with bookkeeping nomenclature for stars and other celestial objects. Official names are okayed by this group based on guidelines developed by the astronomical community. Any other names not approved by the IAU are not official names. When a star is designated a proper name by the IAU, its members will usually assign it the name used for that object by ancient cultures if one is known to exist. Failing that, significant historical figures in astronomy are usually chosen to be honored. However, this is rarely the case either  anymore, as catalog designations are a more scientific and easily used way to identify stars in research. There are a few companies that purport to name stars for a fee. Someone pays their money thinking they are going to name a star after themselves or a loved one. The problem is that these names are not actually recognized by any astronomical body. Theyre just a novelty, which is not always well explained by the people purporting to sell the right to name a star. So unfortunately if something interesting is ever discovered about the star someone paid a company to name, that unauthorized name isnt going to be used. The buyer gets a nice chart that may or may not show the star they named (some companies have actually just put a little dot on the chart), and little else. Maybe romantic, but certainly not legitimate. And, folks who are astronomers and/or work in planetariums have horror stories to tell about grieving family members getting a sympathy card with a star named for their husband or father or mother or sibling, showing up to see their late beloveds star, believing its a legitima tely named one. The astronomer or planetarian is then left to clean up the emotional mess made by the star-naming company. If people really want to name a star, they could go to their local planetarium and name a star on its dome in exchange for a nice donation. Some facilities do this or sell bricks in their walls or seats in their theaters. The funds go for a good educational cause and help the planetarium do its job of teaching astronomy. Its far more satisfying than simply paying a questionable company that claims official status for a name that wont ever be used by astronomers. Edited and updated by Carolyn Collins Petersen